Teaching Peace

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Teaching Peace in Many Languages Internatio
nal collaboration to advance social and
emotional learning
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Todays panelists ydre Arlauskaite Vilnius
Childrens Support Center Vilnius, Lithuania
Arja Sigfrids Akat Psychology Consulting Vassa,
Finland Eva Gajdosova, Gabriela
Herenyiova Comenius University Bratislava,
Slovakia Joan Cole Duffell Committee for
Children Seattle, USA
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• Our mission
• To foster the social and emotional development,
  safety and well-being of children through
  education and advocacy.

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• Our vision
• Safe Children Thriving
• in a Peaceful World

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About Us

• www.cfchildren.org
• Non-profit (charity) based in Seattle, USA
• Evidence-based programs in 25,000 schools across
  N. America, thousands more in Europe and Asia
• Programs to prevent child abuse, bullying, and
  interpersonal violence through development of
  social and emotional skills
• Research-based user-friendly curricula, outcome
  evaluation, program training and support
  advocacy for social-emotional learning

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• Teaches social and emotional skills to reduce
  violent behavior and increase social competence
• Empathy
• Impulse Control
• Social Problem-Solving
• Emotion Management
• Training for Trainers, Training for Educators
  (teachers, psychologists, counselors, school
  leaders)
• Parent education component
• Program implementation support to sustain best
  practices

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• Top-rated by US Departments of Education, Health,
  Justice
• 15 evaluation studies published in peer reviewed
  journals
• Three studies published in Europe one in press
  (Norway)
• One research study underway in Japan
• Used effectively with companion programs
• E.g., SEAL in UK EBS in US PALS in Norway,
  Olweus
• Translated implemented in 15 countries in
  Europe Asia

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• Second Step partner consortium
• Partner organization Country Second Step title
• Akat Psychology Consult. Finland Askeleittain
• Vilnius Childrens Center Lithuania Antras
  Zingsnis
• Comenius Univ./Profkreatis Slovakia Srdce na
  Dlani
• CESEL Denmark Trin for trin
• Prososial Norway Steg for steg
• Gíslason Löwenborg Sweden StegVis
• CFC Japan Japan Sekando Steppu
• Incentive Publishing UK Second Step
• KOMAK Kurdish Iraq Hengaw be hengaw
• Heidelberg Prevention Ctr Germany Faustlos
• Innerisaavik Greenland Tulleriit
• Reynir-rädgjafastofa Iceland Stig af stigi
• Fundación de Niños Venezuela Segundo Paso

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Our partnership process

• Potential partner contacts Committee for Children
• We meet assess their capacity for doing the
  work
• Translation, teacher training, pilot testing,
  in-country outreach, distribution, support
  program evaluation
• Phase 1 training for trainers, contract for
  translation, teacher training, pilot
• If pilot successful, move to cultural adaptations
  based on pilot feedback
• Phase 2 Contract for program dissemination,
  training and school support
• Regular meetings of Second Step partner
  consortium
• In-country program evaluation (goal use of
  common measures across countries)

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Primary Accomplishments

• Askeleittain kinderkarten, 1-3 grades ready
• 4 and 5th grades coming in autumn

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• SS but it comes from USA!
• Cultural adaptation

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• Finlands curriculum
• You have to teach social and
• emotional skills

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Second Step-is it enough ?

• Questions from teachers how do I deal with my
  difficult students NOW ?
• Second Step is a preventive program, but is also
  modeling a pracatical way to manage with
  difficult children- in a long term.
• But it does not give tools to every day smaller
  distruptive behavior in the classrooms and
  school.

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New trainings to teachers

• Preventing and Solving
• Discipline Problems and
• Dealing with Challenging
• Students

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Whole School on Focus

• Developing a Schoolwide Prevention and Discipline
  Plan a challenge
• What is the problem? The child, parents,
  media.or school practice?

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Good Classroom Discipline Workingpeace

• To establish clearly defined parameters or rules
  of acceptable classroom behavior with students
• To model and roleplay practise
• To create consequences

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CONSEQUENCES

• Two-Stage Time-Out
• www.kidsskills.org
• The official website of Kids' Skills
• English - Kids' SkillsSuomeksi -
  MuksuoppiSvenska - Jag KanDansk - Jeg KanNorsk
  - Jeg kan!Deutsch - Ich Schaff'sFrançais -
  Je suis capableDutch - Ik kan het 

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After trainings Teachers ask

• Why do we not get this information in our teacher
  training?
• Second Step- Askeleittain / StegVis how can we
  get that training?

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Meeting Individual and Community needs

• The role of School Psychologists

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SOCIAL EMOTIONAL EDUCATION THROUGH PROGRAM
SECOND STEP LITHUANIA
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Numbers

• Total number of Second Step trainers trained in
  Lithuania 2
• Total estimated number of teachers and staff
  trained from the first year to July 2007 50
• Total estimated number of schools reached from
  the beginning to July 2007 44
• On the waiting list new teachers from the same
  schools new schools in Vilnius 28 schools from
  other towns.

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Why Second Step ?

• SEL in Lithuania is very poor.
• For teachers it is a real and simple tool.
• Good results from neighbouring countries.
• Reduce agressiveness and violence among children
  and help them to get new skills to live.
• Schools have possibility to change their approach
  to the child they provide for the child the
  tools to be well adapted to life rather than to
  punish for not having adequate skills.

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Ideas

• Start with one town.
• Experimental schools.
• Trained teachers' supervision groups.
• Training packets two teachers psychologist /
  social pedagog.
• Research answers for administration, teachers
  and parents.

