1. Communities In Schools of Chicago Social Emotional Learning in School-Focused Programs Presented by Caryn Curry Program Director Mental Health America of Illinois March 5, 2015

2. Today’s Objectives ◦ Understand: what is social and emotional learning, really? ◦ How do you apply the SEL Standards to your work ◦ Reflect on personal social and emotional competencies  What’s impact on your effectiveness

3. Shared Agreements What do you need to make this environment safe and most conducive to your learning and participation today?

4. 4 Featured films are the results of years of scientific study combined with the experience of years.

5. Food for Thought “No Significant Learning Occurs Without a Significant Relationship.” -James Comer

6. Social and Emotional Learning (SEL) A PROCESS FOR ACQUIRING SKILLS TO: Recognize and manage emotions Demonstrate caring and concern for others Establish positive relationships Make responsible decisions Handle challenging situations effectively Collaborative for Academic, Social and Emotional Learning,(CASEL), 2005

7. Social and Emotional Skills social & emotional learning Self-awareness Social awareness Relationship Skills Responsible decision- making Self- management Forming positive relationships, working in teams, and dealing effectively with conflict Making ethical, constructive choices about personal and social behavior Managing emotions and behaviors to achieve one’s goals Showing understanding and empathy for others Recognizing one’s emotions and values as well as one’s strengths and limitations Source: Collaborative for Academic, Social, and Emotional Learning (CASEL)

8. Importance of Emotions …despite the great value that business culture often places on intellect devoid of emotion, our emotions are, in a very real sense, more powerful than our intellect. In moments of emergency, our emotional centers – the limbic brain – commandeer the rest of the brain. Goleman, Boyatzis, McKee, Primal Leadership, 2002

9. Emotional Intelligence Four Dimensions 1.Self-Awareness 2.Self-Management 3.Social Awareness 4.Relationship Management Emotional Intelligence is learned, not innate Daniel Goleman, 2006

10. Social Intelligence Knowing what a person is feeling and acting effectively based on that. Social intelligence includes:  social awareness,  empathy,  ability to be attuned to or in rapport with another person. Social intelligence is foundational to meaningful relationships and one’s ability to successfully navigate a social world. Goleman, Social Intelligence 2006

11. Reality Check Consider: ◦ Atmosphere in school building ◦ Physical/Emotional availability of teacher ◦ 1-3 class periods to change the world ◦ Whatever baggage – real or perceived – you brought to your workshop

12. Video Amygdala Hijack And Emotional Intelligence Kirsten Johnson http://www.youtube.com/watch?v=Lr-T6NAV5V4

13. Brain Basics Neuroplasticity 13

14. Brain Basics Practice 10,000 hours to mastery 14

15. Activity How socially and emotionally intelligent am I?

16. Paired Share What? ◦ Any new insights? So What? ◦ (Why) Is this important or relevant? Now What? ◦ How might I use what I’ve learned?

17. 17 Illinois Social and Emotional Learning Goals Self- Awareness Social Awareness Responsible Decision-making Self-Management Relationship Skills Goal 31: Develop self- awareness and self- management skills to achieve school and life success. Goal 32: Use social awareness and interpersonal skills to establish and maintain positive relationships. Goal 33: Demonstrate decision-making skills and responsible behaviors in personal, school and community contexts. Graphic: University of Illinois Extension

18. 18 SEL Standards for Goal 31 Goal: Develop self-awareness and self-management skills to achieve school and life success. Standards: A.Identify and manage one’s emotions and behaviors. B.Recognize personal qualities and external supports. C.Demonstrate skills related to achieving personal goals.

19. 19 SEL Standards for Goal 32 Goal: Use social awareness and interpersonal skills to establish and maintain positive relationships. Standards: A.Recognize the feelings and perspectives of others. B.Recognize individual and group similarities and differences. C.Use communication and social skills to interact effectively with others. D.Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.

20. 20 SEL Standards for Goal 33 Goal: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. Standards: A.Consider ethical, safety and societal factors in making decisions. B.Apply decision-making skills to deal responsibly with daily academic and social situations. C.Contribute to the well-being of one’s school and community.

21. You’ve Got This Activity: List activities/lessons that you use/teach List SEL skills that you are teaching through those activities/lessons Align activities/lessons to one or more SEL Standards

22. What You Can Do Every interaction presents an opportunity to:  model adaptive behaviors  build skills  foster a healthy relationship

23. What You Can Do Build strengths and resilience Work with natural talents and interests – Drawing, writing, sports, music, Strengths can include developing – Spiritual beliefs – Cultural identity

24. What You Can Do Teach Calming skills ◦ Recognize physical signs of escalation ◦ Use Relaxation techniques Teach Coping skills ◦ Use verbal responses rather than behavioral ◦ Seek adult support Teach Problem solving skills ◦ Alternate responses ◦ Role models ◦ Practice, practice, practice

25. What You Can Do Be consistent Set limits appropriately ◦ No violence ◦ No yelling ◦ No retaliation: Separate out your anger Praise youth for positive behavior Model appropriate coping, anger management and problem solving

26. Paired Share What? ◦ Any new insights? So What? ◦ (Why) Is this important or relevant? Now What? ◦ How might I use what I’ve learned?

27. Caryn Curry Program Director Mental Health America of Illinois (MHAI) 312-368-9070, x318 ccurry@mhai.org www.mhai.org