Rooyesh-e- Ravanshenasi Journal(RRJ)

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Ebrahimi S. Educational approaches to social-emotional learning in schools. Rooyesh 2019; 8 (5) :67-76
URL: http://frooyesh.ir/article-1-1187-en.html

The School-based interventions seek to identify and administrate the affecting changes on important factors of classroom processes that predict student’s academic and social-emotional development. One of the affecting factors contributing to the improvement of the classroom quality and interactions is social-emotional learning. Social-emotional learning processes for integrating of thought, feeling and behavior is an awareness of self and others, responsible decisions and managing their behavior and others. Social-emotional learning intervention programs are designed as a systematic and comprehensive way in schools to facilitate this process. At this study, we specified the characteristics of social-emotional learning and introduced schools social-emotional learning interventions especially CASEL activities with the use of a descriptive-analytic method that CASEL detailed guidelines and developed programs with accurate approaches and based on social and emotional learning for improving mental health in children and adolescents. The features of these programs are the integration of social-emotional learning skills with literacy and practice education associated with class and school. Among many approaches to social and emotional learning, these are mentioned: Promoting Alternative Thinking Strategies, Responsive Classroom, Recognizing, Understanding, Labeling, Expressing, Regulating, The Caring School Community, MindUp, The Second Step Program, Reading, Writing, Respect & Resolution, Social Decision Making or Social Problem Solving & Emotionally Intelligent Parenting. The findings of this study, in addition to presenting various interventional models for schools and the participation of families, showed that when schools highlight the essential role of social and emotional skills in learning and successful life, and implement the comprehensive, coherent and accurate plans, will likely have a positive impact on students' social competence and academic performance. These findings can be used as a guide for curriculum designers and schools to give more importance to identify and strengthen the social and emotional classroom factors by intervention programs to improve classroom climate.