Psychology Applied to Education

Research Project Report: Part Two

Social-Emotional Learning (SEL)
Nicolas Hernandez
Rukmini Monestel
ULACIT

Contents
Introduction.................................................................................. 3
Justification..................................................................................4
Objectives....................................................................................5
Theoretical Framework..................................................................6
Methodology............................................................................... 10
Conclusions................................................................................11
Recommendations.......................................................................12
Bibliography...............................................................................14
Annexes.....................................................................................16

Introduction
This research project has as its main purpose to inform learners and educators about the
main concept of social-emotional learning (SEL) in education, also known as emotional
intelligence (EQ) in the classroom as well as its importance within the educational setting,
historical background, characteristics that are involved with SEL, its major applications, how
human responds to the environment, as well as the methodology that will be used for our oral
presentation. Furthermore, we will be making an insight to the students learning process and the
way they react to the environment within their social and emotional development that defines
them. In addition, we will be providing examples of some previous case studies and practices that
were previously done by professional psychologists in the educational field.
Consequently, we will mention most notable psychologists or educators that have
contributed to this theory through research and development in the educational setting. Likewise,
this research will make a contribution to young teachers and educators to apply social-emotional
learning in their classrooms appropriately to increase self-awareness and management of
relationships. Afterwards, we will be providing our personal opinion on this research as way to
encourage teachers to use social-emotional learning in a meaningful way to improve their classes
and encourage collaborative and active participation in groups in a manageable way according to
students needs and areas of reinforcement.

Justification
We chose social-emotional learning as our research topic for this project because of its
major importance and application in the learning environment that surrounds us. In fact, socialemotional learning is very important for our professional life when we use it in our classrooms
because it can be rewarding for both students and teachers. Therefore, social-emotional learning
is an important feature in our daily lifestyles as teachers and learners because it will help us
manage our stress, feelings, and thoughts effectively in order to maintain our relationships with
our families, handle friendships with our friends, and classmates. Likewise, it will stimulate the
learning process in the social and emotional environment.
As future teachers, it is important to understand the process of social and emotional
learning that our students experience. Based on this, we will be able to comprehend students
behavior and adapt our classes to make them meaningful. The socialization part of life influences
a lot in the learning process and emotions are also tied to this. If we, as teachers are able to
picture this topic in our classes, the learning process will result easier for students and teaching
will result more purposive.

Objectives
General

Students understand the concept of social-emotional learning (SEL) that influence the
learning process through wide variety of activities to boost their learning process and
improve their social and emotional development.

Specific

To demonstrate how the environment and socialization are essential in a meaningful class.
To show how emotions or personal situations can affect the learning process.
Students participate in activities that are appropriate to stimulate their social and

emotional learning effectively.

Students use their speaking skills to communicate their feelings and thoughts effectively

during the class.

Students follow instructions provided by the teacher to perform the activities assigned.

Theoretical Framework
Social-emotional learning (SEL) is the process of developing students social-emotional
competenciesthat is, the knowledge, skills, attitudes, and behaviors that individuals need to
make successful choices (Collaborative for Academic, Social, and Emotional Learning [CASEL],
2003). It promotes activities that develop childrens ability to recognize and manage emotions,
build relationships, solve interpersonal problems, and make effective and ethical decisions
(Payton et al., 2000). Developing social and emotional skills is even more critical for students
living in under-resourced areas, both urban and rural. Students in urban areas and/or areas that are
under-resourced are surrounded by added stressors that make it difficult for them to learn. When
students develop social-emotional competencies, they are more capable of seeking help when
needed, managing their own emotions, and problem solving difficult situations (Romasz, Kantor,
& Elias, 2004).
To begin, a growing number of educators recognize that students who receive an
exclusively academic education may be ill-equipped for future challenges, both as individuals
and members of society -- it's just not enough to feed only the mind. The field of social and
emotional learning (SEL) has emerged from these new understandings of the nature of biology,
emotions and intelligence and their relation to success and happiness. Through social and
emotional learning children's emotional intelligence (EQ) is bolstered, giving them an enormous
edge in their personal and professional futures.
Emotional intelligence (EQ) is not a new concept. It was around as long ago as Socrates,
who had these wise words of advice: Know Thyself. Hundreds of years later, we have begun to
formalize Socrates' philosophies into what has become known as social and emotional learning
(SEL), the learning process by which we can aspire to a higher EQ. Studies show that EQ is the
best predictor of a child's future achievement; better than any other single factor. EQ is a better
predictor of success than IQ and technical skills combined. In the 1980s, Howard Gardner, in his
important work on multiple intelligences, outlined the presence of seven domains of intelligence;
two of them were interpersonal and intrapersonal - these combined were the forerunner of what
we now know as emotional intelligence. The term was first coined by Peter Salovey, professor
and psychologist at Yale University, and John Mayer, professor and psychologist at the University
of New Hampshire. In 1995 Daniel Goleman, the leading expert in this field, reported "IQ is only

