Social and Emotional Learning - Science topic

I am working on a paper for school on the Correlation between SEL and ADHD.

Thank you.

Recent trends in peace education emphasize a holistic and inclusive approach, integrating digital technologies, intersectionality, and sustainability to address contemporary conflicts and societal needs. Digital peace education leverages online platforms, virtual reality, and e-learning to broaden accessibility. There's a significant focus on intersectionality, understanding how race, gender, and class intersect with peace and conflict. Environmental peacebuilding links ecological sustainability with conflict resolution, highlighting the impact of environmental issues on peace. Restorative practices, emphasizing reconciliation and healing, are increasingly adopted in educational settings. Global Citizenship Education (GCED) fosters global responsibility and solidarity, while critical peace education encourages examining the root causes of violence and power structures. Social and emotional learning (SEL) supports emotional regulation and empathy, crucial for conflict resolution. Youth-led peace initiatives empower young people to spearhead peace efforts, and trauma-informed education ensures supportive environments for those affected by conflict. Finally, the integration of peace education into mainstream curricula promotes a culture of peace across educational experiences, supported by NGOs and policy initiatives at various levels.

Role of educational technology in enhancing SEL programs and providing resources for students and educators is still elaborated. Do share some needful researches for the same.

Dear EFL teachers/instructors/ professors

Social and emotional learning (SEL) embarks on developing students' self and social awareness of the requirement for EFL learning as well as focuses on self and social management of the skills and abilities of English language learning. My enquiry is about how positively/negatively ChatGPT has an impact on EFL students' social and emotional learning.

The Call for Abstracts is now open for the 20th CIMQUSEF International Conference on Quality in Education to be held on 15th and 16th of November 2023 on the theme of “Social and Emotional Learning (SEL): a pillar in strategies for education transformation”. The conference seeks to address major issues facing educational systems, identify and contextualise theory and practice, and allow deep discussions between SEL researchers and practitioners – all aiming to improve the provision of quality education.

Please submit abstracts in English of not more than 350 words through the online submission system (https://cimqusef.amaquen.ma), and send a copy to (amaquen@amaquen.org).

The closing date for submission of abstracts is 31st of May 2023.

Actually I am doing research on how to infuse the social emotional learning in teacher education curriculum because in my country there is lack of emphasis on SEL So after analysis of teacher education curriculum I need recommendation how to make it clear that SEL is very important and should be part of curriculum and which things are easily relate or integrate with SEL in teacher education curriculum.

I am looking to make contact with researchers/policy makers who investigate aspects of Social and Emotional Learning across all level of compulsory education from Early Years through Secondary School. If you are or know some one who is investigating Social Emotional Learning please contact me as I am hoping to develop a collaboration to inform/lead the discussion related to Social Emotional Learning in schools.

Also if you can suggest best practice / research related to this topic it would be greatly appreciated.

Social and emotional learning (SEL) is the process through which students acquire the knowledge by using his perception.

It is of high importance now that the attitudes,skills and emotions are taught at the same level across the academia by making SEL a mandatory component of curriculum.

SEL is quite important for the making of a good human being. Is it really being imparted by the education system in your country?

Your comments will be appreciated.

Thanks

I have translated an SEL scale from English to Urdu in the Pakistani population. suggest better ways to establish its psychometrics' properties. In the initial analysis, EFA shows a different factor structure than the original scale.

The concepts of mentalizing and socio-emotional learning (SEL) seem to be close at first glance. I am not aware of any paper that brings both concepts together in a theoretical discourse. How do these concepts differ fundamentally?

Hello!

I am nearly done with my M.Ed (C&I Gifted), and my passion is Twice-Exceptional (2e).

My current course's assignment is to complete a literature review. I have elected to examine three instructional strategies used to support the social-emotional learning (SEL) of twice-exceptional (2e) students.

Would anyone be willing to share recent research regarding this topic? The assignment parameters regarding research include the following: must be peer-reviewed AND be (ideally) published within the past 10 years OR be a foundational article by gurus in gifted education.

Warmly,

Connolly Sherwood

I am doing phd research in educational psychology. It is about developing social emotional learning (sel) competencies for students. I should decide on an age group: school children or university students?

What approach or criteria should I use to decide on the age group of my research?

Hello!

I study contextual factors (including cultural factors) that determine the socio-emotional development of children aged 10 and 15 years. This study is part of the SSES international study - The Study on Social and Emotional Skills. Are there any similar studies on russian samples?

Dear friends, colleagues, could you recommend me any reliable and valid diagnostic inventory for the indicators of emotional intelligence in preschool children commonly used by European researchers?

So I want to read opinions, pros and cons, experiences, papers,barriers,pitfalls, suggestions, challenges,...regarding to this topic. Thanks for encouraging the discussion.

RQ: How does the use of infant development/monitoring apps impact on new mothers' state anxiety?

