Social-Emotional Learning and Evaluation in After-School Care: A Working Model
Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decre...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Clemson University Press
2019-09-01
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| Series: | Journal of Youth Development |
| Subjects: | |
| Online Access: | http://jyd.pitt.edu/ojs/jyd/article/view/660 |
| _version_ | 1797330798020395008 |
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| author | Dana Minney Jaime Garcia Joan Altobelli Norma Perez-Brena Elizabeth Blunk |
| author_facet | Dana Minney Jaime Garcia Joan Altobelli Norma Perez-Brena Elizabeth Blunk |
| author_sort | Dana Minney |
| collection | DOAJ |
| description | Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored. |
| first_indexed | 2024-03-08T07:24:41Z |
| format | Article |
| id | doaj.art-dc050a45b55c41ee87f160cb716a88b3 |
| institution | Directory Open Access Journal |
| issn | 2325-4017 |
| language | English |
| last_indexed | 2024-03-08T07:24:41Z |
| publishDate | 2019-09-01 |
| publisher | Clemson University Press |
| record_format | Article |
| series | Journal of Youth Development |
| spelling | doaj.art-dc050a45b55c41ee87f160cb716a88b32024-02-02T22:17:19ZengClemson University PressJournal of Youth Development2325-40172019-09-0114313014510.5195/jyd.2019.660579Social-Emotional Learning and Evaluation in After-School Care: A Working ModelDana Minney0Jaime Garcia1Joan Altobelli2Norma Perez-Brena3Elizabeth Blunk4Texas State UniversityExtend-A-CareExtend-A-CareTexas State UniversityTexas State UniversitySocial-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.http://jyd.pitt.edu/ojs/jyd/article/view/660social-emotional learningafter-school programsprogram evaluationsel curriculumself-soothing |
| spellingShingle | Dana Minney Jaime Garcia Joan Altobelli Norma Perez-Brena Elizabeth Blunk Social-Emotional Learning and Evaluation in After-School Care: A Working Model Journal of Youth Development social-emotional learning after-school programs program evaluation sel curriculum self-soothing |
| title | Social-Emotional Learning and Evaluation in After-School Care: A Working Model |
| title_full | Social-Emotional Learning and Evaluation in After-School Care: A Working Model |
| title_fullStr | Social-Emotional Learning and Evaluation in After-School Care: A Working Model |
| title_full_unstemmed | Social-Emotional Learning and Evaluation in After-School Care: A Working Model |
| title_short | Social-Emotional Learning and Evaluation in After-School Care: A Working Model |
| title_sort | social emotional learning and evaluation in after school care a working model |
| topic | social-emotional learning after-school programs program evaluation sel curriculum self-soothing |
| url | http://jyd.pitt.edu/ojs/jyd/article/view/660 |
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