The Power of Social Emotional Learning in Career Development

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The Power of Social Emotional Learning in Career
Development

• Presented by Toni R. Tollerud, Ph.D. LCPC, NCC,
  NCSC, ACS
• Distinguished Teaching Professor
• Northern Illinois University
• February 27, 2015 VALEES INSERVICE

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The Power of Social Emotional Learning

• How do you define social emotional learning?
• How well do you think this is happening in your
  school? In YOUR classroom?
• How would you define your own engagement in
  social-emotional learning?

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Social and Emotional Learning (SEL)

• 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 tasks effectively.
• Collaborative for Academic, Social, and Emotional
  Learning (2005). Safe and Sound, IL Edition

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What are the CoreSE Competencies?
Recognizing ones emotions and values as well as
ones strengths and limitations
Managing emotions and behaviors to achieve ones
goals
Making ethical, constructive choices
aboutpersonal andsocial behavior
Forming positiverelationships, working inteams,
and dealing effectivelywith conflict
Showing understanding and empathy for others
Graphic CASEL
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SEL Improves Academic Outcomes

• 23 increase in skills
• 9 improvement in attitudes about self,others,
  and school
• 9 improvement in prosocial behavior
• 9 reduction in problem behaviors
• 10 reduction in emotional distress
• 11 increase in standardized achievement test
  scores (math and reading)
• Source Durlak, J.A., Weissberg, R.P., Taylor,
  R.D., Dymnicki, A.B. (submitted for
  publication). The effects of school-based social
  and emotional learning A meta-analytic review.

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How SEL Contributes to Student Success
Inputs
ProximalOutcomes
Distal Outcomes

• Effective Learning Environments
• Safe
• Caring
• Well-Managed
• Engaging
• Supportive
• High Expectations

Evidence-based SEL Programming
Better Academic Performance Greater Success in
School, Work, and Life
Greater Attachment, Engagement and Commitment to
School
Less Risky Behavior, More Positive Development

• SE skills Instruction
• Self-awareness
• Social awareness
• Self-management
• Relationship skills
• Responsible decisions

Source CASEL
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• What do you think can make social emotional
  learning a powerful aspect in career development?
• How can you be intentional in making this happen?

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SEL Prepares Studentsfor the Workforce

• 21st Century Skills
• Where and how do we teach these important skills
  in our classroom?
• Critical thinking and problem-solving
• Ethics and social responsibility
• Communication
• Teamwork and collaboration
• Lifelong learning and self-direction
• Leadership
• Global awareness

Partnership for 21st Century Skills
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R. U. L. E. R.

• Developed by the Yale Center for Emotional
  Intelligence in 2013
• K-12 students taught anchor tools to lead to RUER
  skills that create a positive school climate and
  promote school success.
• Develop emotional intelligence related to
  self-awareness and self-management

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R.U.L.E.R

• R recognize
• U understand
• L label
• E Express
• R regulate emotions
• Regulating these emotions should lead to enhanced
  personal, social, and academic outcomes for
  students and adults

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Illinois Social and Emotional Learning Goals
Self-Awareness Social Awareness Responsible Decision-making
Self-Management Relationship Skills Responsible Decision-making
Goal 31Develop self-awareness and self-management skills to achieve school and life success. Goal 32Use social awareness and interpersonal skills to establish and maintain positive relationships. Goal 33 Demonstrate decision-makingskills and responsible behaviors in personal, school and community contexts.
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SEL Standards for Goal 31

• Goal Develop self-awareness and self-management
  skills to achieve school and life success.
• Standards
• A. Identify and manage ones emotions and
  behaviors.
• B. Recognize personal qualities and external
  supports.
• C. Demonstrate skills related to achieving
  personal goals.

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SEL Standards for Goal 32

• Goal Use social awareness and interpersonal
  skills to establish and maintain positive
  relationships.
• Standards
• A. Recognize the feelings and perspectives of
  others.
• B. Recognize individual and group similarities
  and differences.
• C. Use communication and social skills to
  interact effectively with others.
• D. Demonstrate an ability to prevent, manage, and
  resolve interpersonal conflicts in constructive
  ways.

