International Approaches to Promoting Social and Emotional Learning in Schools
A Framework for Developing Teaching Strategy
- Available for pre-order. Item will ship after December 31, 2021
This book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, teacher students and policy makers can ensure successful SEL at school.
The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and also presents very innovative ways in learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training on SEL and how SEL can be applied within the school curriculum.
Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders, and university teacher trainers interested in developing social and emotional learning and overall well-being at school.
Table of Contents
List of contributors
Markus Talvio, Kirsti Lonka
Part 1: Implementation process of social and emotional learning in the school context
1. Embracing ‘the stranger’ in us: Heterogeneity and ambivalent ways of being in classrooms
Anna. P. Rainio, Kaisu Mälkki, Marita Mäkinen
2. Practitioner adaptations of a social-emotional learning curriculum in international contexts
Matthew Kiefer, Kimberly Haynes, Kimberly Kasper, Ariel Dickson
3. Examining the Effective Implementation of Social and Emotional Learning Programme in Elementary Schools in South Eastern Europe
Milos Stojanovic, Wadih Maalouf, Ziad El-Khatib
4. Findings of the implementation and evaluation of a School-Based Prevention Intervention of the Universal Prevention Curricula (UPC) for substance use prevention, based on social and emotional learning approach, in Peru
Fernando Salazar, Inés V. Bustamante
Part 2: Social and emotional learning and personal and professional development
5. Social and emotional learning as part of the professional development in initial teacher education Marlies Matischek-Jauk, Hannelore Reicher
6. Teacher´s well-being, social and emotional competences and reflective teaching – A teachers´ continuous training model for professional development and well-being
7. The art-therapy collage technique as a tool for teachers’ professional reflection
Jana Kouřilová, Yvona Mazehóová. Luboš Krninský
8. Social Emotional Learning: a key component of the International Standards on Drug Use Prevention and Sustainable Development
Wadih Maalouf, Hanna Heikkila, Milos Stojanovic, Elizabeth Mattfeld, Giovanna Campello
Part 3: Perspectives on social and emotional learning in teacher education
9. Significant in life: Core learning outcomes of a social and emotional course in physical education teacher education
Tommi Mäkinen, Emma Kostiainen, Ulla Klemola
10. Fostering the development of social and emotional competencies through expressive production
Alena Nohavová, Yvona Mazehóová, Iva Stuchlíková
11. The challenge of sustained behavioral change – The development of teachers social and emotional learning (SEL) during and after a Lions Quest workshop
Markus Talvio, Lauri Hietajärvi, Taru Lintunen
Kirsti Lonka, Markus Talvio
Markus Talvio is Adjunct Professor in the Department of Education at the University of Helsinki.
Kirsti Lonka is Professor of Educational Psychology at University of Helsinki.