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SLOVAK REPUBLIC

• COMENIUS UNIVERSITY
• IN BRATISLAVA

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Slovak republic

• Comenius University
• Eva Gajdosova, PhD.
• Second Step project coordinator
• Master Trainer
• School psychologist
• Gabriela Herenyiova, PhD.
• Second Step project researcher
• Master Trainer
• School psychologist

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Who we are

• We are the workers of the Department of
  Psychology, Philosophical Faculty, Comenius
  University in Bratislava, Slovak republic
  (Slovakia).
• We are senior lecturers and we are lecturing in
  the pregraduate and postgraduate psychological
  study with the concentration upon the subject
  School psychology and School psychologist's work
  in schools and school establishments (prevention,
  diagnostics, consultation, counseling,
  intervention, evaluation).
• Our students get information on SEL and Second
  Step and have an idea to use the program in their
  psychological activities in the future.

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Our Mission

• To promote the idea of SEL and Second Step in
  Slovakia, especially to give information to
  teachers, educators, school psychologists, and
  families.
• To use Second Step in the state and private
  schools, counseling centers, school clubs for
  eliminating aggressiveness and violence of
  pupils.
• To implement Second Step to the curriculum of the
  primary schools (into the obligatory subject
  Ethic education).

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Our Programs

• We are the authors of the preventive
  programs
• Emotional intelligence developmental program
• Tolerance program against discrimination and
  racism
• Carrier guidance program for teenagers
• Conflict resolution program for pupils
• We also have created the humanistic alternative
  school The School of Friendly Partnership for
  educating the teenagers with behavior and
  learning problems in Bratislava. These teenagers
  are especially pupils with ADHD, so it is useful
  to use Second Step directly in the education
  process.

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Our Activities

• The Ministry of Education of the Slovak republic
  agreed with the verification of the Second Step
  Program in the schools (2003)
• Second Step was the part of the state grant
  project (2004, 2005) in 14 state and private
  schools, also in the schools with only the Romany
  pupils (gypsies).
• Second Step information was published in the
  psychological and pedagogical newspapers,
  presented in the Slovak TV and Slovak radio, in 4
  conferences (Slovak and Czech School Psychology
  Association, Slovak Psychological Society) in
  2004,2005.
• 28 teachers were trained in Second Step program
  for its application in the classes (2003, 2004).
• 2 study texts and study materials for teachers
  dealing with the Second Step

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Challenges

• Our recent challenge is to get the partnership
  with the Slovak and Czech School Psychology
  Association and to organize the training of
  school psychologists in Second Step.
• To give information on Second Step in regional
  and district radio and TV and daily newspapers.
• To get the license from Committee for Children (
  the author and owner of the program) to use the
  program all over Slovakia and to train Slovak
  teachers in Second Step after its successful
  verification in Slovakia.
• To let parents to participate in Second Step.

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Opportunities

• To get financial support from the government
  grants and the EU grants for the Second Step
  developing in schools all over Slovakia.
• To develop the partnership and cooperation of the
  management of schools, teachers, school
  psychologists and parents for promotion
  social-emotional learning.
• To promote Second Step needs to present
  information in media and let speak pupils,
  teachers and parents about results in behavior
  and school achievement.

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Research Work

• 1. Research aim
• - we want to verify whether the Second Step
  is also effective in our school conditions which
  are more different that the conditions in USA and
  how or in what way can the Second Step influence
  the behavior of the Slovak first and second grade
  pupils.
• 2. Research questions
• Does the Second Step change the behavior of
  Slovak pupils?
• In what way?
• How great and significant are these behavior
  changes?
• Are the behavior changes influenced by gender,
  type of schools, regions of living or ethnic
  differences?

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• THE EFFECTIVENESS OF SSP IN SLOVAKIA
• RESULTS
• pupils can better understand their own emotions
  and emotions of other people
• instead of using just the phrases "I like it" or
  "I dont like it" for expressing of their
  emotions, they are now able to express that they
  are happy, angry, surprised, glad, sad, or
  anxious
• they can much better understand the emotions of
  their classmates and they think about their past
  experiences
• they can also understand why are their classmates
  feeling the way they do, and they also realize
  that one current emotions have their root in
  the situations which the person experienced in
  the past

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Results

• they know how to express an emotion in an
  appropriate way
• they know how to handle problematic and conflict
  situations without behaving aggressively towards
  others
• if they have to solve problematic situations at
  school, they ask themselves more often questions
  such as What has caused the problem? What kind
  of a problem is it? Is this solution fair? Will
  it work? How will it make the classmates feel?
• the children have significantly improved their
  social competence and social skills
• unfriendly or aggressive behavior is much less
  common
• they are more emphatic and prepared to cooperate
• they are able to build up good or at least
  neutral relationships with their classmates and
  peers

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Challenges Next Steps

• Most current Second Step partners serve developed
  countries
• How will our process change as we expand the work
  into developing countries?
• How will new partners build capacity to deliver
  program and training to schools?
• How will schools build capacity to teach the
  program to children? Involve parents?
• How will Committee for Children build the
  internal capacity to serve this exciting, growing
  consortium of partners?

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Why establish partnerships?

• To scale out evidence-based practice in SEL in
  culturally appropriate sustainable ways
• To support partner organizations capacity
• To teach children a common mental model
• consistent, congruent framework for empathy,
  peaceful problem solving, and emotion management
• Safe Children Thriving in a Peaceful World
• There has never been a greater need!

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Questions and Comments