Strategies for Promoting Social-Emotional and Character Skills

By Sam Piha

Sam Piha

There is a growing consensus among school day and expanded learning educators that young people need social-emotional and character skills to be successful in school, work, and life.

The 360°/365 Project and Temescal Associates are offering a number of educational and training events for expanded learning program staff:

JOIN US AT BOOST

DAY I, Workshop 1: April 19th, 2017; 10:30-12:15 - Let’s Zoom in on Trust: The Role of Trusting Relationships in Expanded Learning

DAY I, Workshop 2: April 19th, 2017; 2:45 – 4:45 - Screening of Finding the Gold Within and Discussion

Day II, Workshop 1: April 20th, 2017; 10:00 – 12:00 - Social and Emotional Learning: Feedback and Communications Insights from the Field

Day II, Workshop 2: April 20th, 2017; 1:15 – 2:30 - Transforming Schools Through Restorative Practices and Engaging Youth Voice and Leadership

Day II, Workshop 3: April 20th, 2017; 3:45 – 5:15 - Promoting Success in School, Work, and Life!

Day III, Workshop 1: April 21st, 2017; 9:15 – 11:15 - I Belong

SPEAKER’S FORUMS
These Forums offer access to national thinkers and researchers, innovative practitioners, and networking opportunities.

Dr. Dale Blyth

April 6, 2017 (Los Angeles); 9:00am-12:00pm 
Getting Intentional about Social and Emotional Learning: Promise, Progress, and Priorities with Dr. Dale Blyth

April 10, 2017 (Oakland); 9:00am-12:30pm 
Getting Intentional about Social and Emotional Learning: Promise, Progress, and Priorities with Dr. Dale Blyth

April 28th, 2017 (Fresno); 9:00am-12:00pm
Ignite Learning with a Growth Mindset! with Emily Diehl (Mindset Works). Click here to request more information.

May 3rd, 2017 (Oakland); 9:00am-12:00pm
"Growth Heartset": Establishing a Culture of Caring with Stu Semigran

REQUESTS FOR ON-SITE TRAINING

The 360°/365 Project offers a number of no-cost and low-cost professional development training for expanded learning programs. These trainings are offered by CalSAC, Temescal Associates, and ASAPconnect. You can use this link to request more information.

"Inside Out" is On Point

By Sam Piha

Sam Piha

Pixar is famous for feature-length, animated films that are appealing to both children and adults. Their films have included “Finding Nemo”, “Toy Story”, “Wall-E”, and “Up”. They have created some of the most enduring characters in film and have spoken to the archetypal issues of loss and resilience, of being lost and finding the way home, and the importance of friendship. 

Photo Credit: rollingstone.com

Their latest film, “Inside Out", is a special gift for those who work in expanded learning programs. It echoes much of the research and work done on social emotional learning, character building, non-cognitive skills, growth mindsets, and our most recent knowledge of how the brain works. 

"Inside Out" focuses on the emotions within an 11-year old girl - emotions that battle for control and ways to influence her behavior. The film is an important tool in helping young people understand where their emotions come from, how to identify them, and empowering young people to manage their own feelings and behavior. I highly recommend you see the film. Better yet, take along a young friend who is 6 years or older. 

Below, we cite some of the important takeaways from the film: 

- I HAVE FEELINGS AND EMOTIONS: It is important that young people appreciate that everyone has feelings and emotions deep inside. Sometimes these are the result of past experiences we have had but may not even remember. Sometimes we don’t know where they come from. It is especially important that young people develop the language and ability to describe their feelings and emotions. 

Photo Credit: playbuzz.com

- FEELINGS AND EMOTIONS CAN BE CONTRADICTORY AND MIXED: The film beautifully illustrates how different emotions can coexist. We can be both happy and sad. We can also experience anger that is rooted in hurt and sadness.

- FEELINGS AND EMOTIONS CAN EFFECT MY BEHAVIOR: If we want to help young people manage their feelings and behavior, it is essential that they understand what they are feeling and where it came from. Further, that these feelings and emotions can drive behavior.  

- IF I CAN UNDERSTAND MY OWN FEELINGS AND EMOTIONS, I CAN BETTER MANAGE MY OWN BEHAVIOR: Understanding feelings and managing one’s behavior is a skill that needs to be practiced. We want young people to experience the art of not immediately acting out their feelings through meanness or violence. 

Photo Credit: pixarpost.com

- IF I CAN UNDERSTAND MY OWN FEELINGS AND EMOTIONS, I CAN BETTER UNDERSTAND AND FEEL EMPATHY FOR OTHERS: When young people better understand themselves, they can put themselves in the shoes of others, thereby responding with understanding and empathy. 

In a future blog post, we will share some specific strategies to teach these lessons within expanded learning programs. 

For a recent article from the NY Times on the brain science behind the film, click here. For a recent interview by Terry Gross/NPR with film creator, Pete Doctor, click here. For a trailer of the film, click here.

Making a Commitment to Character

By Sam Piha

Sam Piha

We all know that preparing young people with the skills and knowledge they need to succeed as adults is a primary function of a society. But who is really responsible and what skills and knowledge are needed? 

To begin, we believe that adults and institutions where children spend their time need to think about their role. Naturally, the family, media, and broader culture comes into play but it is time that schools and youth programs step up to the plate by promoting social and emotional skills and opportunities to practice them. 

Photo credit:
http://hummingwords.blogspot.com/
2013/12/to-children-with-love.html

In the recent past, school leaders claimed that their only responsibility was promoting academic skills as measured by test scores. We would argue that the responsibility for developing a positive school climate and developing social emotional skills is vital to academic learning and healthy development. In a new study released today by the Brookings Institution, "Non-cognitive skills and character competencies have as much of an effect on success as academic skill". This joins a growing body of research on non-cognitive skills, social emotional learning, school climate, growth mindsets, and the brain that points to the importance of these skills to academic learning in promoting healthy development - something that youth development researchers have been saying for a long time. 

Photo credit: http://wkirwan.edublogs.org/committocharacter/

Expanded learning youth programs, whether they are school-based or after school, also have an important role and there is room for much improvement in this area. According to research, afterschool programs that include social emotional learning are the most successful in positively impacting young people in every domain including academic success. And let's not leave off the role of parents and guardians.  

People ask, "What exactly are these skills? What can we do?". Because children are increasingly growing up in a "mean culture", now is the time for everyone to come together and promote these skills and opportunities to practice them. We will expand on these issues in future blog posts.