Social and emotional learning in middle school curricula: A service learning model based on positive youth development

Service learning is an instructional methodology that may benefit students' social and emotional learning (Zins, Bloodworth, Weissberg, & Walberg, 2007). Though service learning is not a new pedagogy, there are few examples of how to successfully deliver service learning in school curriculum for middle school students (Gestsdottir, Bowers, von Eye, Napolitano, & Lerner, 2010; Mueller et al., 2011). This article discusses the theoretical basis for and practical implementation of a school-based positive youth development model that utilizes service learning to build the social and emotional skills of middle school students. First, this article presents the importance of social and emotional learning during adolescence. Next, utilizing a positive youth development framework, the possible social and emotional outcomes of service learning are outlined. Lastly, a case study of the Wyman Center's Teen Outreach Program® is presented as an example that integrates service learning, built on a positive youth development framework, into middle school curricula. Challenges of this model, future research questions and implications on practice and policy are suggested.     

Social Work Practice in Mental Health: An Introduction

The results of empirical research suggest that the ability to assess, regulate, and utilize emotions is important to the performance of health professionals. Nevertheless, few professional programs adequately address this matter in their curricula. The main objective of the present research was to examine whether emotional intelligence and empathy could be improved in the traditional classroom, employing experiential teaching modes. Pre- and post-questionnaires were used to assess the emotional competencies of 165 social work undergraduate students. The results indicated an increase in emotional intelligence at the end of a course for advanced-year students. Overall empathy had not increased for both first- and advanced-year students. Further findings indicated significant correlation between empathy and emotional intelligence at the end of a course for advanced-year students compared with an insignificant correlation at the beginning of the course, whereas for first-year students, findings were in the opposite direction. Future research should focus on strategies for the teaching and professional training of social workers that promote emotional competencies.     

Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings

The study focuses on emotional processes that may arise for practice educators when working with struggling or failing students in practice learning settings. Informed by a thematic review of the literature exploring the phenomenon of ‘failing to fail’, the study draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The study draws key examples from these prior studies and argues that the psychoanalytic concept of projective identification offers a plausible and illuminating account of the states of mind experienced and reported by some practice educators in the ‘failing to fail’ dilemma. The notion is proffered as a conceptual framework for practice educators to explore and apply to their own practice as a means of making explicit unconscious states of mind, helping to recognise and rationalise these, thus supporting confidence in making appropriate assessment decisions.     

A Poem to Memorialize an Experiential Focal Group1

Thirteen women enrolled in a master’s level group therapy class participated in an experiential focal group culminating in the writing of a poem. The poem was part of the framework developed by the students to evaluate an in-class personal and professional growth experience. The poem provided greater meaning to the participants than a mere letter grade assigned by the professor for class participation alone. The emotional intensity created through class participation in a group therapy class lends itself to memorializing a deeply shared temporal experience in a form of expression that is apposite to a poem. ¹The author expresses gratitude to the students who participated in a classroom experiential focal group producing this poem and granting permission to write this paper.     

What's All this Talk About Emotion? Developing Emotional Intelligence in Social Work Students

The capacity to manage emotional reactions effectively, frequently in complex care settings, is central to the role of a social worker. Nonetheless, there is evidence that social work students frequently find their placements emotionally demanding and stressful. It is proposed that emotional intelligence may help students manage their emotional reactions more effectively during placements and their subsequent career. To date, however, little systematic research has explored whether emotional intelligence and associated competencies can be enhanced during social work training and the implications for wellbeing. This paper presents a mixed-methods two-stage study which aimed to increase emotional competencies in social work students during the first year of training. More specifically, it assesses the impact of a workshop designed to enhance emotional competencies and an emotional writing task on levels of emotional intelligence, reflective ability and empathy which were assessed via questionnaire and reflective logs pre- and post-intervention (Times 1 and 2). Levels of reflective ability and empathy increased significantly between Times 1 and 2 and psychological distress decreased. Content analysis of reflective logs found evidence that reflective ability, empathy and emotional intelligence were enhanced following the interventions. The implications of the findings for the development of the curriculum are considered.     

