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Donna Lord Black. Essentials of Social Emotional Learning (SEL)
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Essentials of Psychological Assessment Series
Essentials of Social Emotional Learning (SEL) The Complete Guide for Schools and Practitioners
PREFACE
ACKNOWLEDGMENTS
INTRODUCTION
ABOUT THE COMPANION WEBSITE
One DEFINING SOCIAL EMOTIONAL LEARNING (SEL) AND THE CRITICAL AREAS OF COMPETENCE
CAUTION BOX
Rapid Reference 1.1CASEL’s SEL Framework
The CASEL 5: Self‐awareness
Self‐management
Social awareness
Relationship skills
Responsible decision making
Rapid Reference 1.2Exemplary Programs Where SEL Content Is Included in Pre‐service Teacher Preparation* Academy for Social‐Emotional Learning in Schools (Academy for SEL), College of Saint Elizabeth and Rutgers University
Center for Reaching and Teaching the Whole Child (CRTWC), San Jose State University
Attentional Teaching Practices (ATP), University of Pittsburgh
DEFINING SEL
Establishing the Critical Areas of Competence
Consensus About SEL
Rapid Reference 1.3Seven Suggestions for Avoiding the Pitfalls of SEL and Delivering on Its Promise
THE NEED FOR A COMMON LANGUAGE, A COMMON PERSPECTIVE, AND A COMMON VISION
Rapid Reference 1.4Three‐Step Process for Developing a Common Vision
APPLICATION OF THE THREE‐STEP PROCESS: A CASE EXAMPLE
Case Example: Texas Collaborative for Emotional Development in Schools (TxCEDS)
Background
Process
Critical Issues Identified
Outcomes
Rapid Reference 1.5Texas School‐Based Social/Emotional Wellness Model
TEST YOURSELF
REFERENCES
Two HISTORICAL INFLUENCES ON THE EMERGENCE OF SEL. INTRODUCTION
DON’T FORGET
RECENT EVENTS. COVID‐19 Pandemic 2020
Rapid Reference 2.1. Inflammatory Syndrome in Young People Linked to COVID‐19
Influence of Exclusionary Discipline Practices on School Safety
Rapid Reference 2.2
Social and Emotional Learning—Why We Must Act Now
Rapid Reference 2.3 The School‐to‐Prison Pipeline. What It Is
When It Began
The Impact
Rapid Reference 2.4 Florida School Safety Policy: Marjory Stoneman Douglas High School Public Safety Act
Rapid Reference 2.5 Texas School Safety Policy: Texas School Safety Act, Senate Bill 11, 2019
Impact of Trauma and Adversity
Evidence for SEL
HISTORICAL INFLUENCE. Research on Emotional Intelligence
Emergence of CASEL
Rapid Reference 2.6 Comer School Development Program
Formation of the Aspen Institute’s National Commission on Social, Emotional, and Academic Development
Rapid Reference 2.7 Recommendations from the Aspen Institute’s National Commission on Social, Emotional, and Academic Development, From a Nation at Risk to a Nation at Hope (January 2019)
Preparation for a Global Workforce: World Economic Forum’s Emphasis on SEL
Rapid Reference 2.8 Critical Skills for the Twenty‐First Century
CONCLUSIONS
TEST YOURSELF
REFERENCES
Three EMOTIONAL INTELLIGENCE AND ITS ROLE IN SEL. INTRODUCTION
WHAT IS EMOTIONAL INTELLIGENCE?
DON’T FORGET
Rapid Reference 3.1 EI, EQ, and SEL: What’s the Difference?
Rapid Reference 3.2 Social Intelligence and Cultural Intelligence: How Do They Differ From Emotional Intelligence?
