1. ...the changes during adolescence are not something to just get through; they are qualities we actually need to hold on to in order to live a full and meaningful life in adulthood.
Daniel J. Siegel, Brainstorm: The Power and Purpose of the Teenage Brain
Social Emotional Learning During Adolescence
Presented by Jeanne Fedun and Allison Doyle Smith, UMS Counselors
Ask what quote means to them

2. adolescence Changes occur: Physically (puberty) Socially Emotionally
Cognitively
Children experience these changes from the age of ten into their early twenties.
Changes that occur during adolescence rival only those seen during infancy and early childhood.
Changes are on a continuum. Some students are advanced physically before they advance socially;
others advance cognitively before they advance physically; these differences can lead to a state flux that can impact children’s learning
Development occurs gradually with frustrating starts adn stops along the way
Each task depends on others to be fully accomplished
All of which are part of underlying developmental forces propelling adolescents toward maturity

3. social emotional learning
CASEL, the Collaborative for Academic, Social and Emotional Learning has identified five core groups of social and emotional competencies:
Self-Awareness
Self-Management
Social Awareness
Relationship Skills
Responsible Decision-Making
CASEL defines SEL as a process for helping children develop the fundamental skills for life effectiveness.

4. 5 keys to social emotional learning
Video which illustrates these competencies

5. self-awareness strengths and weaknesses belief systems
experience self-consciousness and insecurity
develop coping skills
how to help
Try to talk regularly with your child about their feelings
Be careful not to tell your child how they feel
Make sure your child has other trusted adults they can turn to
Be supportive of your child
Encourage your child to explore their strengths
Look for opportunities to just listen
Middle school students should be able to analyze factors that trigger their stress reactions.
Anxiety; Feeling Judged by peers; Not fitting in
Some may reflect familial values, some may not; Temporary rejection of family’s values (common); Acceptance of oneself; experimenting with personas/behaviors

6. self-management how to help
Concrete thinking gradually evolves into abstract thinking
Sequencing and Planning - goal setting
Cause and Effect
Self-regulation
how to help
Be an example of self-management
Remind your child that there are consequences to their actions
Give your child household tasks to complete each week
Middle school students should be able to set and make a plan to achieve a short-term personal or academic goal.
Different ability levels based on where they are in development

7. social awareness how to help Perspective taking Empathy
Keep the communication lines open
Nurture your adolescent’s empathy
Get to know your middle schooler’s guidance counselor
Books can spark conversations about bullying
Middle school students should be able to predict others’ feelings and perspectives in various situations.

8. relationship skills how to help Acceptance Peer pressure
Conflict Resolution
When to seek help
how to help
Teach your child about first impressions
Talk to your middle-schooler about responsible online behavior
Discuss peer pressure with your middle-schooler
Use your child’s interests to help them develop new friendships
Middle school students are expected to demonstrate cooperation and teamwork to promote group goals.
Working in groups; Coming to consensus;

9. responsible decision-making
managing newfound autonomy
asserting independence
begin to multi-task more effectively
see themselves as a part of a community
the importance of failure
how to help
Define safe and smart choices with your middle-schooler
Support your middle-schooler’s decisions
Bring your middle-schooler into discussions about family issues
Middle school students should be able to evaluate strategies for resisting peer pressure to engage in unsafe or unethical activities.
navigating communication with teachers; natural consequences; organization; make own plans; import of their contribution

10. references
Daniel J. Siegel, Brainstorm: The Power and Purpose of the Teenage Brain
http.
8B A5318