Conditions and Consequences of Listening Well for Interpersonal Relationships: Modeling Active-Empathic Listening, Social-Emotional Skills, Trait Mindfulness, and Relational Quality

2018 ◽  
Vol 34 (2) ◽  
pp. 110-126 ◽  
Author(s):  
Valerie Manusov ◽  
Daniel Stofleth ◽  
Jacquelyn A. Harvey ◽  
John P. Crowley
Keyword(s):  
Interpersonal Relationships ◽  
Trait Mindfulness ◽  
Social Emotional ◽  
Relational Quality ◽  
Emotional Skills ◽  
Empathic Listening

scholarly journals The Effect of a Social-Emotional School-Based Intervention upon Social and Personal Skills in Children and Adolescents

2018 ◽  
Vol 7 (6) ◽  
pp. 57
Author(s):  
Tania Gaspar ◽  
Ana Cerqueira ◽  
Cátia Branquinho ◽  
Margarida G. Matos
Keyword(s):  
Risk Factors ◽  
Social Skills ◽  
Children And Adolescents ◽  
Interpersonal Relationships ◽  
Intervention Group ◽  
Waiting List ◽  
Evaluation Tool ◽  
Social Emotional ◽  
Emotional Skills ◽  
Before And After

In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient. School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions. The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors. The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3. The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.

PRESCHOOL CHILDREN'S INTEREST, SOCIAL-EMOTIONAL SKILLS, AND EMERGENT MATHEMATICS SKILLS

2016 ◽  
Vol 53 (4) ◽  
pp. 390-403 ◽  
Author(s):  
Greta L. Doctoroff ◽  
Paige H. Fisher ◽  
Bethany M. Burrows ◽  
Maria Tsepilovan Edman
Keyword(s):  
Social Emotional ◽  
Emotional Skills ◽  
Mathematics Skills ◽  
Emergent Mathematics

Cross-country comparability of a social-emotional skills assessment designed for youth in low-resource environments

2021 ◽  
Vol 21 (3-4) ◽  
pp. 182-219
Author(s):  
Nina Menezes Cunha ◽  
Andres Martinez ◽  
Patrick Kyllonen ◽  
Sarah Gates
Keyword(s):  
Skills Assessment ◽  
Social Emotional ◽  
Emotional Skills ◽  
Low Resource ◽  
Cross Country

scholarly journals Walking the Talk: Enhancing Future Teachers’ Capacity to Embed Social-Emotional Learning in Middle Years Classrooms

2018 ◽  
Vol 8 (3) ◽  
pp. 143
Author(s):  
Katherine Main
Keyword(s):  
Academic Success ◽  
Classroom Climate ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Emotional Skills ◽  
Assessment Task ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Significant Difference ◽  
Poor Outcomes

Early adolescence marks a developmental period during which there is a window of opportunity to explicitly teach and make a significant difference in a young person’s development of social and emotional competencies (SECs). All students can benefit from the inclusion of SECs and failing to develop such SECs can result in poor outcomes in several domains including personal, social, and academic outcomes. Research on social and emotional programs for young adolescent learners has shown that a ‘skills and drills’ approach is far less effective than focusing on mind-sets and classroom climate. Although the role teachers play in explicitly teaching and supporting young adolescents’ SECs has been recognised, teachers have reported a lack of confidence in knowing what, and how to teach these skills. This paper reports on a teacher education course that embedded social and emotional skills into both coursework design and assessment expectations. Results drawn from an analysis of students’ responses to their main assessment task showed that pre-service teachers had a growing awareness of SECs and, in particular, were able to recognise the importance of focusing on the building of students’ SECs to support academic success across a broad range of curriculum areas.

scholarly journals Exploring the Effects of Meditation Techniques Used by Mindfulness-Based Programs on the Cognitive, Social-Emotional, and Academic Skills of Children: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Marisa G. Filipe ◽  
Sofia Magalhães ◽  
Andreia S. Veloso ◽  
Ana Filipa Costa ◽  
Lúcia Ribeiro ◽  
...  
Keyword(s):  
Systematic Review ◽  
Randomized Controlled Trials ◽  
Academic Skills ◽  
Mindfulness Practice ◽  
Controlled Trials ◽  
Social Emotional ◽  
Emotional Skills ◽  
Randomized Controlled ◽  
Differential Outcomes ◽  
Quasi Experimental

There is evidence for the positive impact of mindfulness in children. However, little is known about the techniques through which mindfulness practice results in differential outcomes. Therefore, this study intended to systematically review the available evidence about the efficacy of meditation techniques used by mindfulness-based programs on cognitive, socio-emotional, and academic skills of children from 6 to 12 years of age. The review was registered on the PROSPERO database, and the literature search was conducted according to PICO criteria and PRISMA guidelines. The EBSCO databases were searched, and 29 studies were eligible: nine randomized controlled trials and 20 quasi-experimental studies. All the included randomized controlled trials were rated as having a high risk of bias. Overall, the evidence for mindfulness techniques improving cognitive and socio-emotional skills was reasonably strong. Specifically, for cognitive skills, results showed that all the interventions used “body-centered meditations” and “mindful observations.” Regarding socio-emotional skills, although all the studies applied “body-centered meditations” and “mindful observations,” “affect-centered meditations” were also frequent. For academic skills, just one quasi-experimental trial found improvements, thus making it difficult to draw conclusions. Further research is crucial to evaluate the unique effects of different meditation techniques on the cognitive, social-emotional, and academic skills of children.Systematic Review Registration: Identifier: RD42019126767.

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