Social Emotional Learning Resources

SOCIAL AND EMOTIONAL LEARNING (SEL) COMPETENCIES

SELF-AWARENESS: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well grounded sense of confidence, optimism, and a “growth mindset.”  Identifying emotions  Accurate self-perception  Recognizing strengths  Self-confidence  Self-efficacy

SELF-MANAGEMENT: The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.  Impulse control  Stress management  Self-discipline  Self-motivation  Goal setting  Organizational skills

SOCIAL AWARENESS: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.  Perspective-taking  Empathy  Appreciating diversity  Respect for others

RELATIONSHIP SKILLS: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.  Communication  Social engagement  Relationship building  Teamwork

RESPONSIBLE DECISION-MAKING: The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well being of oneself and others.  Identifying problems  Analyzing situations  Solving problems  Evaluating  Reflecting  Ethical responsibility

retrieved from https://casel.org/core-competencies/ copyright CASEL 2017

SEL Videos Related to the Competencies & the Pyramid for Professional Development

Links to Helpful SEL Websites

The Collaborative for Academic, Social, and Emotional Learning (CASEL) www.casel.org

The National Center for Pyramid Model Innovations (NCPMI)* https://challengingbehavior.cbcs.usf.edu/

The Pyramid Model Consortium https://www.pyramidmodel.org/resources/

Center on the Social and Emotional Foundations for Early Learning (CSEFEL) http://csefel.vanderbilt.edu/


The Pyramid Equity Project (PEP) was funded to gather and disseminate information and strategies to promote positive behavior interventions and support to help improve children’s social competence in order to prevent the suspension, expulsion and discipline disparities that exist in early childhood programs (Fox, 2017). The Pyramid Equity Project develops tools, materials, and guidance to address the bias, implement culturally responsive practices, and use data to understand the discipline equity issues by implementing the Pyramid Model for Promoting the Social Emotional Competence of Infants and Young Children (Fox, et. al, 2003).

References:Fox, L. (2017). Implementing the pyramid model to address inequities in early childhood discipline. Pyramid Equity Project. Retrieved from: http://challengingbehavior.fmhi.usf.edu/documents/3_2017-1%20PEP%20inequities.pdf
Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E., & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58, 48-52.

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The CASEL Guide to Schoolwide SEL leads school-based teams through a process for systemic SEL implementation.

This process helps schools coordinate and build upon SEL practices and programs to create an environment that infuses SEL into every part of students’ educational experience and promotes equitable outcomes for all students.

https://schoolguide.casel.org/where-to-start/