THE NEUROSCIENCE OF EMOTIONS
DON’T FORGET
Brain Structures
Rapid Reference 3.3 Shaping the Brain. Stage One: Formation of the Neural Tube
Stage Two: Neurogenesis (Cell Proliferation)
Stage Three: Migration of Cells
Stage Four: Cell Differentiation
Stage Five: Establishment of Neural Networks
Brain Stem
Limbic System
DON’T FORGET
DON’T FORGET
DON’T FORGET
Cortex
DON’T FORGET
DON’T FORGET
Rapid Reference 3.4 Executive Functions Associated With Areas of the Prefrontal Cortex
Rapid Reference 3.5
Rapid Reference 3.6 Application of Executive Function Skills Involves Three Primary Brain Functions
Cerebellum
THE ROLE OF EMOTIONS IN EDUCATION: IMPLICATIONS FOR SEL
TEST YOURSELF
REFERENCES
Four CURRENT CHALLENGES IN EDUCATION. INTRODUCTION
CAUTION
Rapid Reference 4.1Three Dimensions of the Learning Crisis
Learning outcomes
Immediate causes
Systemic causes
DON’T FORGET
CURRENT ISSUES IN EDUCATION. Mental Health and Trauma
DON’T FORGET
DON’T FORGET
CAUTION
School Safety
DON’T FORGET
DON’T FORGET
Equitable Educational Opportunities
DON’T FORGET
CAUTION
DON’T FORGET
CAUTION
CAUTION
DON’T FORGET
Teacher Preparation and Retention
DON’T FORGET
DON’T FORGET
DON’T FORGET
Funding Issues
DON’T FORGET
Other Issues. Fragmented Efforts
CONCLUSION
TEST YOURSELF
REFERENCES
Five EVIDENCED SUPPORT FOR SEL. INTRODUCTION
DON’T FORGET
OUTCOME STUDIES
Effectiveness of SEL: Universal Intervention
DON’T FORGET
Rapid Reference 5.1 Study Establishes Long‐Term Effects of SEL Programs
Effectiveness of SEL: Early Intervention
DON’T FORGET
Rapid Reference 5.2 Cost–Benefit Analysis of the Perry Preschool Project
Evidenced Support for SEL
Teacher Support for SEL
DON’T FORGET
School Leader Support for SEL
DON’T FORGET
Rapid Reference 5.3 Teacher and Principal Perspectives on Social and Emotional Learning in America’s Schools: Findings From the American Educator Panels. Key Findings
Student Support for SEL
DON’T FORGET
THE ECONOMICS OF SEL
DON’T FORGET
THE LOGIC FOR SEL
Rapid Reference 5.4 Basic Components of a Logic Model
MOVING FORWARD
DON’T FORGET
CONCLUSION
TEST YOURSELF
REFERENCES
Six MAKING THE CASE FOR SEL. INTRODUCTION
CHALLENGES TO GAINING BUY‐IN. Barriers to Learning and Teaching. DON’T FORGET
Rapid Reference 6.1 MAKING CONNECTIONS. Do barriers create inequities that influence outcomes?
DON’T FORGET
DON’T FORGET
Rapid Reference 6.2 Dimensions of School Engagement
Stakeholder Commitment
THE ROLE OF LEADERSHIP AND GOVERNANCE
DON’T FORGET
DON’T FORGET
CAUTION
CAUTION
LAYING THE FOUNDATION. Core Values
School Culture and Climate
DON’T FORGET
Rapid Reference 6.3 U.S. Department of Education School Climate Model
SEL Through a Lens of Equity
CONCLUSION
TEST YOURSELF
REFERENCES
Seven GETTING STARTED: A MULTIPHASE APPROACH TO WHOLE‐SCHOOL IMPLEMENTATION OF SEL. INTRODUCTION
SYSTEM CHANGE PROCESS
MULTIPHASE APPROACH TO SEL
Rapid Reference 7.1 Multi‐Phase Approach to SEL
Phase 1: Foundations for SEL
Assembling a Steering Committee
Building Consensus
Phase 2: Developing the Infrastructure
A Triangulated Approach
System Review and Analysis
Learning Needs Assessment
Rapid Reference 7.2 Using the ICEL Framework to Determine an Equitable Learning Environment
Assessment of Support Systems
Use of Data in Decision Making
Rapid Reference 7.3 Distinguishing Between Date‐Informed, Data‐Inspired, and Data‐Driven Decision Making: What About Moral Decision Making?
Identifying Priorities and Setting Goals
Selecting the SEL Framework
Rapid Reference 7.4 The Developmental Assets® Framework
Developing the SEL Instructional Program
Identifying Staff SEL Needs
Assessment of SEL Competencies
Alignment of Systems and Processes
Developing a Logic Model
Rapid Reference 7.5 Guiding Principles for Developing a SEL Logic Model
Rapid Reference 7.6
Phase 3: Planning and Implementing
Developing the Implementation Plan
Implementing the Plan
Phase 4: Progressive Improvement
SUMMARY
Rapid Reference 7.7 “Dotting i’s and Crossing t’s” Using a Systematic Approach to SEL Planning
Rapid Reference 7.8 Checklist for the SEL Multiphase Approach
Phase 1: Foundations
Phase 2: Developing the Infrastructure
Phase 4: Progressive Improvement
CONCLUSION
Rapid Reference 7.9 Using the Multiphase Approach to Develop a Plan for SEL: A Case Example
Phase 1: Foundations
Phase 2: Developing the Infrastructure
Phase 3: Planning and Implementing. Developing the Plan
Implementing the Plan
Phase 4: Progressive Improvement
TEST YOURSELF