One IV with 3 levels - no usage (control)

- low usage

- high usage

DV: STAI measure of state and trait anxiety

Possible moderation analysis considering age.. after multiple regression.

The South Asian Journal of Social Sciences (SAJSS), an international, peer-reviewed journal that provides information and analysis on topics within the broad scope of social sciences. As the official journal of the South Asia Institute for Social Transformation (SAIST), SAJSS publishes papers that deal with South Asian society, development, population, health and illness, communication, poverty, economy, politics, information and communication technology, social problems, labor, crime and social policy, environment and disaster, gender, welfare and policies related to South Asia.

•South Asian Journal of Social Sciences (SAJSS) welcomes original research papers (4000 words), review articles (2500 words), research notes (2000 words), academic responses to papers published in SAJSS (1500 words) and book reviews (1000-1500 words).

•Manuscripts to be submitted for publication in the Journal should not exceed word limit excluding tables, graphs and references; and be submitted online or to the corresponding email.

•The submitted manuscripts should contain an abstract between 100-150 words. References should be prepared following APA 6th styles.

•Each submission must accompany a signed statement that it is an original contribution.

•Please provide an autobiographical note in 50 words accompanied by your full mailing and email addresses.

•Your submissions will be reviewed using a double-blind system that ensures anonymity of the identity of both the author and reviewer.

•This journal is available in both printed and online versions. Please note that there is no article processing fee.

•SAJSS is published in June and December every year. New manuscript can be submitted at any time and will be processed on a rolling basis.

Prof. Habibul Khondker, Zayed University, Abu Dhabi, United Arab Emirates (UAE). The Editor, South Asian Journal of Social Sciences (SAJSS), C/O Knowledge Dissemination Division, South Asia Institute for Social Transformation (SAIST), SEL Centre (8th Floor), 29 West Panthapath, Bir Uttam Kazi Nuruzzaman Road, Dhaka-1205, Bangladesh or by email at sajss@saist.ac.bd/ sajss2015@gmail.com.

South Asian Journal of Social Sciences (ISSN:2521-4403 print, 2521-4411 online) is published twice a year (in June and December) by the South Asia Institute for Social Transformation (SAIST). SAJSS is published in the original printed version and the electronic version at www.sajss.sayrid.org/www.sajss.saist.ac.bd.

Research based inquiry for my mEd program, looking to potentially build curriculum. Researching the possible benefits of having a social - emotional based photography curriculum for ASD students and similar emotional disorders. Students identify emotions through their own eyes, and are helped to better comprehend them. Looking to develop a program with quantifiable methods. Looking for advice and thoughts.

Goals for program include:

gaining affective knowledge 

emotion recognition 

social reciprocity 

technical photography knowledge

fine motor skill development

basic elements of art

Have there been studies about assessing social emotional learning at the elementary level?

I am working on the further development of my earlier works on pedagogy, didactics and school culture for youth with emotional and social needs, with the focus on their lifeworld and their own cultural activities. In this endeavor I draw from HipHop– and Rap-Pedagogies, Place-Based Pedagogies, Gender– and Queer Studies, Urban Education, Teaching for Social Justice, Transformative Learning, Experiential Education, Metropolitan Studies, and Human Ecology Theories. Since 2015 I started to perform extended field studies in the metropolis of Berlin. What is happening in this `greenhouse´ for future social, human, and cultural developments might help to sketch out a new theoretical framework for the described pedagogical sphere. The quarters of Berlin offer a wide variety of multicultural, diverse, queer, vibrant, creative neighborhoods and settings, with participative projects, creative music or artistic scenes, from Kreuzberg and Friedrichshain to Neukölln,Tempelhof, or Wedding. Berlin seems to be innovative in many ways. Also locations which foster intellectual or historic learning are widely spread over the city. Highlights and dark sides, characterized by drugs, violence, and hedonism, lie close together... Modern identities and biographies are shaped through these spaces and the experiences people make in them. If we delve deeper in all these worlds, what will all this mean for the development of school cultures and supportive pedagogies, school-community-relationships, particularly when looking at the social and emotional development of kids?

I am starting a research project that will involve data collection in three different countries. We are looking at educational policy and practice related to social and emotional learning in physical education. There are multiple methods being used and I am interested in methodological resources, seminal works, etc.

Focussing on strategies used compared to those used within a mainstream classroom, and benefits for children with SEBD. All research welcome. Thank You

I am looking for practical sources on how to best teach social emotional skills through social games in the classroom. Anything specific to social science education would be great.

I am researching this topic and I'm having a difficult time finding current empirical articles.

Everybody is having it, but how should work be started on it?  

During an intervention a child, well versed in playing boards games seems frustrated after a few games on a custom made board to target behavioral / emotional challenges for the child.  If a child has no experience with a 'dice' could the mathematical probability of who is going to win be causing him the stress? (i suspect the answer is yes) how might i over come this so the intervention is still effective? Any references around this subject?

Non-cognitive aspects of learning.

Assessing the development of the affective domain.