NESET II and EENEE Conference Brussels, 22 November 2018

Slides:



Advertisements
Similar presentations
Dan Ebbert Paul Cicciarelli
Advertisements

Evaluation of ESF Support for Roma integration Dominique Bé EURoma, 10 November 2011, Budapest.
SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.
University of Zagreb- Faculty of Teacher Education.
Collaborative for Academic, Social, and Emotional Learning Social and Emotional Learning for School and Life Success Presenter School/District.
Building Capacity Implementing Evidence Based Programing and Support Strengthening Organizational Conditions Supporting Mental Health and Well- being Communicating.
Social and Emotional Learning
The Dakar Framework for Action: Quality Education and EFA
By: Andrew Ball. What do school psychologists do? School psychologists work to find the best solution for each child and situation. They use many different.
School-wide Positive Behavior Support: Outcomes, Data, Practices, & Systems George Sugai Center on Positive Behavioral Interventions & Supports University.
PATHS ® PROMOTING ALTERNATIVE THINKING STRATEGIES Insert Agency Logo Here Saving $$ for Our Community: Helping Children & Schools.
Petra Engelbrecht Stellenbosch University South Africa
ACJRD 16 th Annual Conference 4 th October  2007: Prevention and Early Intervention Programme, funded by DYCA and The Atlantic Philanthropies;
The Contribution of Behavioral Health to Improving Conditions for Learning and Healthy Development David Osher, Ph.D. American Institutes for Research.
Social and Emotional Learning The Heart of Education
HEALTH PROMOTING SCHOOL IN CONTEXT. HMIe Self Evaluation Series The Health Promoting School - Nov 2004 The characteristics of the Being Well-Doing Well.
N° EAC/23/2010 Study on educational support for newly arrived migrant children SIRIUS Stakeholder meeting 13 September, Brussels Hanna Siarova, PPMI.
Incorporating Research into Academic Learning & Professional Development 4 th October 2013.
Food Safety Professional Development for Early Childhood Educators Evaluation Plan.
Ensuring Fair and Just Schools: a focus on Evidence-based, Preventive Interventions at the School and District Level Oakland Unified School District A.
BRIEFING KidsMatter. A national priority National Child Mental Health Survey (Sawyer et al., 2000) Australian Health Ministers (2003) Estimates suggest.
Planning an improved prevention response in middle childhood Ms. Melva Ramirez UNODC Regional Office for Central America and the Caribbean.
1 Sandy Keenan TA Partnership for Child and Family Mental Health(SOC) National Center for Mental Health Promotion and Youth Violence Prevention(SSHS/PL)
Programme Information Incredible Years (IY)Triple P (TP) – Level 4 GroupPromoting Alternative Thinking Strategies (PATHS) IY consists of 12 weekly (2-hour)
A Focus on Health and Wellbeing Wendy Halliday Learning and Teaching Scotland.
WEBSTER STRATTON TRAINING. WEBSTER STRATTON STAFF TRAINING THE INCREDIBLE YEARS What is Webster Stratton Training? The teacher training intervention focuses.
Terry Reynolds June 2009 Priorities for Improving Opportunities for Children and Young People.
Lincoln Community Learning Centers A system of partnerships that work together to support children, youth, families and neighborhoods. CLC.
IN-SIG: FOUNDATIONS & RESPONSE TO INTERVENTION November 1, 2007.
The 2012 Ofsted inspection framework SCHOOLS North East 14 th October 2011.
Social and emotional learning (SEL) involves processes through which children, youth, and adults develop fundamental emotional and social competencies.
Social Emotional Learning through an ABA Lens Annette Little, PhD, BCBA-D Lipscomb University.
NYU Child Study Center: Bridges Program Caring Across Communities: Annual Grantee Meeting April
Peoria Public Schools, District 150 Board of Education February 8, 2016.
Building a Multi-Tiered System of Support for Social-Emotional Learning and Behavior Amy Kelly and Lisa LaCava, SEL Department.
CHAPTER 7 DELIVERY OF YOUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM
Paul Downes & Carmel Cefai NESET II 2016
The Kansas Kindergarten Readiness Initiative: The Special Educator’s Role Barb Dayal Vera Stroup-Rentier.
Integrating AWARE, SCT and PBIS at the District and State Levels
SCHOOL PSYCHOLOGY WEEK
Parent Presentation 15/02/16
Measuring the Impact of the PE/School Sport Premium
University of Southampton
The Kansas Kindergarten Readiness Initiative: The Special Educator’s Role Barb Dayal Vera Stroup-Rentier.
HIGH LEVEL OUTCOMES INTERMEDIATE OUTCOMES Evaluative Measures
Restorative Practice Programme
Wisconsin’s Social Emotional Learning Competencies
What is the role of a school psychologist?
SICI working group SICI-SOE SOCIAL OUTCOMES in EDUCATION
Comprehensive Planning
ADDACTION FAMILY OFFER
Exploring and Using the new foundations of Education (3rd edition) Connection Chapters to promote Literacy Instruction Dr. Dawn Anderson from Western Michigan.
Hillside Elementary School
Afterschool Programs That Follow Evidence-based Practices to Promote Social and Emotional Development Are Effective Roger P. Weissberg, University of Illinois.
Social and Emotional Learning: Educating Hearts and Minds Created by Veronica Rodriguez “The virtues of men are of more consequence to society than their abilities;
Livingston County Children’s Network: Community Scorecard
Curriculum, Instruction, and Assessment Summit Massachusetts Tiered System of Support MTSS – Non Academic.
PBIS PRACTICES.
Olweus Bullying Prevention Overview
COMMUNITY RELATIONS, EQUALITY & DIVERSITY IN EDUCATION POLICY
Enhancing equity, well-being and achievement in education
Connecting Policy with Practice
Parent-Teacher Partnerships for Student Success
Service Array Assessment and Planning Purposes
European policy cooperation on the education of
Safety and cohesion Graham Robb.
South Bucks Gypsy and Traveller Health Project: Community Health in Partnership Margaret Greenfields Buckinghamshire New University
An Overview April 2012.
Engaging Migrant Parents in Meaningful Parent Involvement
COMPREHENSIVE SEXUALITY EDUCATION (CSE) PROVISION
Presentation transcript:

