Socio-Emotional Learning Programs For Children: From Theory to Community Implementation

1. Socio-Emotional Learning Programs For Children: From Theory to Community Implementation Krishna J.V. Chari, B.A. b, Laura E. Chesslo, B.A. b, Jaleel Abdul-Adil, Ph.D. a , Allison Cohen, M.A.b, Christina Aoun, B.A.b aUniversity of Illinois at Chicago; b The Chicago School of Professional Psychology – Chicago, IL Initial Contact with Schools/Community Program Recruitment of Core Developers Need Assessment Evaluation of Program Development of Program within an Established Program Implementation of Program Recruitment of Staff ABSTRACT RESULTS (continued) Theoretical Conceptualization of the BASE Program • Increased Socio-Emotional Learning (SEL) in school aged-children has consistently been linked to higher levels of academic, behavioral, and community functioning. • Several evidence-based programs are effective in addressing SEL; however, they have failed to reach at-risk communities.  • •  The authors detail the theoretical conceptualization and implementation of a program designed to meet the needs of such communities. • The Brooks After-school Socio-Emotional (BASE) program, developed from evidence-based models, was initiated in Chicago’s West Rogers Park School District. • •  The process, outcomes, and barriers of turning theory into community practice are discussed. Focusing on recommendations and future implications, the authors offer insight on how to expand the context of SEL from schools to the greater community. • Community Perspective • Mentors ended the program by discussing with parents the weekly lessons and initial outcomes, as well as eliciting feedback on program satisfaction. • Parents expressed their satisfaction with the program during individual conversations with mentors, and also evaluated the program favorably on formal questionnaires. • “The long hard hours that you put in from the moment we met…it was obvious that you were really passionate. The passion made me know that this was gonna bring great things for the kids and community. Once your passion was communicated to the parents, they were very excited about the program” – WRPASP Director • “The progression was really amazing. Even after you left, [the child] remembered what he had learned, and was able to re-focus.”– WRPASP Director • CASEL Socio-Emotional Learning Standards “Strong Start” Program Components BASE Program Components Administrative Feedback Observation/ Community Building DISCUSSION • Limitations • Resources • Limited amount of time graduate students can devote to program. • Limited funding. • Need for additional school liaisons to facilitate the relationship between mentors and the community. • Difficulties regarding the role of graduate student mentors as mandated reporters. • Future Implications • Inclusion of children at different levels of cognitive development requires adapting the lessons to each child’s level of understanding. • Development of age-appropriate measures to assess for SEL for young children are needed. • Creation of a standardized qualitative method to track child progress, which can be used for further research. • Establishment of a solid working budget. • Recommendations • Adapt the program to address developmental and gender differences. • Implementation of the program should involve forming an alliance between mentors, parents, and community members. • Mentor education that focuses on the conceptualization of the BASE program, child development, and the limited cognitive, attention, and social abilities of young children. • Mentor training that encompasses promoting child safety, maintaining cultural awareness, handling difficult behavioral situations, and risk management. • Remain aware and mindful of the children’s need for consistency. • Increase communication among mentors, especially when planning lessons. • Establish an effective system of positive reinforcement for appropriate behavior. • Use visual reminders, such as stickers, to motivate and encourage students. • Create a standard protocol and establish lines of communication with school administration and parents in cases of emergency. INTRODUCTION Needs Assessment Adaptation to System/Culture What is Socio-Emotional Learning? The Collaborative for Academic, Social, and Emotional Learning (CASEL) define socio-emotional learning (SEL) as, “The process of developing fundamental social and emotional competencies in children,” (p. 13, 2003). These competencies include: 1) Self-awareness: Identifying one’s own feelings and accurate assessment of abilities. 2) Social Awareness: Empathizing with others and perspective-taking; working together. 3) Self-management: Dealing with emotions in productive ways; delaying gratification. 4) Relationship Skills: Establishing healthy and rewarding relationships; cooperation; conflict resolution; resistance to peer pressure. 