1. SEL in Afterschool – Past, Present, and Future
October 17, 2016
SEL in Afterschool – Past, Present, and Future
Elizabeth Devaney
Director, Center for Social and Emotional Learning
Children’s Institute, Rochester, NY

2. Topics for Today
SEL in the past – Foundations of this work SEL in the present – Current context and what is happening now SEL in the future – Where are we going

3. “Don’t call it a come back…. [we] been here for years.”
–LL Cool J

4. A process through which children gain knowledge, attitudes, and skills
What is SEL?
A process through which children gain knowledge, attitudes, and skills

5. CASEL’s Five Core Competencies

6. S.A.F.E. Study Sequenced, Active, Focused, and Explicit…
Durlak and Weissberg, The Impact of After-School Programs that Promote Personal and Social Skills, 2007
Programs that focus on social and emotional skills and are:
Sequenced,
Active,
Focused, and
Explicit…
Help to move a range of outcomes – academic improvement, social and emotional development - regardless of content.

7. Positive Youth Development (PYD)
Intentional, pro-social approach
Recognizes, utilizes, and enhances youths' strengths
Has origins in the field of prevention 
Focuses on asset building and resiliency
Aims to build protective factors including strong sense of self and self-esteem and engagement in school and community activities
Has goal to reduce risks and strengthen protective factors

8. Eight Key Principles of PYD
Physical and psychological safety;
Supportive relationships;
Opportunities to belong;
Support for efficacy and mattering;
Positive social norms;
Opportunities for skill-building;
Appropriate structure; and
Integration of family, school, and community efforts.

9. So what is the connection between PYD and SEL?
PYD aims to create environments for youth with:
Physical and psychological safety
Supportive relationships
Opportunities to belong
Support for efficacy and mattering
Positive social norms
Opportunities for skill-building
Appropriate structure
Integration of family, school, and community efforts
SEL aims to help youth develop and strengthen:
Decision-making and problem-solving skills
Relationship skills
Team work skills
Self-efficacy skills, self-confidence
Empathy and perspective taking skills
Goal-setting and organizational skills
Awareness of others and perspective taking skills

10. Program Quality Efforts
Emphasis is on instructional practices to:
Create positive environments
Promote prosocial skill building
Not focused on content instruction
Tools look at:
Staff/youth interactions
The program environment
Opportunities for youth voice and choice

11. Social and emotional learning
Response to Intervention
PBIS
Employability Skills
Character Education
Safe Schools, Healthy Students
Grit
Crisis management
21st Century Skills
Behavior management
Whole child
School linked
Trauma-informed Care
ESSA
Social and emotional learning
Social and emotional wellness
Risk and protective factors
Multi-tiered system of support
Resiliency
Multi system approach
Soft Skills
So, when we say school mental health, what do we mean?
We’ll share our definition of school mental health momentarily, but I first wanted to share this slide – Some may look at this and think we are trying to suggest that the field of school mental health is a mess, or at the very least fragmented. That is partially true – there is fragmentation and some competing agendas. However, what I think to be most important about this slide is that there exist several efforts that fall under the umbrella of school mental health, and that a comprehensive school mental health agenda will be inclusive of many frameworks and programs.
Mind-set
Non-cognitive Skills
School climate
Positive Youth Development
School connectedness
Social and emotional competencies
Mental health 11 11

12. Turning Points More states release SEL standards
CASEL launches Collaborating Districts Initiative in 8 major cities – 2010
Chicago Consortium Releases Non-Cognitive Skills Study – 2012
SCE launches SEL Challenge – 2014
Passage of ESSA

13. Every Student Succeeds Act
Signed December, 2015
Requires states to spend:
20% of funding on well-rounded educational opportunities
20% of funding on activities to support safe and healthy students
Supports school and community partnerships
Increases support for family engagement
Continues funding for 21st CCLC

14. A Continuum to Success

15. Social and emotional learning
Response to Intervention
PBIS
Employability Skills
Character Education
Safe Schools, Healthy Students
Grit
Crisis management
21st Century Skills
Behavior management
Whole child
School linked
Trauma-informed Care
ESSA
Social and emotional learning
Social and emotional wellness
Risk and protective factors
Multi-tiered system of support
Resiliency
Multi system approach
Soft Skills
So, when we say school mental health, what do we mean?
We’ll share our definition of school mental health momentarily, but I first wanted to share this slide – Some may look at this and think we are trying to suggest that the field of school mental health is a mess, or at the very least fragmented. That is partially true – there is fragmentation and some competing agendas. However, what I think to be most important about this slide is that there exist several efforts that fall under the umbrella of school mental health, and that a comprehensive school mental health agenda will be inclusive of many frameworks and programs.
Mind-set
Non-cognitive Skills
School climate
Positive Youth Development
School connectedness
Social and emotional competencies
Mental health 15 15

16. Multi-tiered System of Supports
. And finally, school mental health is NOT just about serving students with the greatest mental health problems. Rather, we emphasize a full array of programs, services, and strategies – mental health education and promotion through intensive intervention.

17. Providence, RI Summer STEM camp in partnership with school district
Joint training and quality improvement efforts for youth workers, teachers, and afterschool content experts
Targeted quality improvement efforts
SAYO data to capture youth outcomes
“Graduate Profile” showing 21st Century skills
Badges for social and emotional competence

18. PASA’s Graduate Profile
Essential competencies that equip everyone for college, career and life
Critical thinking and problem solving skills
Communications skills
Teamwork
Perseverance and resourcefulness
Engaged in lifelong learning

19. youth designed, focus groups, IDIs, refine
Family letters; ceremony

20. Rochester, NY Network of afterschool providers
Focused on quality improvement
Program quality assessment and training in youth work methods
Screening for social and emotional competence to identify needs
Training for youth workers in SEL instructional practices to meet needs

21. BACK OFF!

22. Measuring SE Development
Be ready
Be cautious
Be ethical
Be realistic
Be patient

25. Measuring SEL with SAYO

26. ”Could someone help me with these? I’m late for math class.“

27. Adverse Childhood Experiences (ACEs)
What is an ACE?
Recurrent physical abuse
Emotional abuse
Sexual abuse
Substance abuser in household
Someone in household in jail
Household member with chronic mental illness
Domestic violence
Parental separation or divorce
In Wyoming, 34% of children ages 0-17 have had 1-2 ACEs. 15% have had 3 or more ACEs.
Services,
support & resilience
can change this life course
Jeff

28. SEL and Trauma-Informed Care
Recognizing and understanding context of young person’s life
Using that understanding in program development
Use positive youth development principals
Avoid vicarious trauma
Building SE skills to build resiliency

30. For more information, contact:
Questions
For more information, contact:
Elizabeth Devaney
Director, Center for Social and Emotional Learning
(585) , ext. 224