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SEL Standards for Goal 33

• Goal Demonstrate decision-making skills and
  responsible behaviors in personal, school, and
  community contexts.
• Standards
• A. Consider ethical, safety and societal factors
  in making decisions.
• B. Apply decision-making skills to deal
  responsibly with daily academic and social
  situations.
• C. Contribute to the well-being of ones school
  and community.

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How do StudentsAcquire SE Skills?

• Explicit interactive instruction
• Practice and feedback
• Observation of others good behavior
• Reflection on their experiences
• Application and generalization throughout the
  school

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What MUST we do?

• Pay attention and focus in on the needs of our
  students collectively and individually
• Connect to their passion
• Encourage creativity
• Utilize other ways of achieving that may fit the
  student better
• And what you do is

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SEL and Creativity-Helping students find their
passion

• Creativity is defined as the tendency to generate
  or recognize ideas, alternatives, or
  possibilities that may be useful in solving
  problems, communicating with others, and
  entertaining ourselves and others.
• Franken, R. E. Human
  Motivation, 3rd ed. p. 396.

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WHAT SHOULD HIGH SCHOOL GRADUATES KNOW AND BE
ABLE TO DO?

• Establish statewide standards for SEL to
  emphasize that these skills are equally as
  important for postsecondary preparedness as
  mathematics and English language arts.
• Provide support to help teachers, district-level,
  and school-level practitioners create explicit
  links between content standards and SEL skills.
• Dymnicki, A., Sambolt, M., Kidron. Y. (2013)
  Improving college and career readiness by
  incorporating social and emotional learning.
  College Career Readiness Success Center, P.
  19.

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WHAT POLICIES, PROGRAMS, AND STRUCTURES WILL HELP
HIGH SCHOOL GRADUATES MEET EXPECTATIONS?

• Provide guidance to districts and schools on how
  to develop comprehensive SEL supports and
  programs.
• Foster collaborations to ensure that students
  receive aligned SEL supports both in school and
  out of school and as they transition through the
  PK20 spectrum.
• Dymnicki, A., Sambolt, M., Kidron. Y. (2013)
  Improving college and career readiness by
  incorporating social and emotional learning.
  College Career Readiness Success Center, P.
  19.

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HOW DO WE KNOW WHEN HIGH SCHOOL GRADUATES MEET
EXPECTATIONS?

• Provide planning time and professional
  development to help teachers gather data on
  program implementation and program impacts, and
  use these data to inform their classroom
  practices.
• Share promising practices and program evaluation
  results from schools across the state to develop
  a body of evidence in support of this type of
  work.
• Dymnicki, A., Sambolt, M., Kidron. Y. (2013)
  Improving college and career readiness by
  incorporating social and emotional learning.
  College Career Readiness Success Center, P.
  19.

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Reasons for Creativity

• Three reasons why people are motivated to be
  creative
• need for novel, varied, and complex stimulation
• need to communicate ideas and values
• need to solve problems
• Franken, R.
  E. Human Motivation, 3rd ed. p. 396.

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Thinking Differently

• Characteristics of creative thinking
• view things in new ways or from a different
  perspective.
• generate new possibilities or new alternatives.
• generate alternatives
• Linked to the fundamental qualities of thinking,
  such as flexibility, tolerance of ambiguity or
  unpredictability, and personal enjoyment.

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A Thoughtful Ending

• How can we, as educators really be advocates to
  help ALL our students
• find their own voice,
• Develop their social emotional skills,
• pursue their passion, and
• celebrate their individual creativity?
• What is one thing you will do when you leave here
  to make this happen?

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• One looks back with appreciation to the
  brilliant teachers, but with gratitude to those
  who touched our human feelings. The curriculum
  is so much necessary raw material, but warmth is
  the vital element for the growing plant and for
  the soul of the child.
• Carl Jung
• Education, therefore, is a process of living
  and not a preparation for future living.
• John Dewey