International Approaches to Promoting Social and Emotional Learning in Schools
A Framework for Developing Teaching Strategy
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, student teachers and policymakers 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 presents very innovative ways of 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 in 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: The 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 and emotional learning curriculum in international contexts
Matthew Kiefer, Kimberly Haynes, Kimberly Kasper, Ariel Dickson
3. Examining the effective implementation of a social and emotional learning program in elementary schools in South East Europe
Milos Stojanovic, Wadih Maalouf, Ziad El-Khatib
Part 2: Social and emotional learning and personal and professional development
4. Findings of the implementation of the Universal Prevention Curricula (UPC) in Peru
Fernando Salazar, Inés V. Bustamante
5. Social and emotional learning as part of professional development in initial teacher education
Marlies Matischek-Jauk, Hannelore Reicher
6. Teachers' well-being, social and emotional competences, and reflective teaching – a teacher's 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 and 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 behavioural change – the development of teachers' social and emotional learning during and after a Lions Quest workshop
Markus Talvio, Lauri Hietajärvi, Taru Lintunen
Epilogue: towards an integrative view of social and emotional learning
Kirsti Lonka, Markus Talvio
Kirsti Lonka, Markus Talvio
Markus Talvio is Adjunct Professor of Educational Psychology at the University of Helsinki.
Kirsti Lonka is Professor of Educational Psychology at the University of Helsinki.