Exploring the Coherence of the Goals Achieved through a Youth Development Programme

Talvio, Markus; Berg, Minna; Komulainen, Erkki; Lonka, Kirsti

doi:10.1016/j.sbspro.2016.02.017

Cited by 2 publications

(2 citation statements)

References 14 publications

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“…The LQ intervention resulted in a significantly increased coherence in the 'safe environment' and 'promoting SEL' variable pairs among training participants compared with the comparison group. Participating in the LQ training did not, however, increase the coherence significantly with regard to the "help others" or "healthy life" variable pairs compared with the comparison group (Talvio, Berg, Komulainen, & Lonka, 2016). In the qualitative study, the answers of the open-ended questions were analyzed, and the categories were established based on both theory and data.…”

Section: What Are the Lions Quest Goals For Students?mentioning

confidence: 99%

The Benefits of Teachers’ Workshops on Their Social and Emotional Intelligence in Four Countries

Talvio¹,

Berg²,

Litmanen³

et al. 2016

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Implementing 21 st century skills at school, including social and emotional learning (SEL), has become increasingly important in many countries. The present study investigated in four countries the development of teachers' SEL, through which people develop their social and emotional intelligence, by using internationally widely-used Lions Quest (LQ) teacher workshops as an intervention. Possible changes in teachers' attitudes, values, knowledge, and skills during the LQ were explored. An exploratory factor analysis was conducted using data from the pre-test responses of two countries. This analysis produced three factors. The created factor structure was further confirmed using pre-test data from another two countries. Repeated measures ANOVA (GLM), giving its ability to perform overall comparisons in one step, and the specified follow-up comparisons were used to examine the gain scores between and within groups, and to statistically control for some characteristics. The results showed that the teachers perceived the importance of the LQ goals as more important after participating in the LQ teachers' workshop. In addition, they felt more competence in implementing the LQ content in their classrooms. Further, teachers valued the LQ higher after the workshop. In the comparison group, however, no changes were found. In conclusion, LQ appears to fulfill the expectations of supporting teachers in implementing LQ content, including 21 st skills and SEL, in the classroom.

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Section: What Are the Lions Quest Goals For Students?mentioning

confidence: 99%

The Benefits of Teachers’ Workshops on Their Social and Emotional Intelligence in Four Countries

Talvio¹,

Berg²,

Litmanen³

et al. 2016

Self Cite

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“…Hence, even though one of the goals of the LQ is still drug, alcohol, & tobacco awareness the programme stresses the importance of anti-bullying, connection to school, positive behaviour, character education and service-learning, all important elements in the development of flourishing classroom. Our recent study on LQ also showed that the focus of the LQ teachers' workshops are more on student's character development and on promoting engaging learning environment than on the health promotion and the drug prevention (Talvio, Berg, Komulainen, & Lonka, 2016).…”

Section: Lions Questmentioning

confidence: 96%

How to Create a Flourishing Classroom? An Intervention Protocol for Enhancing Teachers’ Social and Emotional Learning

Talvio

Lonka

2019

Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts

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The positive psychology movement values good atmosphere and flourishing in the classroom. In order to do this, it is important to develop teachers' social and emotional learning (SEL) as a part of expertise, because teachers are in key position to create supportive and engaging learning environment. Even though promoting SEL as a means to create a flourishing classroom is often recommended in the literature, there is not much multi-national evidence about the development of the teachers' competencies associated with SEL. Previous research indicates that it is difficult to aid students to flourish without teachers having the necessary skills to scaffold them. Focusing merely on cognitive outcomes is not helping, but instead, we need to train the teachers to support autonomy, agency and self-efficacy in classrooms to build sustainable success and happiness among youth. The whole classroom culture should be developed to support positive encounters.This chapter describes studies on SEL interventions on teachers. The participants of the first study were Finnish teachers who attended to Gordon's Teacher Effectiveness Training (TET) workshops, based on humanistic psychology. For assessing teachers' development of SEL, a new method, Dealing with Challenging Interaction (DCI) was developed. DCI helps to capture the real-life challenging situations at teacher's work in various settings. In all, after the TET intervention the teachers really started using the studied skills, and they were more likely to support their students' autonomy and agency than the teachers in the comparison groups. The Talvio, K. M., & Lonka, K. M. (2019). How to create a flourishing classroom? An intervention protocol for enhancing teachers' social and emotional learning. In: L. E. van Zyl, & S. Rothmann (Eds.), Positive psychological interventions: Theories, methodologies and applications within multicultural contexts. Springer. 2 next step was to carry out global investigations about the Lions Quest teacher workshops. These studies revealed increased readiness to develop teachers' SEL competencies worldwide. Finally, various SEL interventions in nine European countries were looked at. So far, using mixedmethod approach in several countries has produced consistent results with satisfactory effect sizes. The research methods appear ecologically valid, yet generalizable in various cultures and contexts. In all, these studies demonstrated that teachers benefit from SEL training. Diverse interventions appeared to increase teachers' readiness to implement SEL. Especially, teachers' sense of competence in teaching SEL increased. As such, the purpose of this chapter is to present an intervention protocol, based on the SEL interventions described above that aims at enhancing teachers' social and emotional learning. The final aim is to develop classroom cultures that promote flourishing in both teachers and students. The present research adds to both theoretical and practical understanding of teachers' continuing professional development worldwide.

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Exploring the Coherence of the Goals Achieved through a Youth Development Programme

Cited by 2 publications

References 14 publications

The Benefits of Teachers’ Workshops on Their Social and Emotional Intelligence in Four Countries

The Benefits of Teachers’ Workshops on Their Social and Emotional Intelligence in Four Countries

How to Create a Flourishing Classroom? An Intervention Protocol for Enhancing Teachers’ Social and Emotional Learning

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