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3-148 - From Brands to Strategies: Frontiers of Intervention in Social and Emotional Learning
Sat, March 23, 12:45 to 2:15pm, Hilton Baltimore, Floor: Level 2, Key 9Session Type: Paper Symposium
Integrative Statement
Research demonstrates the important relationship between effective implementation and the adaptability and compatibility of social and emotional learning (SEL) programs) to individual settings (Durlak & DuPre, 2008). However, the most common approaches to SEL, characterized by highly-structured, pre-packaged programs often lack the freedom and flexibility to select strategies that best fit the needs of students (developmental level, learning style, interest) and often face other barriers (limited time/resources, lack of buy-in, poor integration into everyday practice) that undermine efforts to bring comprehensive SEL programming to scale. There is a pressing need to understand what works in current SEL programming in order to pull out, develop, and test commonly-used strategies (kernels of practice; Embry & Biglan, 2008) that we hypothesize represent the “active essential ingredients” in SEL programs and may offer a more flexible approach to SEL that will maximize feasibility, sustainability, and long-term impact.
This symposium includes four papers from two teams from the US and UK, representing three different projects each tackling this same issue. Two papers cover the development of SEL kernels for US elementary schools, another describes a study that embedded kernels in a prek-8 summer program in the US, and the fourth presents a content analysis of 15 SEL programs and findings from a national survey of UK schools to highlight effective practices in elementary school SEL programming.
Sub Unit
Chair
Discussant
Individual Presentations
Using a database of 25 evidence-based SEL programs to identify kernels of practice - Presenting Author: Katharine Elizabeth Brush, Harvard Graduate School of Education; Non-Presenting Author: Rebecca Bailey, Harvard Graduate School of Education; Non-Presenting Author: Jennifer Ann Kahn, Harvard Graduate School of Education; Non-Presenting Author: Christine Park, Harvard Graduate School of Education; Non-Presenting Author: Laura Stickle, Harvard Graduate School of Education; Non-Presenting Author: Stephanie Jones, Harvard Graduate School of Education
Misalignment between common SEL curricula and teacher needs: Focus group findings from elementary school teachers - Presenting Author: Christine Park, Harvard Graduate School of Education; Non-Presenting Author: Laura Stickle, Harvard Graduate School of Education; Non-Presenting Author: Rebecca Bailey, Harvard Graduate School of Education; Non-Presenting Author: Katharine Elizabeth Brush, Harvard Graduate School of Education; Non-Presenting Author: Stephanie Jones, Harvard Graduate School of Education
Two-year findings from a new approach to social emotional learning in out-of-school-time (OST) settings - Presenting Author: Laura Stickle, Harvard Graduate School of Education; Non-Presenting Author: Rebecca Bailey, Harvard Graduate School of Education; Non-Presenting Author: Bryan Nelson, Harvard Graduate School of Education; Non-Presenting Author: Stephanie Jones, Harvard Graduate School of Education
From programmes to practice: Unpacking commonalities in social and emotional learning (SEL) approaches - Presenting Author: Michael Wigelsworth, University of Manchester; Non-Presenting Author: Neil Humphrey, University of Manchester, Manchester Institute of Education; Non-Presenting Author: Pamela Qualter, University of Manchester; Non-Presenting Author: Lily Verity, University of Manchester, Manchester Institute of Education