5) Responsible Decision Making: Consideration of factors, consequences, and alternate decisions; respecting others’ decisions; taking responsibility for one’s own actions. The Benefits of Socio-Emotional Learning Programs Competency in each of the five SEL skill areas enables children to function effectively and ethically throughout their development (CASEL, 2007). Studies of SEL programs report that children with high SEL competency are better equipped than others to manage stress, assess the emotions of others, persist when faced with obstacles, and communicate their feelings to resolve interpersonal conflicts. SEL programs have also been shown to reduce emotional distress and problem behaviors (Durlak et al., in preparation; Greenburg et al., 2003; National Center for Mental Health Promotion and Youth Violence Prevention, n.d.). The Brooks Afterschool Socio-Emotional (BASE) Program & Hypothesis The evidence-based Strong Start program (Merrell, Parisi, & Whitcomb, 2007) was uniquely adapted for this study’s targeted population to create the BASE program. The authors hypothesized that the BASE program would be beneficial in enhancing SEL skills in young children from diverse backgrounds. BASE Program Implementation BASE Program Evaluation Community Implementation of the BASE Program RESULTS • Initial Outcomes • Students in the BASE Program displayed both objective and subjective levels of improvement. • Decreased mean scores approaching significance on the Well-Being Screening Tool (WeBeST), a measure or emotional problems; t(9)=1.972; p=.08. • Increased mean scores approaching significance on the Children’s Empathic Attitudes Questionnaire (CEAQ); t(10)= -1.506; p=.163.. • Perceived increase in knowledge of social skills as reported by BASE mentors. • “From seeing them at the first day compared to the last day, it is so obvious that they have benefited from the program...It's a night and day difference.” –BASE Mentor • “I wanted to fight, but I then I just said to myself, NO!" –Child Participant (last day of group) • Mentors • Overall, mentors found the program to be effective in increasing SEL in children. • Mentors thought that they could have better served the students had they had a stronger relationship with school administration and families. • Changes made throughout program were effective in addressing concerns and played a role in positive outcomes. • Observation/Community Building phase was helpful in establishing and implementing the program. • “Above and beyond what the kids have gotten out of the program, I feel that I have learned so much from working with them and getting to know these kids so well.“ –BASE Mentor METHODOLOGY • Theoretical Conceptualization • CASEL Socio-Emotional guidelines inform broad SEL standards. • Strong Start Program components inform individual sessions. • BASE Program components are adapted from SEL standards and Strong Start Protocols. • Adaptation to the system/culture is key to inform ongoing development of BASE Program. • a. Needs assessment. • b. Extensive observation and community building. • c. Administrative feedback. • 5) Program evaluation assesses outcomes as well as informs BASE program components. • Community Implementation • Referred to the Daniel Boone School through Dr. Jaleel Abdul-Adil. Established a university-community partnership with the school’s West Roger’s Park After-School Program (WRPASP). • Core developers met to define a theoretical conceptualization to meet the needs of the WRPASP. • Developed a needs assessment for the school. WRPASP Director played a key role and acted as a cultural liaison with the school and families. • The investigators recruited first year graduate students in the Child and Adolescent Clinical Psychology program at The Chicago School of Professional Psychology. • The K-2 students were divided into a boys and girls group. The SEL curriculum was led by the graduate students for 35-minute sessions once a week, for 10 weeks. • Pretest and post test measures of SEL, empathy, well-being, and teacher and parent reports of behavior were used to evaluate the success of the program. Data will be used to inform the program and make changes to the curriculum. REFERENCES Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Collaborative for Academic, Social, and Emotional Learning. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2007). Background on social and emotional learning (SEL). Chicago: Collaborative for Academic, Social, and Emotional Learning. Durlak, J. A., Weissberg, R. P, Taylor, R. D., & Dymnicki, A. B. (in preparation). The effects of school-based social and emotional learning: A meta-analytic review. Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H. et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466-474. Merrell, K., Parisi, D., & Whitcomb, S. (2007). Strong Start-Grades K-2: A Social and Emotional Learning Curriculum. Brookes Publishing Company: Baltimore. National Center for Mental Health Promotion and Youth Violence Prevention. (n.d.). Prevention brief: Socio-emotional learning. Retrieved December 1, 2008, from http://www.promoteprevent.org/Publications/center-briefs/ Social%20and%20Emotional %20Learning2.pdf ACKNOWLEDGEMENTS We would like to thank Sayaka Machizawa, Psy.D., Community Engaged Scholarship Coordinator at the Chicago School of Professional Psychology; Jill Glenn, LCSW, Director of Community Partnerships at the Chicago School of Professional Psychology; and Guillermo Riviera and all the staff at WRPASP. We would also like to thank Christine Brooks, Ivan Irie, Stephanie Evans, Tom Baker, and Heidi Schilling.