REFERENCES
Eight TOOLS, TEMPLATES, AND CHECKLISTS. INTRODUCTION
SOCIAL EMOTIONAL LEARNING FOUNDATIONS INVENTORY (SELFI)
Rapid Reference 8.1The Social Emotional Learning Foundations Inventory (SELFI): Part 1
DON’T FORGET
Part 1: SELFI Templates and Tools. Group 1: System Review and Analysis
Rapid Reference 8.2
Demographic Information
Demographic Information
Demographic Information
Academic Wellness Factors
Academic Wellness Factors
Academic Wellness Factors
Academic Wellness Factors
At‐Risk Factors
Health Factors
Health Factors
Behavioral Health Factors
Behavioral Health Factors
Behavioral Health Factors
Behavioral Health Factors
Behavioral Health Factors
Behavioral Health Factors
Behavioral Health Factors
Other Behavioral Health Data (Not Collected by Schools)
Policies and Procedures
Rapid Reference 8.3QuestionsWhen Reviewing and Analyzing School Data
Questions When Reviewing and Analyzing Policies and Procedures
DON’T FORGET
Group 2: Learning Needs Assessment
Rapid Reference 8.4Review and Analysis of Programs and Resources
Rapid Reference 8.5Questions to Guide the Review and Analysis of Programs and Resources
Rapid Reference 8.6Assessment of the Learning Environment Using the ICEL Framework
Rapid Reference 8.7Questions to Guide the Assessment of the Learning Environment Using the ICEL Framework. Instruction
Curriculum
Environment
Learner
DON’T FORGET
Group 3: Assessment of Support Systems
Rapid Reference 8.8
Rapid Reference 8.9 Questions to Guide Discussion of the Problem‐Solving Process
Rapid Reference 8.10 Matrix for a Continuum of Student, Saff, and Home Supports
Rapid Reference 8.11 Questions to Guide Discussion of the Continuum of Supports
Rapid Reference 8.12SEL Informal Needs Assessment
Rapid Reference 8.13 Questions to Guide Discussion of the Informal Needs Assessment
DON’T FORGET
Part 2: SELFI Consolidated Findings Report
Rapid Reference 8.14
SEL IMPLEMENTATION PLAN
Rapid Reference 8.15SEL Implementation Plan
CONCLUSIONS
TEST YOURSELF
REFERENCES
Nine ALIGNING SEL ASSESSMENT WITH INSTRUCTION AND CURRICULUM. INTRODUCTION
ISSUES WITH ASSESSING STUDENT SEL COMPETENCIES
Limitations in Using SEL Assessment Tools
SEL Assessment From a Developmental Perspective
SEL Assessment and Its Influence on Equity
SEL in the Context of a Broad Assessment
Legal Issues
THE ASSESSMENT PROCESS. Evaluation, Assessment, and Measurement: What Is the Difference?
Rapid Reference 9.1 Assessment of Student Sel Competencies: A Step‐By‐Step Guide
A Step‐by‐Step Approach to the Assessment Process. Step 1: Define Competencies; Verify They Are Aligned to the SEL Framework and Curriculum
Step 2: Identify the Type of Assessment
Step 3: Determine the Method of Assessment
Direct assessment examples
Indirect assessment examples
Rapid Reference 9.2 Advantages and Limitations of Assessment Types and Methods
Step 4: Identify the Assessment Tool(s)
Step 5: Conduct the Assessment
Step 6: Analyze Data for Use
Instructions for Identifying Primary and Secondary Targets for Explicit Instruction
Summary of the SEL Assessment Process
Rapid Reference 9.3 SEL Assessment Process
ALIGNING SEL ASSESSMENT WITH INSTRUCTION AND THE SEL CURRICULUM. Laying the Groundwork
Instructional practices
Social teaching practices
Alignment With a Developmental Curriculum
Rapid Reference 9.4 Example: How Self‐Awareness Competencies Translate Into a Self‐Awareness Curriculum for Prekindergarten
Summary of the SEL Alignment Process
Rapid Reference 9.5 Case Example. SEL Assessment and Program Alignment
Aligning Results With Instruction and the Curriculum
Summary of Assessment
CONCLUSIONS
TEST YOURSELF
REFERENCES
Ten SEL: A ROADMAP FOR A WORLD AT HOPE. INTRODUCTION
CAUTION
DON’T FORGET
IMPACT OF THE COVID‐19 PANDEMIC ON CHILDREN. Education. School Closings
Academic Achievement
Marginalized and Disadvantaged Students
Children With Disabilities
Attending to Student Voices
Mental Health
Health, Safety, and Mortality
DEVELOPING COLLABORATIVE PARTNERSHIPS
PROMISING PRACTICES
National Efforts
Local Efforts
Rapid Reference 10.1 Using EAL in Education to Promote and Support SEL in Schools
EAL in Education
EAL and SEL
EAL and SEL in Action
Rapid Reference 10.2 Integrating SEL Into Jurisprudence and Juvenile Court Cases
Rationale for the Program
About the Program
The Program in Action
Program Benefits
CONCLUSIONS
TEST YOURSELF
REFERENCES
INDEX
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