This list was started as a collection to include updates, research, and resources to create healthy learning environments and to support the teaching and learning of Social and Emotional core competencies. It now also includes critical perspectives with attention to the ways that the field of SEL has changed. See also: http://bit.ly/edpsychtech and http://bit.ly/safe_schools_resources.
"Emotional intelligence is comprised of the skills necessary to understand and manage emotions effectively. Does higher emotional IQ mean improved job performance? About a third of all hiring managers in the U.S. tend to think so! The importance of Emotional Intelligence infographic dives deeper into what emotional intelligence entails as well as why it’s important in the workplace."
Daniel Goleman's new book, "Focus" builds on his earlier work of emotional intelligence and provides strategies and examples of how best to integrate what we know about the emotion/cognition connections. Highly recommend this book as well to support any efforts to support EI learning: http://www.nytimes.com/2013/11/03/books/review/focus-by-daniel-goleman.html
By Christopher Bergland, in The Athlete's Way / Psychology Today - Feb. 2nd, 2013 "When was the last time that you had to perform gracefully in a high-pressure situation? How did you handle it? Did you choke or did you have grace under pressure? Researchers continue to confirm that daily habits of mindset and behavior can create a positive snowball effect through a feedback loop linked to stimulating your vagus nerve. In this entry I will show you 8 habits that stimulate healthy ‘vagal tone’ and allow you to harness the power of your vagus nerve to help you stay calm, cool, and collected in any storm.
Healthy vagal tone is indicated by a slight increase of heart rate when you inhale, and a decrease of heart rate when you exhale. Deep diaphragmatic breathing—with a long, slow exhale—is key to stimulating the vagus nerve and slowing heart rate and blood pressure, especially in times of performance anxiety. A higher vagal tone index is linked to physical and psychological well-being. A low vagal tone index is linked to inflammation, negative moods, loneliness, and heart attacks."...
More compelling evidence to Just Breathe! Deep diaphragmatic breathing improves vagal tone and "A higher vagal tone index is linked to physical and psychological well-being. A low vagal tone index is linked to inflammation, negative moods, lonliness, and heart attacks. "
"Peter L. Benson, president and CEO of Minneapolis-based Search Institute, is one of the world's leading authorities on positive human development. Dr. Benson is the author or editor of more than a dozen books on child and adolescent development and social change, including, most recently, Sparks: How Parents Can Help Ignite the Hidden Strengths of Teenagers Dr. Benson's international reputation in human development emerged in the 1990s through his innovative, research-based framework of Developmental Assets, the most widely recognized approach to positive youth development in the United States and, increasingly, around the world. Before joining Search Institute in 1978, Dr. Benson was chair of the psychology department and chair of the program in human development and social relations at Earlham College, Richmond, Indiana."
By Heidi Stevens [image by Heleen Sitter/Getty-Lifesize] "Forty-five minutes of daily recreational screen time is the maximum a child can handle before his or her educational, emotional and social development are affected, according to a new "super study" that polled 50,000 parents from 4,600 American cities over a three-year period.
Spelled out in the new book, "The Learning Habit: A Groundbreaking Approach to Homework and Parenting That Helps Our Children Succeed in School and Life" (Perigree), the study aims to guide parents through an academic landscape that barely resembles the one we knew as kids — starting, of course, with the number and ubiquity of screens populating it.
"What we observe," they write, "are children who can relate to screens with ease, but have few social or communication skills; kids who can play video games for hours, but can't read a book for longer than 10 minutes; kids who can text and tweet, but can't focus on a challenging math problem or make sense of a few paragraphs in a history book."
Sure, but they're going to college in record numbers!
"We are graduating children who lack the skills to survive, much less thrive, in college," write the authors. "Once first in the world in college-graduated students, the United States is now 10th. Almost half of our students who enter college do not graduate."
We've got a mess on our hands, Jackson told me by phone. And we're not, in many cases, eager to tackle it.
"Parents aren't looking to make lifestyle or habit changes unless something isn't working," said Jackson, a neuropsychological educator. "Many families are struggling with something they're not connecting with screen time: moodiness at bedtime, fighting to get out of the house in the morning, anxiety — which (are hallmarks) of too much screen time."...
***
..."The Learning Habit study found that students who spend 45 total minutes per day consuming media — computer, phone, tablet or television — can maintain an A average.
"After 45 minutes of use, however, grades slowly but steadily declined," write the authors. "After three hours of use, grades rapidly declined. … After four hours, children had virtually zero likelihood of academic success."
Parents who took part in the study reported their children used media for an average of 90 to 120 minutes per day. "Yet when asked specific questions about the devices, the total was commonly between six and eight hours per day," write the authors."...
"This lively RSAnimate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace."
