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Socioemotional learning for students exhibiting risky behaviors…
Socioemotional learning for students exhibiting risky behaviors
socioemotional learning practices
Reference 1: weekly sixty minute sessions integrated into curriculum and delivered by a trained psychologist for promotion of social skills and self esteem
Reference 3: found that hope was a powerful mediator for student achievement among those with a learning disability
Reference 4: "acquiring core competencies to recognize and manage emotions, set and meet goals, make positive relationships, and handle interpersonal situations constructively"
Reference 7: promotion of awareness of self and others, positive attitudes and values, responsible decision making, and social interaction skills
Reference 9: SEL is a "vehicle for freeing individuals from the inability to manage emotions effectively"
Reference 9: the most effective programs include competent staff, staff who model the principles of the program, longitudinal interventions, and interventions which review previous material
Reference 7: program needs to be competently designed and led effectively
risky behaviors
Reference 2: often combined with depressive symptoms and lack of a sense of safety at school
Reference 3: self-rating scales for individuals to evaluate their own self-control, loneliness, family climate, hope, and motivation
Reference 4: varying levels of motivation and students who exhibit a disconnect from school
Reference 4: approximately 30% of students engage in risk behaviors like drug use, sex, violence, or attempted suicide
Reference 5: acting out or withdrawing
Reference 6: drug use, violence, and high-risk sexual behavior
Reference 9: "at risk" = students who live in communities characterized by fractured social, religious, or cultural dynamics
outcomes
Reference 1: improved academic, emotional, and social self-concept; differed based on gender (improved emotional self-concept only for males)
Reference 4: meta analysis found that students who received SEL had significantly better social and emotional skills, attitudes, behavior, and academic skills
Reference 5: socioemotional skill level can predict whether students are likely to drop out of high school
Reference 8: improvement of academic outcomes as well as greater social integration of students
Reference 8: career preparedness demands greater socioemotional skills
context at SMHS
risky behaviors: students that enter the STEP program are engaging in repeated drug use, including bringing drugs on campus; students expressing violence; racially charged school culture
socioemotional learning program: attempting to implement the Botvin life skills program, which has many of the characteristics of an effective program listed here
outcomes: reduced number of referrals after reentering campus, changed student attitudes about drug use and violence, increased academic performance