Social Emotional Development

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

The present study identified higher-order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for urban, low-income preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large, representative sample of urban Head Start children revealed two distinct and reliable, higher-order dimensions of classroom adjustment behavior: Regulated and Academically ...

This chapter presents the SSI-Del-Prette, a social skills assessment instrument produced in Brazil in 2001, with satisfactory psychometric properties and online scoring, recommended by the Federal Council of Psychology. Besides its conceptual bases, the psychometric and formal characteristics of the instrument are described, including its factorial structure, examples of items and the procedure for application and scoring. At the end, the annotated bibliography about the SSI-Del-Prette is analyzed, thus illustrating its application in different contexts, with different samples and problems, including cases of anxiety and social phobia.

The article, inspired by the discussion around the song Patointeligencja by Michał Matczak, is an attempt to analyse the basis of the rebellion of teenagers from the so-called good families in the face of parents’ expectations and requirements. The context for the analysis is, among others, a phenomenon referred to as helicopter parenthood, which in the case of parents of adolescent children takes the form of excessive interference with their life plans and hinders independence.

We are often asked what the definition is of social-emotional learning (SEL). One common and useful SEL definition is the process of learning to integrate thinking, feeling, and behaving in order to become aware of the self and of others, make responsible decisions, and manage behaviors.

We describe two leading SEL models (frameworks) along with a set of best practices  produce mental health and well-being outcomes from schooling.

There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorder (ASD). The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. Two successive prototypes of this application have been implemented and tested with 15 teachers and 27 children with ASD at four special schools in the UK, Demark,
Hungary, and Sweden. This chapter reports on issues involved with introducing this technology innovation at one of the schools. Interviews were undertaken with teachers on the project during the introduction of the technology. The extent to which teachers identify themselves as teachers of social skills development, which
is often considered an expression of informal learning (Jordan, 2005), is identified as a key factor in determining the extent to which the successful engagement with the technology solution occurred.

Abstract: Alterations in the structure of the society
lead to the formation of new life styles. One of these
life styles is the participation of mothers to the work
life. The aim of this study is to examine the social
emotional adaptation levels of children of working
mothers. The working group of this study is composed
of 298 children who continued their education in
preschool institutions in Istanbul province between
2014 and 2015. In this study, we used the “Marmara
Social Emotional Adaptation Scale-MSEAS” which
was developed by Guven and Isik (2006) for 5-year-old
children. According to our results, social emotional
adaptation levels of children whose mothers were
working were significantly higher compared to the
social emotional adaptation levels of children whose
mothers were housewives. Our findings were discussed
in the light of the relevant literature.
Key Words: Preschool, Social Emotional Adjustment,
Working Mothers

Many musicians experience anxiety and distress when performing, which has been related to perfectionism. Recent findings, however, show that only some facets of perfectionism are associated with anxiety and distress, whereas other facets are associated with positive characteristics and outcomes such as motivation and achievement. To investigate how different facets of perfectionism are related to motivation, effort, achievement, and distress in musicians, 146 young musicians completed measures of perfectionism (striving for perfection, negative reactions to imperfection, and perceived pressure to be perfect), intrinsic and extrinsic motivation, effort, achievement, and distress. Results showed that striving for perfection was associated with intrinsic motivation (intrinsic/identified reasons), higher effort, and higher achievement. Whereas perceived pressure from music teachers was also associated with intrinsic motivation (identified reasons only), negative reactions to imperfection were associated with extrinsic motivation and higher distress. The findings demonstrate that perfectionism in musicians has both positive and negative sides. While negative reactions to imperfection are clearly unhealthy, striving for perfection may be regarded as a healthy pursuit of excellence.

This paper advances a relational conception of emotions and their development.  From a relational view, emotions consist of felt forms of organismic engagement with the world.  As modes of engagement, different emotions are organized in terms of different relations between a person’s motives and circumstances. As modes of engagement, emotions are aspects of ongoing adaptive action - emergent configurations of motivational, perceptual, experiential, expressive and motor processes organized around a particular way of relating to the world. The idea that emotions are felt modes of engagement identifies experience as a primary aspect of emotional life. Building upon a biological grounding, emotions undergo structural change as they develop within intersubjectively-structured exchanges with others. The relational model is illustrated with an analysis of structural changes in jealousy and envy over the course of their development.

