The Association Between Group Identity and Post-Traumatic Growth in the Post COVID-19 Era: The Mediating Effect of Social-Emotional Competence by Zhou X, Chen Y, Zhu L, An Z, Zhang J, Ge J

“…Xiang Zhou,1 Yifei Chen,1 Lidong Zhu,1 Zhenni An,2 Jianzhen Zhang,1 Jiahao Ge2 1College of Geography and Environmental Science, Zhejiang Normal University, Jinhua, People’s Republic of China; 2College of Education and Human Development, Zhejiang Normal University, Jinhua, People’s Republic of ChinaCorrespondence: Jianzhen Zhang, College of Geography and Environmental Science, Zhejiang Normal University, No. 688, Yingbin Road, Jinhua, 321004, People’s Republic of China, Email jianzhenzhangedu@foxmail.com Jiahao Ge, College of Education and Human Development, Zhejiang Normal University, No. 688, Yingbin Road, Jinhua, 321004, People’s Republic of China, Tel +86 17721521016, Email jiahaogeedu@foxmail.comPurpose: To investigate the impact of human-society relationships on individual post-traumatic growth (PTG) in the post COVID-19 era, this study examined the association between group identity (GI) and PTG, and explored the mediating role of social-emotional competence (SEC).Patients and Methods: In this cross-sectional study, we surveyed 1203 high school students in an eastern region of China using the GI Scale, the SEC Scale, and the PTG Scale. …”
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Study protocol: The OxWell annual school survey investigating social, emotional and behavioural factors associated with mental health and wellbeing by Mansfield, K, Puntis, S, Soneson, E, Cipriani, A, Geulayov, G, Fazel, M

“…<br><strong>Introduction</strong> Improving our understanding of the broad range of social, emotional and behavioural factors that contribute to mental health outcomes in adolescents will be greatly enhanced with diverse, representative population samples. …”

Effect Of Social And Emotional Learning Approach On Social Emotional Competence, Classroom Climate And Academic Achievement Among School Student’s In Nigeria by Ahmed, Ibrahim

“…Consequently, students encounter lack opportunity to develop proper communication skills which later affect their Social-emotional competence, and their overall achievement. …”
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Emoțiile sociale. Despre rușine, vinovăție, regret şi dezamăgire. București, Editura Tritonic, 2020. Septimiu Chelcea by Ana Maria Nițu

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A psychological investigation of the relationship among maternal self-concept, maternal-child attitudes and the social-emotional functioning and self-concept of children / by 352284 Roscow, Nancy Dort

A comprehensive evaluation of adverse childhood experiences, social–emotional impairments, and neurodevelopmental disorders in cannabis-use disorder: Implications for clinical practice by Giada Trovini, Emanuela Amici, Piergiorgio Bauco, Marta Matrone, Ginevra Lombardozzi, Valeria Giovanetti, Georgios D. Kotzalidis, Sergio De Filippis

“…Abstract Background Adverse childhood experiences (ACEs), social–emotional impairments (SEIs), and neurodevelopmental disorders (NDs) are frequent in psychiatric disorders, including substance-use disorders. …”
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A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT^® Social Emotional Learning Assessment by Kate E. Walton, Jeremy Burrus, Dana Murano, Cristina Anguiano-Carrasco, Jason Way, Richard D. Roberts

“…We report the reliability and validity evidence for The Mosaic™ by ACT^® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). …”
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Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students by Gary Robinson, Eunro Lee, Bernard Leckning, Sven Silburn, Tricia Nagel, Richard Midford

“…<h4>Purpose</h4> We aimed to test the reliability and validity of two brief measures of resilience adopted for the evaluation of a preventative social-emotional curriculum implemented for Aboriginal middle school students from socially disadvantaged remote communities in Australia’s Northern Territory. …”
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Less Emotion but More Fatigue: Social-Emotional Learning (SEL) Competencies, and Compassion Fatigue among Educators during the COVID-19 Pandemic by Syamsul Gultom, Dewi Endriani, Agustin Sastrawan Harahap

“…Driven by a qualitative study which data from individual interviews were analyzed using Malterud's systematic text condensation, this research analyzed how educators perceived Social-Emotional Learning (SEL) competencies and compassion fatigue during online teaching in the COVID-19 pandemic among 20 educators at Universitas Negeri Medan. …”
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Associations of adverse maternal experiences and diabetes on postnatal maternal depression and child social-emotional outcomes in a South African community cohort. by Yael K Rayport, Ayesha Sania, Maristella Lucchini, Carlie Du Plessis, Mandy Potter, Priscilla E Springer, Lissete A Gimenez, Hein J Odendaal, William P Fifer, Lauren C Shuffrey

