Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning
Extensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices an...
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| Format: | Article |
| Language: | English |
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Clemson University Press
2020-03-01
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| Series: | Journal of Youth Development |
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| Online Access: | http://jyd.pitt.edu/ojs/jyd/article/view/807 |
| _version_ | 1797335325410852864 |
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| author | Jessica Zadrazil Newman |
| author_facet | Jessica Zadrazil Newman |
| author_sort | Jessica Zadrazil Newman |
| collection | DOAJ |
| description | Extensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices and programs, yet less is known about how to support the adults who are engaged in the social and emotional learning process. A first step in supporting this workforce is to build the collective knowledge around what social and emotional learning is and what the practices are that support social and emotional development. We also believe there is a need to identify and describe the connection between what has been and what could be—that is, connecting youth development as a foundation for intentional social and emotional learning. We reviewed a selection of widely disseminated, research-based, practitioner-focused resources to identify the specific practices that promote social and emotional learning. This process elevated a set of 8 practices, which we delineated into 2 categories: foundational organizational practices and programmatic practices that support social and emotional development. In addition, we completed a comprehensive crosswalk of those practices with seminal youth development and out-of-school time resources to demonstrate the alignment and progression from youth development to social and emotional learning. This article describes the 8 social and emotional learning practices and highlights connections to foundational youth development practices. We conclude with a set of recommendations for the field leaders who must continue to support the workforce. |
| first_indexed | 2024-03-08T08:36:23Z |
| format | Article |
| id | doaj.art-6893529608954414bdf1d574b1abdae3 |
| institution | Directory Open Access Journal |
| issn | 2325-4017 |
| language | English |
| last_indexed | 2024-03-08T08:36:23Z |
| publishDate | 2020-03-01 |
| publisher | Clemson University Press |
| record_format | Article |
| series | Journal of Youth Development |
| spelling | doaj.art-6893529608954414bdf1d574b1abdae32024-02-02T01:14:31ZengClemson University PressJournal of Youth Development2325-40172020-03-0115123926510.5195/jyd.2020.807626Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional LearningJessica Zadrazil Newman0American Institutes for ResearchExtensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices and programs, yet less is known about how to support the adults who are engaged in the social and emotional learning process. A first step in supporting this workforce is to build the collective knowledge around what social and emotional learning is and what the practices are that support social and emotional development. We also believe there is a need to identify and describe the connection between what has been and what could be—that is, connecting youth development as a foundation for intentional social and emotional learning. We reviewed a selection of widely disseminated, research-based, practitioner-focused resources to identify the specific practices that promote social and emotional learning. This process elevated a set of 8 practices, which we delineated into 2 categories: foundational organizational practices and programmatic practices that support social and emotional development. In addition, we completed a comprehensive crosswalk of those practices with seminal youth development and out-of-school time resources to demonstrate the alignment and progression from youth development to social and emotional learning. This article describes the 8 social and emotional learning practices and highlights connections to foundational youth development practices. We conclude with a set of recommendations for the field leaders who must continue to support the workforce.http://jyd.pitt.edu/ojs/jyd/article/view/807youth developmentsocial and emotional learningcore knowledge and competencies |
| spellingShingle | Jessica Zadrazil Newman Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning Journal of Youth Development youth development social and emotional learning core knowledge and competencies |
| title | Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning |
| title_full | Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning |
| title_fullStr | Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning |
| title_full_unstemmed | Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning |
| title_short | Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning |
| title_sort | supporting the out of school time workforce in fostering intentional social and emotional learning |
| topic | youth development social and emotional learning core knowledge and competencies |
| url | http://jyd.pitt.edu/ojs/jyd/article/view/807 |
| work_keys_str_mv | AT jessicazadrazilnewman supportingtheoutofschooltimeworkforceinfosteringintentionalsocialandemotionallearning |