a minor predictor of success in life, while emotional and social skills are far better predictors of
success and well-being than academic intelligence."
Consequently, developing socialemotional competence is a key to success in school and
in life. We know that emotions affect how and what we learn, that caring relationships provide
the foundation for lasting learning, and that important SEL skills and knowledge can be taught.
Research shows that SEL has positive effects on academic performance, benefits physical health,
improves citizenship, is demanded by employers, is essential for lifelong success, and reduces the
risk of maladjustment, failed relationships, interpersonal violence, substance abuse, and
unhappiness (Elias et al., 1997; Zins, Weissberg et al., 2004).
On the other hand, social-emotional learning (SEL) largely evolved from research on
prevention and resilience (see Consortium on the School-Based Promotion of Social
Competence, 1994), and interest in SEL sparked in the mid-1990s with the publication of
Golemans Emotional Intelligence (1995) and Gardners Multiple Intelligences (1993). A high
level of interest continues today, with research showing an increasing number of positive
outcomes of SEL, and states and school districts adopting requirements for teaching SEL. Indeed,
growing numbers of educators and parents recognize the relationships between academic and
socialemotional learning, particularly within the context of schools systems of support.
Instruction in SEL is provided in the context of caring, safe, well-managed, and
participatory classroom, school, and other learning environments. These learned skills are then
reinforced in the school, home, and community. Likewise, all children might benefit from social
emotional instruction, including those who are at risk, those beginning to engage in negative
behaviors, and those already displaying significant problems. Besides, the focus of most SEL
programs is universal prevention and promotion, which is preventing behavior problems by
promoting social and emotional competence rather than direct intervention. Smaller numbers of
students may require moderate to intensive treatment that focuses on socialemotional
competence. Nevertheless, SEL programming is intended to enhance the growth of all children,
to help them develop healthy behaviors, and to prevent their engaging in mal- adaptive and
unhealthy behaviors.
Many of todays prevention and promotion initiatives are fragmented, which does not
contribute to their collective effectiveness. Schools nationally implement a median of 14
practices (metal detectors, advisory periods, recreational activities, architectural features of the

school, school change management practices, and informational posters and brochures) to prevent
problem behavior and promote safe environments (Gottfredson & Gottfredson, 2001), so it is
easy to understand why such efforts may not be coordinated. The result is lost opportunities to
reinforce skills across programs and activities, as well as competition for resources. However,
SEL can serve as the organizing framework for a broad array of prevention and promotion efforts
(Elias et al., 1997).
Daniel Goleman's exceptional reporting and culling of research on social and emotional
competencies in his 1995 book Emotional Intelligence , brought this concept into a much-needed
focus. Goleman's work teaches us that children's emotional and social skills can be cultivated, so
that the child will accrue both short-term and long-term advantages in regard to well-being,
performance and success in life. He outlines five crucial emotional competencies basic to social
and emotional learning:

Self and other awareness: Understanding and identifying feelings; knowing when one's
feelings shift; understanding the difference between thinking, feeling and acting; and

understanding that one's actions have consequences in terms of others' feelings.

Mood management: Handling and managing difficult feelings; controlling impulses; and

handling anger constructively.

Self-motivation: Being able to set goals and persevere towards them with optimism and

hope, even in the face of setbacks.

Empathy: Being able to put yourself "in someone else's shoes" both cognitively and

affectively; being able to take someone's perspective; being able to show that you care
Management of relationships: Making friends, handling friendships; resolving conflicts;
cooperating; collaborative learning and other social skills.
These competencies are taught most effectively within caring, supportive, and well-

managed learning environments. Development of autonomy, self- discipline, and ethics is more
likely in environments in which mutual respect, cooperation, caring, and decision-making are the
norm (Bear, 2005). Such contexts are structured in ways that encourage students to explore and
try new learning activities, provide them with easily accessible opportunities to address their
personal needs and problems, and support them in establishing positive relationships with peers
and adults. Therefore, a positive school environment promotes SEL, and SEL facilitates a
supportive cli- mate. Because social, emotional, and academic growth are interdependent, the
result is synergistic progress in all of these areas.

