Social Emotional Development

‘Gifted and talented’ has become the official way of referring to high-achieving, able school pupils. The author questions the validity and appropriateness of this label and calls for a more sophisticated and inclusive framework.

Author profile: http://www.wlv.ac.uk/default.aspx?page=13209

The present study identified higher-order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for urban, low-income preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large, representative sample of urban Head Start children revealed two distinct and reliable, higher-order dimensions of classroom adjustment behavior: Regulated and Academically ...

Artykuł stanowi omówienie literatury amerykańskiej prezentującej kwestie dotyczące rozwoju emocjonalno-społecznego dziecka głuchego. W oparciu o badania amerykańskie autor omawia wpływ upośledzenia słuchu na rozwój interakcji emocjonalnych pomiędzy rodziną i dzieckiem głuchym. Często spotyka się opinie, że głuchota jest jedyną przyczyną opóźnienia ogólnego rozwoju dziecka -nowsze badania empiryczne zaprzeczają jednak temu, podkreślając znaczenie wczesnego środowiska językowego (efektywność komunikacji opartej na języku migowym), nastawienia rodziców, doradców, nauczycieli i wychowawców do głuchoty. Zmienne te, a nie tylko uszkodzenie słuchu, warunkują prawidłowy rozwój emocjonalnospołeczny dziecka głuchego. Omówiono też problematykę zaburzeń emocjonalnych u dzieci głuchych z wyróżnieniem najważniejszych czynników, jakie mogą powodować nasilenie zaburzeń w ich zachowaniu.

The purpose of the study presented in this article was to detennine the effects of bot h parental hearing status (deaf, hearing) and educational environment (home, residential school) on intensity of emotional bonding beetwen deaf children and famiły members. Group of deaf children of deaf parents (N = 26) was compared to a group of deaf children of hearing parents (N = 27); all deaf children were boys ranged in age from II to 15. Comparison beetwen gro up of deaf chi Idren living at residential school and group of deaf children living at horne was executed too. Famiły Relation Test (FRT) and subject cornmunication questionnaire were used for data collection and analysis. The findings are discussed with regard to the influence of farnity clirnate, parents' communication modes (speech, sign language), and communication cornperence. Suggestions are made for further research and intervention strategies. Wprowadzenie Ponieważ w polskiej literaturze przedmiotu więcej uwagi poświęca się rozwojowi intelektualnemu i mowy dźwiękowej dziecka głuchego, problematyka jego więzi emocjonalnych z rodzicami rzadko poddawana jest analizie empirycznej. Stąd istnieje wyraźna potrzeba podjęcia na większą skalę badań nad charakterem stosunków emocjonalnych pomiędzy dzieckiem głuchym i rodzicami.

Psychology -is very closely related with the Indian thoughts. In Indian Philosophy, education has seemed to bring out constructive, practical and comprehensive character of the child. The aim of education is to manifest in our lives the Perfection, which is the very nature of our inner self. Therefore, Swami Vivekananda has defined education as 'the manifestation of the perfection already in man'. This research paper is inspired from a finding that School with Indian Cultureoriented activities has more positive effect on the Emotional & Social Development of the students. Moreover, it helps healthier upbringing. This is an attempt to study the basic philosophy behind those Indian Culture-oriented activities. It explores the foundation of such school and analyses the structure of activities practiced. It brings out the general principles that can be implied in other schools for the balanced and positive development of the next generation.

Affect in Relation brings together perspectives from social science and cultural studies to analyze the formative, subject constituting potentials of affect and emotion. Relational affect is understood not as individual mental states, but as social-relational processes that are both formative and transformative of human subjects.
This volume explores relational affect through a combination of interdisciplinary case studies within four key contexts:
Part I: “Affective Families” deals with the affective dynamics in transnational families who are scattered across several regions and nations.
Part II: “Affect and Place” brings together work on affective placemaking in the contexts of migration and in political movements.
Part III: “Affect at Work” analyzes the affective dimension of contemporary white-collar workplaces
Part IV: “Affect and Media” focuses on the role of media in the formation and mobilization of relational affect.