NESET II and EENEE Conference Brussels, 22 November 2018 Strengthening social and emotional education as a core curricular area across the EU Carmel Cefai, Paul Bartolo, Valeria Cavioni, Paul Downes NESET II and EENEE Conference Brussels, 22 November 2018

Objectives to evaluate the effectiveness of SEE in terms of social, emotional and academic outcomes to identify the conditions for effectiveness to develop a framework for a more effective integration of SEE in curricula across the EU

Methodology Review of international research, including in-depth analysis of 13 major reviews, additional reviews, studies, and research reports, amongst them several from Europe (screened for quality and reliability) Report focused on studies, particularly reviews of studies, of universal school-based SEL or directly related areas (eg. classroom management), but excluded targeted interventions, evaluations of health promotion, citizenship Papers were screened for whether they provided adequate information on their methodology (quality and reliable studies) eg. information on its data search, its general inclusion and exclusion criteria, type of studies selected (RCT/quasi exp), effect sizes)

Impact Increase in SE competences Increase in prosocial attitudes and behavior Increase in academic learning Decrease in negative behaviours: anti-social behavior, delinquency, anxiety and depression Modest effect sizes (0.22 to 0.57) but comparable/ higher than those of other psychosocial interventions Effective across school years, especially in early years, and across geographical setting (urban/rural), SES or ethnicity Effects maintained from 6 mths to 3 years Sklad eg al (2013) Largest immediate effects: reduction in anti-social behaviour and enhanced social-emotional skills; in the long-term, greatest impact in enhanced academic achievement and reduced substance misuse.

A framework for effectiveness 10 components

Intra- and inter-personal competences Need for a balanced curriculum, focusing on both interpersonal and intrapersonal domains Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Intra- and inter-personal competences Citizenship, health promotion, physical education, prevention of violence and bullying, moral/religious education, overlap but do not substitute SEE balance

Intra- and inter-personal competences SEE must be structured and integrated in the curriculum, not add on (SAFE) - Need for increased time on the timetable on SEE as a core content area of the curriculum SEE is recognized as a key aspect of education in MS, but there is not yet sufficient common focus on SEE as a core curricular area Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Intra- and inter-personal competences Structured, in the timetable, teacher training, part of the mainstream curriculum

Intra- and inter-personal competences Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Intra- and inter-personal competences SEE needs also to be ‘caught’ through relational, contextual supports Teachers need professional development to improve their own relational and cultural competences -communication, empathy, conflict management (eg. discriminatory bullying, authoritarian teaching)

Intra- and inter-personal competences We need to start early -early SEE is related to happy and productive adults (Jones et al, 2015) SEE offers strong economic and financial returns on investment (Belfield et al, 2015) Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Intra- and inter-personal competences

Intra- and inter-personal competences Need for active child voice in learning and active participation in design and production of SEE material Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Intra- and inter-personal competences

Intra- and inter-personal competences SEE is also about adults: parents’ active engagement- equal partners, not top down Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Intra- and inter-personal competences

Intra- and inter-personal competences Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions SEE is also about teachers’: education and own wellbeing SEE leads to more competent, more confident, more satisfied teachers Intra- and inter-personal competences

Intra- and inter-personal competences Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Children with additional SE needs need extra support Intra- and inter-personal competences

Intra- and inter-personal competences Quality Implementation Quality Adaptation Curriculum Climate Early Intervention Student Voice Parental engagement & education Staff competence & wellbeing Targeted interventions Quality implementation key to effectiveness (adequate planning, coordination, monitoring, evaluation) Need for sensitivity and adaptation to context: balance between fidelity and adaptation Intra- and inter-personal competences

Intra- and inter-personal competences Quality Implementation Targeted interventions Curriculum A whole school approach to SEE Staff competence & wellbeing Intra- and inter-personal competences Climate Parental engagement & education Early Intervention 10 components Student Voice Quality Adaptation

THANKS carmel.cefai@um.edu.mt Background document: NESET II AR3/2017