American Youth Policy Forum (AYPF) AYPF provides learning opportunities for policymakers, practitioners, and researchers working on youth and education issues at the national, state, and local levels. http://www.aypf.org
The Beyond Intractability Knowledge Base Project
As part of the Conflict Research Consortium based out of the University of Colorado, this organization offers constructive approaches to difficult and intractable conflicts. http://www.beyondintractability.org
Brainology Carol Dweck and educational researcher Lisa S. Blackwell have converted Dweck’s Mindset Theory into a software program. Brainology aims to motivate middle school and high school students to do better in all of their subjects by teaching them how the brain works and how to boost their intelligence. http://www.brainology.us
A Campaign for Forgiveness Research This organization supports a variety of research projects that deal with the power of forgiveness and reconciliation. http://www.forgiving.org
Center for Social and Emotional Education (CSEE) CSEE is devoted to educating school and parent leaders to make social, emotional, and academic learning an integral part of children's school experience. http://www.csee.net
Center for the 4th and 5th R’s Led by Dr. Tom Lickona, this organization provides character education resources, training, and evaluation services. http://www.cortland.edu/character
Character Education Partnership (CEP) The CEP web site provides an extensive database of character education resources and professional development opportunities. http://www.character.org
Committee for Children (CfC) CfC develops and disseminates violence-prevention and social and emotional learning programs (Pre-K – 9). Kathy Beland, lead author of School-Connect, authored the first and second editions of their award-winning Second Step program. http://www.cfchildren.org
Community of Caring Community of Caring offers supports to schools (K–12) in implementing comprehensive, school-wide character education programs. http://www.communityofcaring.org
The George Lucas Foundation Click “Project-Based Learning” or “Social Emotional Learning” to access an array of options for exploring these topics, including videos of high school classrooms, interviews with teachers and school administrators, articles, and recommended books. http://www.edutopia.org
The Inner Resilience Program A project of the Tides Center, this program helps cultivate the inner lives of students, teachers, and schools by integrating SEL with contemplative practice. They offer retreats, workshops, books and curricula. http://www.innerresilience-tidescenter.org
National Institute on Media and the Family This non-profit organization runs the MediaWise campaign, informing the public on how the media negatively influences children and youth and how parents and teachers can help them become more media-literate. http://www.mediafamily.org
By Sarah D. Sparks "Students' ability to learn depends not just on the quality of their textbooks and teachers, but also on the comfort and safety they feel at school and the strength of their relationships with adults and peers there. Most of education policymakers' focus remains on ensuring schools are physically safe and disciplined: Forty-five states have anti-bullying policies, compared with only 24 states that have more comprehensive policies on school climate.
Mounting evidence from fields like neuroscience and cognitive psychology, as well as studies on such topics as school turnaround implementation, shows that an academically challenging yet supportive environment boosts both children's learning and coping abilities. By contrast, high-stress environments in which students feel chronically unsafe and uncared for make it physically and emotionally harder for them to learn and more likely for them to act out or drop out.
As that research builds, more education officials at every level are taking notice. For example, the federal government has prioritized school climate programs in its $38.8 million grants for safe and supportive school environments, and two states—Ohio and Wisconsin—have developed guidelines for districts on improving school life, according to the National School Climate Center, located in New York City."...
Empathy has been proven to help students succeed inside and outside the classroom — whether looking at kids in the Bronx or students experiencing violence in their community in Colombia. Our responsibility as leaders of this change is to take the idea and run with it.
Washington Post (blog) Why it's (long past) time for social and emotional learning Washington Post (blog) Recently, eight urban school districts from around the country met in Nashville to share what has been learned in the effort to bring Social...
"Stress. It makes your heart pound, your breathing quicken and your forehead sweat. But while stress has been made into a public health enemy, new research suggests that stress may only be bad for you if you believe that to be the case."
"Collaborative for Academic, Social, and Emotional Learning (CASEL) is the nation’s leading organization advancing the development of academic, social and emotional competence for all students. Our mission is to help make evidence-based social and emotional learning an integral part of education from preschool through high school. Through research, practice and policy, CASEL collaborates to ensure all students become knowledgeable, responsible, caring and contributing members of society."
Professor Yuko Munakata of the University of Colorado is a proponent of developing “executive function” in children. A professor of psychology and neuroscience, Munakata created a study to start the ball rolling toward an understanding of whether...
First 5 California was created by voters under Proposition 10 to recognize that children's health and education is a top priority, especially in the early years of development.
(Selected quote) "In the past two decades, neuroimaging and brain-mapping research have provided objective support to the student-centered educational model. This brain research demonstrates that superior learning takes place when classroom experiences are relevant to students' lives, interests, and experiences. Lessons can be stimulating and challenging without being intimidating, and the increasing curriculum requirements can be achieved without stress, anxiety, boredom, and alienation as the pervasive emotions of the school day."...