This chapter presents the SSI-Del-Prette, a social skills assessment instrument produced in Brazil in 2001, with satisfactory psychometric properties and online scoring, recommended by the Federal Council of Psychology. Besides its conceptual bases, the psychometric and formal characteristics of the instrument are described, including its factorial structure, examples of items and the procedure for application and scoring. At the end, the annotated bibliography about the SSI-Del-Prette is analyzed, thus illustrating its application in different contexts, with different samples and problems, including cases of anxiety and social phobia.

Social and emotional development is considered as an important factor in child development, especially considering its importance in child school readiness. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity. This study examined the relationship between children's preschool social and emotional development and their academic success in primary school. There were 96 children from Pristine participating in the study, 28 of them in the first grade, 32 in the second grade, 15 in the third grade and 21 in the fourth grade. To determine the relationship between children's social and emotional development, during their preschool years, the ELDS assessment form was used, while for their academic achievements in each grade, the ELDS assessment form was used for their grades in two subjects. Several hierarchical regressions were used to determine the relationship between children's social and emotional development, during their preschool years and their academic success. The results of this study revealed that the social and emotional development showed significant predictive value for the first, second and third grade criterion variables. While for the fourth grade, there was no significant predictive value.

The article, inspired by the discussion around the song Patointeligencja by Michał Matczak, is an attempt to analyse the basis of the rebellion of teenagers from the so-called good families in the face of parents’ expectations and requirements. The context for the analysis is, among others, a phenomenon referred to as helicopter parenthood, which in the case of parents of adolescent children takes the form of excessive interference with their life plans and hinders independence.

W swym pokoju trzyletni Rafał bawi się samochodzikiem, który niedawno dostał w prezencie od taty na urodziny. Po jakimś czasie odkłada zabawkę na regał. Wieczorem mama Rafała posprzątała jego pokój, a samochodzik schowała do szuflady w szafie. Następnego dnia chłopcu przychodzi ochota na powrót do zabawy samochodzikiem, nie może go jednak znaleźć. Zgłasza się z problemem do mamy, która właśnie pierze ubrania w łazience. Prosi ją o pomoc w odnalezieniu samochodzika, przekazując prosty komunikat -ciągnie mamę za rękę, wskazuje palcem swój pokój, a jednocześnie mimika jego twarzy wyraża niepokój. Matka próbuje odgadnąć jego intencję i pyta go ustnie: "Chcesz ze mnq się pobawić, tak?". Ponieważ chłopiec nie jest w stanie zakomunikować jej prośby werbalnie, cały czas wskazuje palcem swój pokój. Matka, myślqc, że Rafał chce się z nią bawić, przerywa czynność prania, włącza się z nim w zabawę klockami, a sfrustrowany chłopiec zaczyna się złościć, rzuca się na ziemię, tupie i wrzeszczy. Zaskoczona jego zachowaniem matka daremnie uspakaja go, a w końcu zniecierpliwiona daje mu klapsa -nie wiedząc, czego naprawdę chce jej syn.

Social and emotional development is considered as an important factor in child development, especially considering its importance in child school readiness. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity. This study examined the relationship between children's preschool social and emotional development and their academic success in primary school. There were 96 children from Pristine participating in the study, 28 of them in the first grade, 32 in the second grade, 15 in the third grade and 21 in the fourth grade. To determine the relationship between children's social and emotional development, during their preschool years, the ELDS assessment form was used, while for their academic achievements in each grade, the ELDS assessment form was used for their grades in two subjects. Several hierarchical regressions were used to determine the relationship between children's social and emotional development, during their preschool years and their academic success. The results of this study revealed that the social and emotional development showed significant predictive value for the first, second and third grade criterion variables. While for the fourth grade, there was no significant predictive value.

