Archive Page 2

Guide to SEL programs

A new document from the Harvard Graduate School of Education, reported in eSchoolNews, looks at the relative effectiveness of a number of Social Emotional Learning programs and makes suggestions for best instructional practices as well as roadblocks.  This looks like a good resource to review.

Body image linked to teens’ substance abuse behaviours

A new study from the University of Missouri’s School of Social Work, reported in Psych Central, has found that poor body image was related to both boys’ and girls’ drinking and smoking behaviours.  How teens feel about themselves and their appearance is important for healthy development.  The authors recommend that adults be aware of inadvertent “body shaming” language and the impact it can have on teens’ health.

6 Relationships that Characterize Successful Schools

A post in Education Week lists one educator’s suggestions for the six important relationships that make schools great places to be.  Do you agree, and do these apply to your schools?

SEL training needs to be a matter of attitude for teens

New research from the University of Texas Austin, reported in EurekAlert, looked at successful social-emotional training programs  for teens and determined that teaching skills alone did not result in positive growth in students.  The key to real change was helping students to develop a flexible attitude of coping with challenges – an incremental theory of personality – and finding purpose in learning – an effective mindset model – to be effective.  “Improving adolescents’ interior social and emotional lives can spill over into other areas of functioning, because social and emotional life matters so much at this age,” said the author.

Tantrums not associated with either speech or IQ in autistic kids

A recent study from Penn State University, reported in HealthDay, looked at the frequency of tantrums in autistic kids as a factor of their level of speech development and/or IQ.  Results suggested that it was neither speech problems nor IQ that predicted the occurrence of tantrums, but rather that these children needed to be taught more effective ways of getting what they need and their ability to be flexible.  The message for parents: don’t wait until your child’s speech improves to expect the tantrums to lessen, but act now with behavioural coaching.

Resilience more important than academic learning in real life

A study from Spain, published in Frontiers of  Psychology and reported in EurekAlert!, has determined that self-regulation and resilience are more important to life success than are academic achievement.  Are these skills taught regularly in schools?  Having just completed several workshops on Resilience here, I would say that they aren’t part of the regular curriculum.  Your thoughts?

Is there evidence to support mindfulness education for kids?

A recent article in Vox looks in depth at the various applications of mindfulness training in schools to examine the evidence base for the practice.  Does mindfulness meditation reduce student stress?  Does it improve student academic performance?  This is an interesting review of what has become a very popular movement in schools.  If we are going to promote this practice, we certainly should know the science behind it.

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