The emotional costs of computers: an expectancy-value theory analysis of predominantly low-socioeconomic status minority students’ STEM attitudes

There is a strong push to increase American students’ interest in Science, Technology, Engineering, and Mathematic (STEM) careers. However, minority and female students remain underrepresented in the STEM fields. Therefore, it is essential that we continue to examine the potential factors that both incite and dissuade STEM interest. We apply Expectancy-Value Theory (EVT) to examine STEM attitudes of predominantly low-socioeconomic status minority elementary school students over the course of a computing intervention. Furthermore, we integrate the digital inequality mental access conceptualization of ‘emotional costs’ into the EVT model in order to predict students’ negative STEM attitudes. Data are from a large-scale computing intervention that took place in a primarily minority, high poverty, urban elementary school district located in the southeastern USA. Results indicate that positive expectancies for success and subjective task values predict students’ positive STEM attitudes. Emotional costs toward technology primarily predict negative STEM attitudes. Students’ expectancies/values and emotional costs may have a ‘push-and-pull’ effect on the formation of STEM attitudes. This study successfully links digital disparities to STEM disparities by integrating the digital inequality concept of emotional costs. Practically, we conclude that future computing interventions should increase students’ academic-related expectancies and values while also minimizing their emotional costs in order to address both digital and STEM inequalities. Theoretically, we conclude that broad conceptualizations of emotional costs should be included in future studies to help explain negative attitudes/motivations toward STEM-related topics.     

Student isolation: the experience of distance on an international field placement

In an era of global awareness of the impact of social, political and environmental impact, the international field placement has become a feature of many social work programmes throughout Australia. A theoretical framework of international social work principles allows for a guiding platform for teaching and learning; however, the experience of the social work student is often one of cultural isolation and emotional vulnerabilities. Whilst cross-cultural learning is a core practice goal of the placement, the ability to engage with this learning is affected by the impact of distance on the student. In turn, the university responsibility for the student is heightened by the distance involved, creating an increased sense of risk for both the student and the social work educator. This article draws on a mixed-methods study, with data sourced from both questionnaires and in-depth interviews with university field education staff, former social work students, and field educators. Five lenses of distance are explored in the aim of increasing understanding of the student experience: geographical distance, cultural distance, emotional distance, pedagogical distance and technological distance. In doing so, the social work educators’ ability to monitor and support remote students is enhanced, and the capacity for the student to engage in a positive teaching and learning environment is increased.     

Decision-Making processes in the child protection system: A comparative study between students and professionals in Portugal

Abstract

This research aims to achieve a better understanding of factors that influence the assessments and decisions of professionals and students about the possibility to remove a child at risk from her birth family. The study also analyzes the influence of the attitudes of the child’s mother on that decision. It was used a questionnaire based on a case vignette of alleged child maltreatment. Compared with students, professionals were more pro-removal, more in favor of reunification and parents’ participation in the decisions, and had a higher assessment of emotional abuse, and emotional and physical neglect. Mother’s wish did not show to have any impact in the two samples regarding maltreatment, risk assessments, and intervention recommendations.     

Betrayal and repetition: Understanding aggression in sexually abused girls

Betrayal by a significant object is seen as primary in causing behavioral and emotional disturbances in incest victims, leading to a pervasive identification with the aggressor and disturbances in object relations development. Identification with the aggressor is understood not as a uniform defense mobilized against a specific affect but as a complex compromise formation which defends against anxiety, while also providing libidinal, aggressive and superego gratifications. Far from simply attempting to overcome the past, identifications thus preserve affects that have become pleasurable and self-defining. Two case studies of adolescent girls illustrate how treatment can help victims recognize and begin to forego the sadomasochistic pleasure derived from these identifications, a relinquishment necessary for true mastery.     