We are often asked what the definition is of social-emotional learning (SEL). One common and useful SEL definition is the process of learning to integrate thinking, feeling, and behaving in order to become aware of the self and of others, make responsible decisions, and manage behaviors.

We describe two leading SEL models (frameworks) along with a set of best practices  produce mental health and well-being outcomes from schooling.

Social and emotional development is considered as an important factor in child development, especially considering its importance in child school readiness. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity. This study examined the relationship between children's preschool social and emotional development and their academic success in primary school. There were 96 children from Pristine participating in the study, 28 of them in the first grade, 32 in the second grade, 15 in the third grade and 21 in the fourth grade. To determine the relationship between children's social and emotional development, during their preschool years, the ELDS assessment form was used, while for their academic achievements in each grade, the ELDS assessment form was used for their grades in two subjects. Several hierarchical regressions were used to determine the relationship between children's social and emotional development, during their preschool years and their academic success. The results of this study revealed that the social and emotional development showed significant predictive value for the first, second and third grade criterion variables. While for the fourth grade, there was no significant predictive value.

The present study identified higher-order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for urban, low-income preschool children. It examined the unique contribution of these dimensions to cognitive and social competencies and risk of poor academic outcomes. Analyses of a large, representative sample of urban Head Start children revealed two distinct and reliable, higher-order dimensions of classroom adjustment behavior: Regulated and Academically Disengaged Behavior. Both of the dimensions contributed unique variance to the prediction of early mathematics ability and general classroom competencies prior to kindergarten entry, controlling for child demographics. Each dimension also contributed independently to the prediction of academic risk, controlling for child demographics. Implications for practice and policy were discussed. Dimensions of Social-Emotional Classroom Behavior 3 Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children With the passing of No Child Left Behind, American public schools are being held accountable to ensure that all children are meeting minimum academic standards by third grade (U.S. Department of Education, 2004). Research has indicated that only 32% of fourth graders in the US met literacy proficiency standards (Reyna, 2005). Furthermore, minority children disproportionately performed below minimum proficiency standards in both literacy and mathematics (Reyna). By establishing third grade as the point of accountability, the No Child Left Behind legislations affirms the significance of early childhood education and the necessity of effective early identification and intervention. A large body of empirical literature emphasizes the importance of early childhood intervention.

There has been developing interest in the potential for the use of mobile technology to achieve educational objectives, in particular for children with Autistic Spectrum Disorder (ASD). The HANDS (Helping Autism-diagnosed teenagers Navigate and Develop Socially) project has developed a software application for mobile phones, which helps children with ASD to develop social and self management skills. Two successive prototypes of this application have been implemented and tested with 15 teachers and 27 children with ASD at four special schools in the UK, Demark,
Hungary, and Sweden. This chapter reports on issues involved with introducing this technology innovation at one of the schools. Interviews were undertaken with teachers on the project during the introduction of the technology. The extent to which teachers identify themselves as teachers of social skills development, which
is often considered an expression of informal learning (Jordan, 2005), is identified as a key factor in determining the extent to which the successful engagement with the technology solution occurred.

Mental Health. Mental health is defined as the ability to successfully use mental functioning, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and to cope with adversity (U.S. Department of Health and Human Services, 2001). Relationship Skills. Relationship Skills involve establishing and maintaining relationships through cooperation and communication. People with relationship skills are able to resolve conflicts and resist appropriate social pressure (Bridgeland et al., 2013). Responsible Decision Making. Responsible decision making is defined as the ability to analyze situations and factors to make appropriate decisions. People making responsible decisions understand the necessity to engage in behaviors that are not only safe and ethical but also legal (Bridgeland et al., 2013). School Climate. School climate is defined as the quality and character of school life (Haynes, Emmons, Ben-Avie, & Comer, 2001). School Functioning. School functioning is defined by the educational factors encompassing school attendance, academic achievement, and social relationships that affect students (Stoiber, 2011). Self-Awareness. Self-awareness is defined as the ability to distinguish between different emotions, strengths, and weaknesses in oneself. People who are self-aware have a sense of selfefficacy, and self-confidence (Bridgeland et al., 2013).

