Individual differences in the effects of Social and Emotional Learning program - PowerPoint PPT Presentation

1 / 26
About This Presentation
Title:

Individual differences in the effects of Social and Emotional Learning program

Description:

1. Individual differences in the effects of Social and Emotional Learning program ... The teachers showed first a little perplexity. ... – PowerPoint PPT presentation

Number of Views:274
Avg rating:3.0/5.0
Slides: 27
Provided by: ispa7
Category:

less

Transcript and Presenter's Notes

Title: Individual differences in the effects of Social and Emotional Learning program


1
Individual differences in the effects of Social
and Emotional Learning program
  • Reizo Koizumi (Fukuoka University of
    Education)
  • Nobuchika Tanaka (Wakamiya Elementary School)
  • Fukuoka, JAPAN
  • 29th Annual International School Psychology
    Colloquium, Finland

2
BACKGROUND PURPOSE OF THIS STUDY
3
Background
  • Behavioral problems among children
  • -E.g., bullying, school refusal, violence,
    substance abuse (including alcohol and tobacco),
    delinquency, sexually transmitted diseases et al.
  • Decrease in childrens interpersonal-
    relationships ability
  • Classroom disruption and chaos
  • A distribution change in academic achievement
  • -a trend of bipolarization

4
Efforts in the Japanese schools
  • Conducting preventive educational programs in
    some schools
  • -short-term (e.g.,a few months to one year) and
    pilot implementation
  • Trying to maximize the effects of the educational
    programs
  • -little consideration of individual differences
    in the results of the programs

5
PURPOSE
  • To develop a trial Japanese version of Social and
    Emotional Learning (SEL) program for 5th and 6th
    graders
  • To examine individual differences in the effects
    of the SEL program
  • To obtain know-how to improve the SEL program for
    Japanese schools

6
METHOD
7
Method
  • A public elementary school in Fukuoka city
  • 107 fifth-graders (3 classes)
  • 121 sixth-graders (3 classes)
  • Six classroom teachers
  • June 2006 through February 2007
  • Classroom teachers conducted 12 45-minute-long
    exercises in each class.

8
Target abilities of the SEL program
  • (1) self-awareness
  • (2) social awareness
  • (3) self-management
  • (4) relationship skills
  • (5) responsible decision making
  • (6) well-being-promotion and problem-
  • prevention skills
  • (7) coping skills and social support for
  • transition and crises
  • (8) contributory services

9
Sample Exercises for 5th Graders
10
Sample Exercises for 6th Graders
11
The school in Fukuoka, Japan
12
Stress management
13
SEL classes with parents
14
Evaluation
  • Periods
  • Before (May) and after (February) the
    implementation
  • Teachers evaluation
  • -6 Classroom teachers evaluated their
  • children
  • -SEL Scale
  • 8 items with 4 rating points
  • (8 target abilities of SEL)
  • Students self-evaluation
  • -SEL Students Scale (24 items)

15
RESULTS
16
Grouping of the students
  • Three groups based on the first SEL
    self-evaluation
  • H group children, n77
  • M group children, n78
  • L group children, n73
  • (Fifth-graders and sixth-graders were combined.)

17
Fig. 1 Teachers evaluation
Mean Scores
18
Fig. 2 Students self-evaluation
Mean Scores
19
Differences among the groups
20
DISCUSSION
21
Differences in the effects of SEL
  • L group children got stronger merit in SEL
    classes.
  • As the first-order treatment for students
    success in the school, SEL classes may be more
    effective for quasi at-risk Japanese children.
  • Learning with H M group children in SEL classes
    created an optimal learning environment for L
    group children (observational analyses).

22
Length of the SEL program implementation
  • The length of the implementation period was 8
    months.
  • The longer the implementation period the more
    effective the SEL program is for children.
  • Partnership between the kindergarten and the
    elementary school, and between the elementary
    school and the junior high school is essential
    for the success of SEL.

23
Frequency of the exercises
  • Is one or two exercise per month is enough or not
    for the success of the SEL?
  • The ideal frequency of the exercises is at least
    one exercise per week.
  • Moral Education, Classroom Activities,
    Comprehensive Studies, and Morning Meetings can
    be integrated into SEL programs.

24
The program coordinators role
  • The second author played the role of the
    program coordinator.
  • -Building a curriculum of the SEL program
  • -Preparing the materials
  • -Implementing the program in the existing
    curriculum areas
  • -Training new classroom teachers
  • -Coordinating classroom schedules
  • -Proposing an evaluation system

25
The training system for classroom teachers
  • The teachers showed first a little perplexity.
  • The coordinator ran two school-wide workshops
    before and middle of the implementation.
  • A sub-coordinator in each grade may enhance
    classroom teachers involvement into the
    implementation.

26
Issues in the future
  • Experimental design should be applied to examine
    the individual differences in the effects of SEL.
  • Behavioral outcomes, such as academic achievement
    and adaptive behaviors in the school and at home,
    need to be considered.
  • The whole environment around the children should
    be collaborated with each other school, family,
    community.
Write a Comment
User Comments (0)
About PowerShow.com