“…At 14-20 months postpartum, maternal self-report questionnaires were administered to assess household socioeconomic status, food insecurity, maternal depressive symptoms (Edinburgh Postnatal Depression Scale (EPDS)), maternal trauma (Life Events Checklist), and child social-emotional development (Brief Infant Toddler Social Emotional Assessment, Ages and Stages Questionnaires: Social-Emotional, Second Edition). …”
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A proportionate, universal parenting programme to enhance social-emotional well-being in infants and toddlers in England: the E-SEE Steps RCT by Tracey Bywater, Vashti Berry, Sarah Blower, Matthew Bursnall, Edward Cox, Amanda Mason-Jones, Sinéad McGilloway, Kirsty McKendrick, Siobhan Mitchell, Kate Pickett, Gerry Richardson, Kiera Solaiman, M Dawn Teare, Simon Walker, Karen Whittaker

“…Objectives: To establish if the model named Enhancing Social–Emotional Health and Well-being in the Early Years (E-SEE) Steps can (1) enhance child social emotional well-being and establish whether or not it is cost-effective at 20 months of age when compared with services as usual; and (2) be delivered as a proportionate universal model with fidelity. …”
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The comparison of the effect of executive function training and social emotional training on the performance of continuous attention in in students with mathematical learning disability in elementary schools by Parisa Khosrotash, Khadijeh Abolmaali Alhosseini, kianoosh Hashemian

Subjects: “…"students with mathematical learning disability"؛ 'executive function training"؛ "social- emotional training"…”
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Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students. by Gary Robinson, Eunro Lee, Bernard Leckning, Sven Silburn, Tricia Nagel, Richard Midford

“…<h4>Purpose</h4>We aimed to test the reliability and validity of two brief measures of resilience adopted for the evaluation of a preventative social-emotional curriculum implemented for Aboriginal middle school students from socially disadvantaged remote communities in Australia's Northern Territory. …”
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Exploring the potential impact of group identity on post-traumatic growth in the aftermath of Corona outbreak: function of social–emotional competence as a mediator by Jinfu Ma, Ahsan Riaz Khan, Ahsan Riaz Khan, Hai-Jun Zhang, Hai-Jun Zhang, Zhang Jun, Zhang Jun, Mohamed R. Abonazel, Muhammad Salman Ahmad, Elsayed M. Tageldin, Ali Rashash R. Alzahran

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Direct and indirect effects from parenting self-efficacy and parenting practices to social-emotional adjustment in 3- to 5-year-old children by Fabio Trecca, Dorthe Bleses, Anders Højen, Brett Laursen

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Association between parents’ concerns about eating and sleeping problems and social-emotional development in Chinese children aged 3 to 6 years by Tongxi Hu, Shaoying Liu, Jianying Zhan, Luxin Xu, Yanqing Zhou

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What Do I Know About Social-Emotional Learning: A Comparative Analysis Between Public and Private Preschool Teachers in Punjab by Jasleen Kaur, Anupam Sharma

“…The primary objective is to compare the difference in preschool teachers’ understanding of the five competencies of social-emotional learning (SEL) in India. The purpose is to assist teachers in reflecting on their emotions and knowledge about SEL, which is important for their personal and professional development. …”
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Associations of adverse maternal experiences and diabetes on postnatal maternal depression and child social-emotional outcomes in a South African community cohort by Yael K. Rayport, Ayesha Sania, Maristella Lucchini, Carlie Du Plessis, Mandy Potter, Priscilla E. Springer, Lissete A. Gimenez, Hein J. Odendaal, William P. Fifer, Lauren C. Shuffrey

“…At 14–20 months postpartum, maternal self-report questionnaires were administered to assess household socioeconomic status, food insecurity, maternal depressive symptoms (Edinburgh Postnatal Depression Scale (EPDS)), maternal trauma (Life Events Checklist), and child social-emotional development (Brief Infant Toddler Social Emotional Assessment, Ages and Stages Questionnaires: Social-Emotional, Second Edition). …”
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Home Environment, Bilingual Preschooler’s Receptive Mother Tongue Language Outcomes, and Social-Emotional and Behavioral Skills: One Stone for Two Birds? by He Sun

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Program support matters: A systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs by Triin Ulla, Katrin Poom-Valickis

Subjects: “…social-emotional learning…”
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