Emotional school engagement among minority youth: the relevance of cultural identity,perceived discrimination,and perceived support

ABSTRACT

Minority student school dropout represents a challenging issue for educational systems in many countries. Notwithstanding minority families' overall high academic aspirations, there is a stable achievement gap between majority and minority students. Minority students who are emotionally engaged with their school tend to be psychologically and socioculturally better adapted to their country of residence and, as a result, report higher academic success. Therefore, emotional school engagement represents a relevant factor for integration into the host society. The goal of this paper is to investigate the interrelation between ethnic and national identity, perceived discrimination, and perceived support from parents, peers, and teachers with emotional school engagement. Results indicate that cultural capital within the family, cultural self-identification, and perceived support from peers and teachers play an important role for students’ emotional school engagement.     

“90后”大学生焦虑与期待状况调查

焦虑本来是一种带有不愉快情绪色调的正常适应行为,但当它发展成为强烈的情绪状态时,则会成为影响个人行动的障碍。随着改革开放的持续深入,社会转型与社会分化不断加剧,"90后"大学生面临越来越多的机遇与挑战。对2043名大学生的调查数据显示,大部分大学生存在不同程度的焦虑情绪。这些焦虑情绪的形成既有个性因素,又有时代因素;既是大学生群体的共性特征,也因性别、年级、个体差异而呈现不同特点。对于"90后"大学生而言,创造性自我实现、家庭幸福、物质富足、事业成功是人生成功的最大表现,自主创业老板、工作时间灵活的工作、商业机构管理者是他们最理想的三大职业。令人欣慰的是,大部分"90后"大学生对目前中国人的生活状况持有较为乐观的评价,面对不适情绪能够采取积极的应对方式。     

Access is not enough: the impact of emotional costs and self-efficacy on the changes in African-American students’ ICT use patterns

Previous research has examined the impact of computing interventions to reduce digital inequity. However, few studies focus on factors such as inequalities to material access, Internet use patterns, and affective or emotional anxiety. This paper investigates the potential role of emotional costs and computer self-efficacy in the connection between computer use at home and students’ computer use patterns. Data for this research come from pretest and posttest surveys administered to fourth- and fifth-grade African-American students. The results reveal that students’ home computer use is a significant predictor of the change in their information and entertainment usage over the course of the intervention. Students’ emotional costs partially mediate the relationship between home computer use and information-oriented usage over the intervention period. The findings suggest that providing students access to digital devices is not enough to close the digital divide.     

Mental health need, awareness, and use of counseling services among international graduate students

OBJECTIVE AND PARTICIPANTS: The authors examined the prevalence of mental health needs in international graduate students, their knowledge of mental health services, and their use of on-campus and off-campus counseling services. METHODS: All registered graduate students in the Spring 2004 semester received an e-mail invitation to participate in a Web survey. Of the 3,121 completed surveys, 551 completed surveys were from international graduate students. RESULTS: Approximately 44% of international graduate students responded that they had had an emotional or stress-related problem that significantly affected their well-being or academic performance within the past year. International students who reported a more functional relationship with their advisors were less likely to report having an emotional or stress-related problem in the past year and using counseling services. International students who reported higher financial confidence were also less likely to use counseling services. CONCLUSIONS: There is an unmet mental health need among international graduate students. Special mental health outreach efforts should be directed at international graduate students, with particular attention on the relationship between students and their advisors and on adequate financial support for students.     

Academic resilience and caring adults: The experiences of former foster youth

As a result of being removed from their homes and moving between different placements and schools, foster youth can experience high levels of stress and challenges as they struggle to cope with such extreme emotional turbulence. The experience of trauma and instability in turn, can have consequences on foster students' academic progress. As it is seemingly uncommon for foster youth to matriculate to postsecondary education, this study examines how successful foster youth transitioned out of care and furthered their education at an academically rigorous institution. From high-achieving former foster students, this study uncovers their experiences while in out-of-home care that helped them enroll in a university, including how adult supporters provided guidance, emotional support, and stability, which allowed students to move out of their negative past experiences. Adults' willingness to assist youth and be a part of their lives provided students with a transformative academic and social emotional environment, furthering their ability to persist through high school and gain acceptance to a top-tier university.     