Researchers have documented the importance of caring teacher-student and studentstudent relationships in fostering students' commitment to school and in promoting academic
success (Hawkins, Smith, & Catalano, 2004). There are also several person-centered reasons SEL
can promote academic success. Self-regulation, the ability to control and manage thoughts,
feelings, and behaviors, has been linked to academic achievement in numerous studies. Students
who are more self-aware and confident about their learning capacities try harder and persist in the
face of challenges (Durlak et al., 2011). Students who set high academic goals, have selfdiscipline, motivate themselves, manage stress, and organize their approach to work learn more
and get better grades. Finally, students who use problem-solving skills to overcome obstacles and
make responsible decisions about studying and completing homework do better academically.
On the other hand, socialization and emotions are factors that influence on risky
behaviors; lets understand this as the behaviors that involve drug use, violence, bullying, and
dropping out. However, this can be prevented or reduced when multiyear, integrated efforts are
used to develop students' social and emotional skills (CASEL, 2003). In order to achieve this,
teachers commitment is essential to direct effective classroom instruction, students engagement
and motivation, and parents involvement.
Finally, according to a national survey of middle and high school students, less than one
third indicated that their school provided a caring, encouraging environment, and less than half
reported that they had competencies such as empathy, conflict resolution and decision-making
skills (Durlak et al., 2011). By strengthening students' social support networks and their skills in
self-management, SEL can help to unleash the potential within academic environments to support
students' well-being and success.

Methodology
For our research project, we decided to use constructivism as our main approach to
conduct our activities appropriately with a series of activities and questions that involve social
interaction with students, which might increase the students interest in knowing more about the
role of social and emotional learning in the students educational background, which also
includes their emotions, feelings, and thoughts to manage their relationships and raise selfawareness. Likewise, the student is expected to apply his or her previous knowledge to solve the
activities in an organized way. In other words, constructivism in the classroom is studentcentered. Learners are the makers of meaning and knowledge. Therefore, constructivist teaching
fosters critical thinking, and creates motivated and independent learners.
As part of our project, we, the teachers, have to watch, listen, and ask questions to
studentsinordertolearnaboutthemandabouthowtheylearnsothatteachersmaybemore
helpfultostudents.Calkins(1986)notesthatthereisathinlinebetweenresearchandteaching.
Atthesametimethatweteach,theyalsoteachusbecausetheyshowushowtheylearn.Weonly
havetocarefullywatchthemandlistentothem.Furthermore,thiskindofwatchingandlistening
maycontributetoateacher'sabilitytousewhattheclassroomexperienceprovidestohelphimor
hercreatecontextualizedandmeaningfullessonsforsmallgroupsofstudents.Theabilityto
observeandlistentostudentsexperiencesandideasintheclassroomcontributestotheirability
touseaconstructivistapproach.Therefore,aconstructivistapproachcontributestoone'sability
toobserveandlistenintheclassroom.

Relevance for the educational area

Social and Emotional learning is not only about how students behave and learn depending
on emotions and socialization but about how educators respond on the specific situations that the
topic involves. SEL teaches educators how to deal with students emotions and feelings to adapt
the classes and make the learning process meaningful. There will always be difficult situations in
which teachers will not know how to act or handle because we will never be completely prepared
for the variety of cases we may face. Nevertheless, having knowledge about SEL will help us
perform better as teachers and will give us a broader idea of what might be happening with a
student and help him/her out in the best way possible.
Additionally, it is considerable that teachers formation must include a deeper training in
SEL. Educators are an important part in students cognitive development and a great part of the
responsibility on educating good citizens lies on teachers

Conclusions
In conclusion, socialemotional learning (SEL) competence and academic achievement
are highly effective schools that are focusing efforts on integrated, coordinated instruction in both
areas to maximize students potential with their relationship skills to succeed in school and
throughout their lives. A growing body of research demonstrates that evidence-based SEL
interventions are associated with academic achievement, health, and citizenship, so a major
challenge for schools is how to make SEL a core element of the curriculum and how to
implement relevant programming with fidelity and in ways that are sustainable. Therefore,
tremendous opportunities exist for school psychologists to assist schools in these endeavors, and
additional training opportunities must be made available to prepare them for such roles.
Many schools are implementing and infusing social and emotional learning competency
building into their daily curriculum. Likewise, many educators are honing their social and
emotional skills through workshops and self-study. Additionally, parents can bring social and
emotional learning into their daily lives. Therefore, it is crucial to provide children with an
environment that allows them to develop their social and emotional skills.

Recommendations
As future educators, we highly recommend teachers and instructors to apply appropriate
techniques to students with learning difficulties through social-emotional learning activities that
might increase their self-confidence, feelings, and their motivation. Likewise, there are useful tips
where teachers, parents, and students can easily follow to improve their learning process in a
great way.
Tips for parents

The earlier emotional education begins, the better. Being attentive to the social and
emotional needs of your infants, toddlers, and young children is a great way to start them

off and will make the transition to adolescence easier.

