Communities In Schools of Chicago

Social Emotional Learning in School-Focused Programs

Presented by

Caryn Curry

Program Director

Mental Health America of Illinois

March 5, 2015

Today’s Objectives

◦Understand: what is social and emotional learning, really?

◦How do you apply the SEL Standards to your work

◦Reflect on personal social and emotional competenciesWhat’s impact on your effectiveness

Shared Agreements

What do you need to make this environment safe and most conducive to your learning and participation today?

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Featured films are the results of years of scientific study combined with the experience of years.

Food for Thought

“No Significant Learning Occurs Without a

Significant Relationship.” -James Comer

Social and Emotional Learning (SEL)

A PROCESS FOR ACQUIRING SKILLS TO:

Recognize and manage emotionsDemonstrate caring and concern for othersEstablish positive relationshipsMake responsible decisionsHandle challenging situations effectively

Collaborative for Academic, Social and Emotional Learning,(CASEL), 2005

Social and Emotional Skills

social & emotional learning

Self-awareness

Social awarenes

s

Relationship

Skills

Responsible decision-

making

Self-managemen

t

Forming positiverelationships, working in

teams, and dealing effectivelywith conflict

Making ethical, constructive

choices aboutpersonal and

social behavior

Managing emotions andbehaviors to

achieve one’s goals

Showing understanding and empathy for others

Recognizing one’s emotions and values as well as one’s strengths

and limitations

Source: Collaborative for Academic, Social, and Emotional Learning (CASEL)

Importance of Emotions

…despite the great value that business cultureoften places on intellect devoid of emotion, our emotions are, in a very real sense, more powerful than our intellect. In moments of emergency, our emotional centers – the limbic brain – commandeer the rest of the brain.

Goleman, Boyatzis, McKee, Primal Leadership, 2002

Emotional Intelligence

Four Dimensions1. Self-Awareness2. Self-Management3. Social Awareness4. Relationship Management

Emotional Intelligence is learned, not innate

Daniel Goleman, 2006

Social IntelligenceKnowing what a person is feeling and acting

effectively based on that. Social intelligence includes:

social awareness, empathy, ability to be attuned to or in rapport with

another person. Social intelligence is foundational to

meaningful relationships and one’s ability to successfully navigate a social world.

Goleman, Social Intelligence 2006

Reality Check

Consider:◦Atmosphere in school building◦Physical/Emotional availability of teacher

◦1-3 class periods to change the world

◦Whatever baggage – real or perceived – you brought to your workshop

Video

Amygdala HijackAnd Emotional

IntelligenceKirsten Johnson

http://www.youtube.com/watch?v=Lr-T6NAV5V4

Brain Basics

Neuroplasticity

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Brain Basics

Practice

Practice

Practice

10,000 hours to mastery 14

Activity

How socially and emotionally intelligent am I?

Paired Share

What?◦ Any new insights?

So What?◦(Why) Is this important or relevant?

Now What?◦How might I use what I’ve learned?

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Illinois Social and Emotional Learning Goals

Self-Awareness

Social Awareness Responsible

Decision-makingSelf-

ManagementRelationship

Skills

Goal 31:Develop self-awareness and self-management skills to achieve school and life success.

Goal 32:Use social awareness and interpersonal skills to establish and maintain positive relationships.

Goal 33: Demonstrate decision-makingskills and responsible behaviors in personal, school and community contexts.

Graphic: University of Illinois Extension

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SEL Standards for Goal 31

Goal: Develop self-awareness and self-management skills to achieve school and life success.

Standards:

A. Identify and manage one’s emotions and behaviors.

B. Recognize personal qualities and external supports.

C. Demonstrate skills related to achieving personal goals.

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SEL Standards for Goal 32

Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships.

Standards:

A. Recognize the feelings and perspectives of others.

B. Recognize individual and group similarities and differences.

C. Use communication and social skills to interact effectively with others.

D. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

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SEL Standards for Goal 33

Goal: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

Standards:

A. Consider ethical, safety and societal factors in making decisions.

B. Apply decision-making skills to deal responsibly with daily academic and social situations.

C. Contribute to the well-being of one’s school and community.

You’ve Got This

Activity:List activities/lessons that you

use/teach

List SEL skills that you are teaching through those activities/lessons

Align activities/lessons to one or more SEL Standards

What You Can Do

Every interaction presents an opportunity to: model adaptive behaviors build skills foster a healthy relationship

What You Can Do

Build strengths and resilience

• Work with natural talents and interests–Drawing, writing, sports, music,

• Strengths can include developing–Spiritual beliefs–Cultural identity

What You Can Do

Teach Calming skills◦Recognize physical signs of escalation◦Use Relaxation techniques

Teach Coping skills◦Use verbal responses rather than behavioral◦Seek adult support

Teach Problem solving skills◦Alternate responses◦Role models◦Practice, practice, practice

What You Can DoBe consistent

Set limits appropriately◦No violence◦No yelling◦No retaliation: Separate out your anger

Praise youth for positive behavior

Model appropriate coping, anger management and problem solving

Paired Share

What?◦ Any new insights?

So What?◦(Why) Is this important or relevant?

Now What?◦How might I use what I’ve learned?

Caryn CurryProgram DirectorMental Health America of Illinois (MHAI)312-368-9070, x318ccurry@mhai.orgwww.mhai.org