What is school ? Though this question is philosophical – if we keep in mind the historical tight bind between philosophy and teaching – it is nowadays considered exclusively as psycho-sociological matter.  In educational relations (e.g. between children and their teacher), psychology is the vantage point : then pedagogy is above all psycho-pedagogy. At the same time we cannot today in Belgium deny a heavy, deep crisis in fundamental education any more. This situation may sanction pessimistic behaviors which often lead to inactivity and passivity. For my part, I would say this crisis is characterized by a current psychological aporia. So I must ask a new question : What should school be ? From the Kantian interrogation about the requirements of education – which is an art, not a science - I will draw some philosophical and pragmatic ways to overcome this psychological puzzle.

Practical parenting tips for helping children develop the social and emotional skills they need to become capable, confident, and caring people. Chapters include: Tempering Perfectionism, Building Connection, Developing Motivation, and Finding Joy.

Este livro apresenta os principais avanços na área do Treinamento de Habilidades Sociais para crianças e jovens. Apresenta conceitos, metodologia e uma análise das sete principais classes de habilidades sociais na infância, cada uma delas acompanhadas de propostas de atividades vivenciais para a sua promoção.
Além do foco nas habilidades sociais, o livro aborda temas importantes para a terapia infantil e as práticas educativas com crianças. O livro constitui material de interesse de todos os que trabalham com crianças, desde o psicólogo (principalmente clínico e escolar) até professores e pais.

INDICE RESUMIDO

Apresentação

Primeira parte – visão geral e conceitos básicos

Importância das habilidades sociais na infância
Base conceitual da área das habilidades sociais
Habilidades sociais relevantes na infância
A aprendizagem de habilidades sociais na infância
Segunda parte – programa de habilidades sociais na infância

Planejamento do programa de treinamento de habilidades sociais
Vivências em habilidades sociais para crianças
Terceira parte – habilidades sociais relevantes: análise e intervenção

Autocontrole e expressividade emocional
Habilidades de civilidade
Empatia
Assertividade
Solução de problemas interpessoais
Fazer amizades
Habilidades sociais acadêmicas

It takes more than school smarts to build a satisfying life. This warm and sensible book draws from research as well as the authors' clinical experience. It offers practical parenting tips for helping children develop the social and emotional skills they need to become capable, confident, and caring people. Chapters include: Tempering Perfectionism, Building Connection, Developing Motivation, and Finding Joy.

A literal Godsend. Parents with find great wisdom in its pages.
-- Stephen R. Covey (7 Habits of Highly Effective People)

A smart, deeply perceptive and important book.
-- Wendy Mogel (Blessing of a Skinned Knee)

Filled with strategies for raising healthy, happy, and contributing adults.
-- Vicki Abeles (producer, Race to Nowhere)


VIDEO Book Trailer (<2 min):
Competitive parenting? Just say no!
http://www.youtube.com/watch?v=Zgf2cf-gCp8


DISCUSSION GUIDE for book clubs and parent groups available at: http://www.EileenKennedyMoore.com/media/discussion-guide-smart-kids.pdf

AUTHOR INTERVIEW: http://www.EileenKennedyMoore.com/book_smartkids_interview.html

Download a pdf EXCERPT of the first chapter here:
http://www.EileenKennedyMoore.com/media/Excerpt-Smart-Parenting-for-Smart-Kids.pdf

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CONTENTS


1) INTRODUCTION: Rethinking potential

2) TEMPERING PERFECTIONISM—What is “good enough”?

3) BUILDING CONNECTION—How does your child reach out to peers?

4) MANAGING SENSITIVITY—How does your child handle criticism, conflict, and disappointment?


5) HANDLING COOPERATION & COMPETITION—How does your child fit in a group?

6) DEALING WITH AUTHORITY—How does your child respond to those in charge?

7) DEVELOPING MOTIVATION—What matters to your child?

8) FINDING JOY—What makes your child feel happy?

9) CONCLUSION—The pressure to perform versus the power to grow