Be a role model. Providing your child with social and emotional competent parenting

makes it easier for children to emulate your pro social-emotional behavior.

Build a language between you and your child which involves talking about feelings;
describe your feelings out loud; ask how your kids feel; teach your child that he can have

two feelings at the same time.

Applaud your child's efforts to improve her EQ (emotional intelligence).
Look for teachable moments that occur naturally in your day-to-day life, moments that

enable you to discuss moods, conflict resolution or managing feelings with your child.
Be aware that you can teach emotional competency through personal stories, current
events, and discussions of movies or web sites. Recognize and talk about pro-social and

unintelligent social and emotional behaviors from these media.

Keep a journal, which will help them to become more reflective about their emotional self

and encourage your children to do the same.

Look for toys and products that are pro-social and build emotional competencies.

Some tips for educators

Integrate SEL skills into the daily curriculum.

Exhibit pro-social and emotionally intelligent behavior to your students.
Look for ways that technology can enhance and jump start discussions in classrooms on

social-emotional competencies, such as computer games and videos.

Be alert to teachable moments that occur naturally in the classroom; for example:

moments when you notice a shift in mood, a conflict, and a caring act.
Value social and emotional intelligence in your students as highly as you value their
cognitive development.

Create reflections of emotional competency building in your classrooms. For example: a

bulletin board with full feeling vocabulary, a bulletin board for student to student

compliments or issues to be talked about.

Check with other teachers about what classroom strategies they have used to boost social

and emotional competencies for their students.

Participate in SEL forums, conferences, website SEL dialogues and chat rooms.
Keep a journal that will allow you to be more reflective about your emotional self, and
encourage your students to keep a journal.

Some tips for students

Keep a journal to increase your self-awareness and self-reflection.

Use "self-talk" to encourage yourself. Be your own best friend, not your worst critic.
Encourage friends to tell you their points of view on issues.
Pay attention to strategies you can use to calm yourself and shift your mood from

negative to positive.
Be aware of your "buttons," the things that make you angry and upset, and think about

ways to deal with them.

Find opportunities to cooperate and engage in collaboration with peers.
Listen to your instincts.
Take quiet, alone time every day to listen to your inner voice. Be attentive to your own

social and emotional needs.

Notice people and places that make you feel good and those that do not.
Since we applied constructivism in the classroom, we recommend teachers to use this

approach to increase students interest and motivation by asking them questions. It encourages
active and meaningful learning and promotes responsibility and autonomy. Moreover, it is
beneficial in achieving desirable educational goals for students and it is important for teachers to
grow professionally towards a constructivist practice.

Bibliography
Bear, G. G. (with Cavalier, A., & Manning, M.). (2005). Developing self-discipline and
preventing and correcting misbehavior. Boston: Allyn and Bacon.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic.
Goleman, D. (1995). Emotional intelligence. New York: Bantam.

Romasz, T. E., Kantor, J. H., & Elias, M. (2004). Implementation and evaluation of urban schoolbased social-emotional learning programs. Evaluation and Program Planning, 27, 89103.
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg
R. P. (2000). Social and emotional learning: A framework for promoting mental health and
reducing risk behaviors in children and youth. Journal of School Health, 70, 179185.
Calkins, L. (1986). The art of teaching writing. Portsmith, NH: Heinemann.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler,
R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional
learning: Guidelines for educators. Alexandria, VA: Association for Supervision and
Curriculum Development.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic
success on social and emotional learning: What does the research say? New York:
Teachers College Press.
Consortium on the School-Based Promotion of Social Competence. (1994). The promotion of
social competence: Theory, research, practice, and policy. In R. J. Haggerty, L. Sherrod, N.
Garmezy, & M. Rutter (Eds.), Stress, risk, resilience in children and adolescents:
Processes, mechanisms, and interaction (pp. 268316). New York: Cambridge University
Press.
Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An
educational leaders guide to evidence-based social and emotional learning (SEL)
programs. Chicago: Author.
Gottfredson, G. D., & Gottfredson, D. C. (2001). What schools do to prevent problem behaviors
and promote safe environments. Journal of Educational and Psychological Consultation,
12, 313344.
Hawkins, J. D., Smith, B. H., & Catalano, R. F. (2004). Social development and social and
emotional learning. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.),
Building academic success on social and emotional learning: What does the research say?
(pp. 135150). New York: Teachers College Press.
Durlak, J., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The
Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of SchoolBased Universal Interventions. Child Development, 82(1), 405-432.

Annexes

What really matters for success, character, happiness and lifelong achievements is a definite set
of emotional skills your EQ not just purely cognitive abilities that are measured by
conventional IQ tests.
Daniel Goleman, Emotional Intelligence, 1990