Practicing in the Uncertain: Reworking Standardized Clients as Improv Theatre

In this paper, I rework standardized client activities using improvisational methods. While standardized client approaches to teaching/learning interviewing skills have been proven to be effective in increasing students' competence, I suggest that enhancing these practices with the ideas and approaches of improvisational theatre provides opportunities for the creativity that characterizes advanced practice. Improvisational theatre's focus on spontaneity and intuition foregrounds three elements of practice. These include unconscious and emotional knowledge, the relational nature of practice, and the variability and unpredictability of the interview. Reframing standardized client activities through improvisational theory and practice offers students an explicit framework for making sense of simulations as creative, spontaneous spaces for learning.     

Factors associated with emotional distress and suicide ideation among international college students

Abstract

Objective: To identify risk and protective factors associated with greater emotional distress and suicide ideation among international college students. Participants: International students (n?=?435) from two Midwestern and two Southeastern universities in the US. Methods: Online surveys were administered that measured emotional distress, past-year suicide ideation, entrapment, cultural stress, family conflict, perfectionism, ethnic discrimination, interpersonal needs, ethnic identity, and cultural sanctions against suicide. Results: In final linear regression analyses, higher levels of entrapment, unmet interpersonal needs, and ethnic discrimination were significantly associated with increased emotional distress. Only unmet interpersonal needs remained significantly associated with greater past-year suicide ideation in a multivariate regression analysis. Conclusions: Clinicians working with international students and prevention programmers targeting this population should address students’ perceptions of entrapment, ethnic discrimination, and especially unmet interpersonal needs in efforts to decrease or prevent students’ feelings of emotional distress and suicide ideation.     

The Emergence of the Emotional Self: A Developmental Theory

G.H. Mead (1934) offers a set of stages of development which describes how infants transform into mindful and self-reflexive social beings through social interaction. He does not, however, provide any parallel set of stages in the development of emotionality. This paper attempts to extend Mead's model by specifying seven stages in emotional development which are interdependent with Mead's stages of development of mind and self. These stages specify how individuals learn to share emotions with others, and learn to identify and interpret their own and others' emotional selves. Fundamental to this analysis is that self development and emotional development are inextricably linked. A framework is offered for the analysis of emotions that (1) recognizes emotions as processual; (2) notes the hierarchial relations among emotions; and (3) presumes that cognition and emotion are not mutually exclusive. The framework illustrates its utility by answering the question, “How does an infant transform from a being who experiences sensations into a being who experiences emotions?”     

Promoting children's ethical development through social and emotional learning

In today's climate of increased emphasis on measuring achievement through high-stakes testing, academic subjects are too often divorced from the social context in which they are taught. We know that learning is a social process. In fact, many educators and other youth development practitioners recognize that social, emotional, and ethical development cannot be ignored in the name of better academic preparation, especially in the face of data showing that students are more disengaged than ever before. Social and emotional learning (SEL) offers educators and other youth development personnel a framework for addressing students' social and emotional needs in systematic way. SEL is the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations effectively. Research has shown that SEL has an impact on every aspect of children's development: their health, ethical development, citizenship, academic learning, and motivation to achieve. This chapter profiles one school in Illinois that has been implementing SEL programming for a number of years. The authors provide evidence of the impact of SEL on school climate, student behavior, and attitudes. Ultimately the authors see this as fostering the kind of understanding of the larger world that leads young people to make ethical choices. They propose that the lessons learned are applicable to a wide variety of settings, including other schools, after-school programs, and summer camps.     

Simulated Clients in a Group Practice Course: Engaging Facilitation and Embodying Diversity

Social work students need to develop practice skills with racially and ethnically diverse clients. Previous research has found benefits to using individual simulated clients, and working with a group would not only provide facilitation opportunities, it could also increase students’ exposure to diversity. This article presents a social work group practice class that used simulated clients and the evaluation of the pedagogy using a mixed-methods design. Students’ scores on the Diversity and Oppression Scale significantly improved from pretest to posttest. Focus groups clarified the impact. The results of this exploratory pilot study suggest that this approach allowed students to learn to manage emotional responses, promoted student insights, and provided opportunities to challenge student assumptions.