Planning For Emotional Development In Schools Essay Samples

Recommendations for Evidence-Based Initiatives

Durlak et al.(2011) referred to studies that found less than half of the students felt they had social competencies and only 29% felt their school provided an encouraging learning environment. More than half the students in high school become disengaged from education. It seems connected to around 30% of students engage in high-risk behaviors. The conclusion is that schools have a responsibility to graduate students competent in education and social and emotional development, too.
The social and emotional learning (SEL) approach fosters a sense of support from family, school, and community. There is support for a step-by-step approach with active forms of learning that are given sufficient time. Adoption of a specific curriculum with a set of specific instructional methods is one approach. Parental involvement is productive.
Garner (2010) proposes that students who feel teachers are warm and supportive develop higher levels of socially acceptable behaviors, particularly in of sympathy toward others. Also, Balluerka et al. (2013) found that the ability to control emotions has a direct impact on scholastic performance.
Keefer et al. (2013) states that the longer the SEL program is in place, the more stable the influences become. Therefore, recommendations are to involve children in the program during elementary school and continue it until graduation.

Strategies of Program Evaluation

Evaluation of the SEL program is important to obtain the continued support of staff and parents. It is suggested that students participating the program be given the Emotional Quotient Inventory for Youth, the Social Support Behaviours Scale, and a cognitive abilities test before involvement (Hogan et al., 2010). In addition, it is recommended the same tests be administered to a control group of students not participating in the program (Pour et al., 2014). Training will be supplied with two sessions per week lasting one hour each. The same tests will be administered at the end of the semester. Comparison of classroom grades will be used from the first school semester and the second semester.
Ruiz-Aranda et al. (2012) conducted a study that lasted two years. While this can be a consideration for future evaluations, the transience of American students would result in the need for a higher number of participants due to attrition. For that reason, the initial evaluation of results will take place after one school semester.

Anticipated Challenges from Teachers, Parents, and Students

It is expected that challenges will surface from the expected participants in the program. Despite a presentation of findings concerning the success of the SEL program, it is probable there will be some classroom instructors who will prefer to retain the previous format. Change is always difficult, and for teachers who have spent years working with the same methods, a renovation can be daunting. After discussing proven benefits, a systematic approach should ease the transition.
Many parents view the school as responsible for education. Some parents consider themselves too occupied with work for involvement. Others may feel incompetent or perceive it as a judgment on their parenting abilities. Therefore, it is expected that some parents will ultimately refuse to become involved in the program. In those instances, special attention will be provided for replacements for their roles.

Finally, there will be some students who are resistant to a learning approach that requires addressing their personal issues.

The Role of Culture
The culture of the school is of paramount importance to the success of the program. Particularly in student bodies that have segmented into groups, bringing individuals into a community can be difficult. Inclusive attention to diverse cultures is necessary on a subtle level to show respect. The studies have shown that ethnicity and family income is not relevant in the success of the SEL program.
Cindea (2014) suggests the cultural differences between males and females provide significant influences on scores, but the ability to separate genders for involvement is not practical.
Dealing with parents from other cultures requires patience and explanations of activities and the reasons for them are of particular importance with these parents, but they are also receptive to their roles in the SEL program; part of the reason they came to America was to provide better opportunities for their children.

References

Balluerka, N., Aritzeta, A., Gorostiaga, A., Gartzia, L., & Soroa, G. (2013). Emotional
intelligence and depressed mood in adolescence: A multilevel approach. International
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Cindea, A. (2014). Emotional Intelligence and School Results of Teenagers. Journal Plus
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Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The Impact of
Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based
Universal Interventions. Child Development, 82(1), 405-432. doi:10.1111/j.1467-
8624.2010.01564.x
Garner, P. (2010). Emotional Competence and its Influences on Teaching and Learning.
Educational Psychology Review, 22(3), 297-321. doi:10.1007/s10648-010-9129-4
Hogan, M., Parker, J., Wiener, J., Watters, C., Wood, L., & Oke, A. (2010). Academic success in
adolescence: Relationships among verbal IQ, social support and emotional intelligence.
Aus. J. Of Psych., 62(1), 30-41. doi:10.1080/00049530903312881
Keefer, K., Holden, R., & Parker, J. (2013). Longitudinal assessment of trait emotional
intelligence: Measurement invariance and construct continuity from late childhood to
adolescence. Psychological Assessment, 25(4), 1255-1272. doi:10.1037/a0033903
Pour, K., Adibsereshki, N., Pourmohamadreza-Tajrishi, M., & Hosseinzadeh, S. (2014). The
Effect of Emotional Intelligence Training on Behavior Problems of Boys with
Externalized Behavior Disorder in Elementary Schools. Journal Of Special Education
And Rehabilitation, 15(3-4). doi:10.2478/jser-2014-0011
Ruiz-Aranda, D., Salguero, J., Cabello, R., Palomera, R., & -Berrocal, P. (2012). Can an
Emotional Intelligence Program Improve Adolescents' Psychosocial Adjustment? Results
40(8), 1373-1379. doi:10.2224/sbp.2012.40.8.1373