Abstract: Alterations in the structure of the society
lead to the formation of new life styles. One of these
life styles is the participation of mothers to the work
life. The aim of this study is to examine the social
emotional adaptation levels of children of working
mothers. The working group of this study is composed
of 298 children who continued their education in
preschool institutions in Istanbul province between
2014 and 2015. In this study, we used the “Marmara
Social Emotional Adaptation Scale-MSEAS” which
was developed by Guven and Isik (2006) for 5-year-old
children. According to our results, social emotional
adaptation levels of children whose mothers were
working were significantly higher compared to the
social emotional adaptation levels of children whose
mothers were housewives. Our findings were discussed
in the light of the relevant literature.
Key Words: Preschool, Social Emotional Adjustment,
Working Mothers

The Strengths and Difficulties Questionnaire (SDQ) is widely-used to measure symptoms of common childhood behavioral problems that may lead to mental health difficulties. In a sample of 1,302 highly-disadvantaged mothers and their preschoolers, we evaluated the factor structure and reliability of the parent-report version of the SDQ in rural Pakistan. Confirmatory factor analyses suggested that the original structure of the SDQ was not appropriate for our data. We created conceptually-and empirically-coherent measures of children's externalizing behavior problems and prosocial skills. Child and family correlates of social-emotional behaviors were similar to those found in other countries, supporting the validity of our new composites. Girls and children with more siblings had fewer externalizing behavior problems and more prosocial behaviors at four years. Further, maternal depressive symptoms and food insecurity were uniquely linked to more externalizing behavior problems at four years. In contrast, maternal education, home environment quality, and social-emotional skills at two years were associated with more prosocial behaviors at four years.

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector.

Advocates for these programs claim that SEL and TIP create a necessary foundation for greater self- awareness, better relationships, and improved learning capacities for children and youth. We, along with other authors in this issue, suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed “learning ready” (e.g., Crampton, Pyscher & Robinson, 2018; Pyscher, 2019).

Many musicians experience anxiety and distress when performing, which has been related to perfectionism. Recent findings, however, show that only some facets of perfectionism are associated with anxiety and distress, whereas other facets are associated with positive characteristics and outcomes such as motivation and achievement. To investigate how different facets of perfectionism are related to motivation, effort, achievement, and distress in musicians, 146 young musicians completed measures of perfectionism (striving for perfection, negative reactions to imperfection, and perceived pressure to be perfect), intrinsic and extrinsic motivation, effort, achievement, and distress. Results showed that striving for perfection was associated with intrinsic motivation (intrinsic/identified reasons), higher effort, and higher achievement. Whereas perceived pressure from music teachers was also associated with intrinsic motivation (identified reasons only), negative reactions to imperfection were associated with extrinsic motivation and higher distress. The findings demonstrate that perfectionism in musicians has both positive and negative sides. While negative reactions to imperfection are clearly unhealthy, striving for perfection may be regarded as a healthy pursuit of excellence.

