As “exquisitely social creatures,” our “survival depends on understanding the actions, intentions and emotions of others.” (SOURCE: negotiationlawblog.com )

What is Social and Emotional Learning (SEL)? (SOURCE: casel.org)

An Emotions Dictionary and Word Bank : Grow your Emotional Literacy (SOURCE: emotional-intelligence-education.com)

What is Social and Emotional Learning?
Social and emotional learning is the process through which children and adults acquire the knowledge, attitudes, and skills to:
• Recognize and manage their emotions
• Set and achieve positive goals
• Demonstrate caring and concern for others
• Establish and maintain positive relationships
• Make responsible decisions
• Handle interpersonal situations effectively

These critical social-emotional competencies involve skills that enable children to
calm themselves when angry, initiate friendships and resolve conflicts respectfully,
make ethical and safe choices, and contribute constructively to their community.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has
identified five groups of inter-related core social and emotional competencies that
SEL programs should address (Collaborative for Academic, Social, and Emotional
Learning; 2005; Devaney, O’Brien, Keister, Resnik, & Weissberg, 2006):
• Self-awareness: accurately assessing one’s feelings, interests, values, and strengths;
maintaining a well-grounded sense of self-confi dence;
• Self-management: regulating one’s emotions to handle stress, controlling impulses,
and persevering in addressing challenges; expressing emotions appropriately; and

setting and monitoring progress toward personal and academic goals;
• Social awareness: being able to take the perspective of and empathize with others;
recognizing and appreciating individual and group similarities and differences; and recognizing and making best use of family, school, and community resources;
• Relationship skills: establishing and maintaining healthy and rewarding relationships based on cooperation;

resisting inappropriate social pressure; preventing,

managing, and resolving interpersonal confl ict; and seeking help when needed; and
• Responsible decision making: making decisions based on consideration of ethical
standards, safety concerns, appropriate social norms, respect for others, and likely
consequences of various actions; applying decision-making skills to academic and
social situations; and contributing to the well-being of one’s school and community.

Students who appraise themselves and their abilities realistically (self-awareness),
regulate their feelings and behaviors appropriately (self-management), interpret social
cues accurately (social awareness), resolve interpersonal conflicts effectively (relationship skills), and make good decisions about daily challenges (responsible decision making) are headed on a pathway toward success in school and later life.

READ ARTICLE: The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students

by

John Payton
Roger P. Weissberg
Joseph A. Durlak
Allison B. Dymnicki
Rebecca D. Taylor
Kriston B. Schellinger
Molly Pachan

(SOURCE: lpfch.org)

READ ARTICLES & VIEW ACTIVITIES:  Emotional Intelligence: EQ the Key to a Successful Future

(SOURCE: emotional-intelligence-education.com)

READ ARTICLE:  Social awareness + Emotional skills = Successful kids (SOURCE: apa.org)

TEACHING WITH MOVIES: Social-Emotional Learning Index

(SOURCE: teachwithmovies.org)

 The best Social Emotional Learning (SEL) Resources  CLICK HERE (SOURCE: larryferlazzo.edublogs.org)

OLDER RELATED POST 1: EDUCATION IN HUMAN VALUES

OLDER RELATED POST 2: EMOTIONAL INTELLIGENCE

OLDER RELATED POST 3: HOW ARE YOU FEELING?