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Week 4 Fostering Physical Well-Being Week 5 Nourishing and Maintaining…

- - - - Risk-taking behaviour
      - Eating disorders
      - Post-traumatic Stress
        Disorder (PTSD)
      - Obsessive-Compulsive
        Disorder (OCD)
      - Tourette Syndrome
      - Schizophrenia
      - Conduct Disorder (CD)
      - Oppositional Defiant
        Disorder (ODD)
      - Depression & other
        mood disorder
      - Anxiety
  - - - According to Diehl & Gómez (2020), it refers to "the cognitive and emotional skills that a person can learn and develop to behave in ways that benefit themselves and others, to achieve positive outcomes in their health, personal relationships (family, friends, neighbors, peers, etc.), and academic and occupational endeavors, and to contribute in a significant way to society.
      - Impact -- “SEL programs yielded significant positive effects on targeted social-emotional competencies and attitudes about self, others, and school. They also enhanced students’ behavioral adjustment in the form of increased prosocial behaviours and reduced conduct and internalizing problems, and improved academic performance on achievement tests and grades” (Durlak, Weissberg, Dymnicki, Taylor , & Schellinger, 2011).
    - - Jones and Bouffard (2012) organize social-emotional skills and behaviors into 3 main groups:
        a) cognitive regulation -- executive function skills that create abstract rules and handle novel situations;
        b) emotional processes -- ability to regulate one’s own emotions and being able to empathize with the emotions of others; and
        c) social and interpersonal skills -- being able to navigate social situations effectively and interact positively with others.
        .
      - CASEL (Collaborative for Academic, Social, and Emotional Learning) classifies socio-emotional skills into 5 categories: a) self-awareness, b) self-management, c) social awareness, d) relationship skills, and e) responsible decision-making.
        CASEL is structured around 4 key elements: a) building the foundation and plan; b) strengthening adult competencies and capacity; c) promoting SEL for students; and d) using data for continuous improvement.
      - Turnaround for Children's Building Blocks for Learning represents a set of evidence-based skills and mindsets that facilitates success in academics, in social contexts, and in life in general (Stafford-Brizard, 2017).
        a) Healthy Development (attachment, stress management, self-regulation);
        b) School Readiness (self-awareness, social awareness/relationship skills, executive functions);
        c) Mindsets for Self and School (growth mindset, self-efficacy, sense of belonging, relevance of school);
        d) Perseverance (resilience, agency, academic tenacity); and
        e) Independence and Sustainability (self-direction, curiosity, civic identity).
      - What should all of us do?
        a) ensure nurturing interactions;
        b) teach social and emotional skills, model
        them and offer opportunities to practice them; and
        c) improve environments.
      - 5 key elements related to successful SEL programs:
        a) a common vision should be established and shared
        by all stakeholders;
        b) a common framework for different actions such as academic programming and prevention activities;
        c) teamwork among stakeholders;
        d) appropriate plan is required to achieve targeted skills for every specific age, culture, and context; and
        e) an assessment system aimed to ensure quality and continuous improvement.