Several studies indicate that infants prefer individuals who act prosocially over those who act antisocially toward unrelated third parties. In the present study, we focused on a paradigm published by Kiley Hamlin and Karen Wynn in 2011. In this study, infants were habituated to a live puppet show in which a protagonist tried to open a box to retrieve a toy placed inside. The protagonist was either helped by a second puppet (the "Helper"), or hindered by a third puppet (the "Hinderer"). At test, infants were presented with the Helper and the Hinderer, and encouraged to reach for one of them. In the original study, 75% of 9-month-olds selected the Helper, arguably demonstrating a preference for prosocial over antisocial individuals. We conducted two studies with the aim of replicating this result. Each attempt was performed by a different group of experimenters. Study 1 followed the methods of the published study as faithfully as possible. Study 2 introduced slight modifications to the stimuli and the procedure following the guidelines generously provided by Kiley Hamlin and her collaborators. Yet, in our replication attempts, 9-month-olds' preference for helpers over hinderers did not differ significantly from chance (62.5% and 50%, respectively, in Studies 1 and 2). Two types of factors could explain why our results differed from those of Hamlin and Wynn: minor methodological dissimilarities (in procedure, materials, or the population tested), or the effect size being smaller than originally assumed. We conclude that fine methodological details that are crucial to infants' success in this task need to be identified to ensure the replicability of the original result.

The social-emotional development of gifted students has been of growing interest to educators, guidance professionals and researchers in the West. In this chapter, the authors review pertinent literature on social-emotional development of Chinese gifted students within the framework of the actiotope model of giftedness (Ziegler, 2004). The chapter examines three critical issues related to Chinese gifted students" pathways to exceptional achievement, namely: (1) psychological adjustment, social coping and action repertoire; (2) perfectionism, goal orientation and academic self-efficacy as intrapersonal determinants; and (3) connectedness to school, family and peer environment. Implications for teachers and guidance professionals of Chinese gifted learners are highlighted.

This paper advances a relational conception of emotions and their development.  From a relational view, emotions consist of felt forms of organismic engagement with the world.  As modes of engagement, different emotions are organized in terms of different relations between a person’s motives and circumstances. As modes of engagement, emotions are aspects of ongoing adaptive action - emergent configurations of motivational, perceptual, experiential, expressive and motor processes organized around a particular way of relating to the world. The idea that emotions are felt modes of engagement identifies experience as a primary aspect of emotional life. Building upon a biological grounding, emotions undergo structural change as they develop within intersubjectively-structured exchanges with others. The relational model is illustrated with an analysis of structural changes in jealousy and envy over the course of their development.

What is school ? Though this question is philosophical – if we keep in mind the historical tight bind between philosophy and teaching – it is nowadays considered exclusively as psycho-sociological matter.  In educational relations (e.g. between children and their teacher), psychology is the vantage point : then pedagogy is above all psycho-pedagogy. At the same time we cannot today in Belgium deny a heavy, deep crisis in fundamental education any more. This situation may sanction pessimistic behaviors which often lead to inactivity and passivity. For my part, I would say this crisis is characterized by a current psychological aporia. So I must ask a new question : What should school be ? From the Kantian interrogation about the requirements of education – which is an art, not a science - I will draw some philosophical and pragmatic ways to overcome this psychological puzzle.

Este livro apresenta os principais avanços na área do Treinamento de Habilidades Sociais para crianças e jovens. Apresenta conceitos, metodologia e uma análise das sete principais classes de habilidades sociais na infância, cada uma delas acompanhadas de propostas de atividades vivenciais para a sua promoção.
Além do foco nas habilidades sociais, o livro aborda temas importantes para a terapia infantil e as práticas educativas com crianças. O livro constitui material de interesse de todos os que trabalham com crianças, desde o psicólogo (principalmente clínico e escolar) até professores e pais.

INDICE RESUMIDO

Apresentação

Primeira parte – visão geral e conceitos básicos

Importância das habilidades sociais na infância
Base conceitual da área das habilidades sociais
Habilidades sociais relevantes na infância
A aprendizagem de habilidades sociais na infância
Segunda parte – programa de habilidades sociais na infância

Planejamento do programa de treinamento de habilidades sociais
Vivências em habilidades sociais para crianças
Terceira parte – habilidades sociais relevantes: análise e intervenção

Autocontrole e expressividade emocional
Habilidades de civilidade
Empatia
Assertividade
Solução de problemas interpessoais
Fazer amizades
Habilidades sociais acadêmicas