"Mark Griffin starts every weekday standing at the door of the Thomas Edison K8 School in Brighton: “Great hat!” “Don’t you look good today!” “How’re you making out?” His pleasantries are a nice way to start the day, but they also have a point. As Griffin greets more than 400 students each morning, he’s looking to see who is shivering in a too-thin coat, whose eyes look rimmed with tears, which parents are walking their kids to school and staying for the free breakfast themselves.
“It’s hard to concentrate on schoolwork when there are other things much more important to them that need to be addressed,” Griffin said.
Nearly all students at Edison are eligible for free or reduced-price lunch, which means they come from families that lack middle-class advantages. That’s where Griffin comes in. He’s employed by a program called City Connects that helps Edison kids with needs that extend outside of the classroom. The program — started more than a decade ago by educators at Boston College — is based on the simple idea that a child distracted by pain, fear, or deprivation can’t possibly do as well in school as a child without those challenges. So City Connects tries to resolve as many of those issues as possible — whether that’s buying Christmas presents, fighting obesity, getting students into drawing lessons, or helping kids negotiate playground bullies.
In a new study, students who went through Boston schools with a City Connects program, like Edison, were shown to drop out of high school at half the rate of their peers from other schools."...
"WINGS was born in 1996 when social and emotional learning (SEL) was almost unheard of and very newly defined. Just one year before, Daniel Goleman published his best-selling book Emotional Intelligence and a movement began. Slowly gaining speed, SEL has caught serious momentum over the last five years – articles, organizations, movements, and trends are catching on to what we already know."...
"The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.
The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. We have developed extensive, user-friendly training materials, videos, and print resources which are available directly from this website to help early care, health and education providers implement this model.
Visit our States page to find more information about any of our state partners or new resources and information for all states.
State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin."...
..."For children, Brackett notes, school is an emotional caldron: a constant stream of academic and social challenges that can generate feelings ranging from loneliness to euphoria. Educators and parents have long assumed that a child’s ability to cope with such stresses is either innate — a matter of temperament — or else acquired 'along the way,' in the rough and tumble of ordinary interaction. But in practice, Brackett says, many children never develop those crucial skills. 'It’s like saying that a child doesn’t need to study English because she talks with her parents at home,' Brackett told me last spring. “Emotional skills are the same. A teacher might say, ‘Calm down!’ — but how exactly do you calm down when you’re feeling anxious? Where do you learn the skills to manage those feelings?”... (Jennifer Kahn) Full story here: http://www.nytimes.com/2013/09/15/magazine/can-emotional-intelligence-be-taught.html?ref=education&_r=0
"Once a small corner of education theory, S.E.L. has gained traction in recent years, driven in part by concerns over school violence, bullying and teen suicide. But while prevention programs tend to focus on a single problem, the goal of social-emotional learning is grander: to instill a deep psychological intelligence that will help children regulate their emotions."
"The mission of the Connie L. Lurie College of Education Collaborative for Reaching & Teaching the Whole Child is to enhance our schools’ capacity to meet the needs of children and those educators who work with them by: 1) designing and researching methods to embed the social-emotional dimension of teaching and learning into the preparation and ongoing professional development of educators; and 2) championing the social-emotional dimension of teaching and learning as the fourth pillar of education, equal to, and important as pedagogy, assessment, and curriculum."...
"The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational research which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils.
The Toolkit currently covers 34 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them, and their cost.
The Toolkit is a live resource that will be updated on a regular basis as findings from EEF-funded projects and other high-quality research become available. In addition, we would welcome suggestions for topics to be included in future editions."...
Image credit: Doug Neil "If you think your inability to concentrate is a hopeless condition, think again –– and breathe, and focus. According to a study by researchers at the UC Santa Barbara, as little as two weeks of mindfulness training can significantly improve one's reading comprehension, working memory capacity, and ability to focus.
Their findings were recently published online in the empirical psychology journal Psychological Science.
"What surprised me the most was actually the clarity of the results," said Michael Mrazek, graduate student researcher in psychology and the lead and corresponding author of the paper, "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering." "Even with a rigorous design and effective training program, it wouldn't be unusual to find mixed results. But we found reduced mind-wandering in every way we measured it."...
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Daniel Goleman's new book, "Focus" builds on his earlier work of emotional intelligence and provides strategies and examples of how best to integrate what we know about the emotion/cognition connections. Highly recommend this book as well to support any efforts to support EI learning: http://www.nytimes.com/2013/11/03/books/review/focus-by-daniel-goleman.html