Patterns of social-emotional learning needs among high school freshmen students

Tan, Kevin; Sinha, Gaurav; Shin, Oe Jin; Wang, Yang

doi:10.1016/j.childyouth.2018.01.033

Cited by 13 publications

(16 citation statements)

References 34 publications

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“…Our findings revealed that some children during middle childhood displayed consistently high scores across the five behavioral indicators of SEL skills (about half of our sample), whereas others displayed differential strengths across interpersonal and intrapersonal skills. Consistent with prior studies (e.g., Collie et al, 2018;Denham et al, 2012;Tan et al, 2018;Thomson et al, 2017), we found evidence of a profile that included moderate-high SEL skills and another profile that included consistently low SEL skills. The high proportion of children (51%) found in the moderate-high SEL profile was consistent with prior research conducted during early childhood (McWayne & Bulotsky-Shearer, 2013) and high school (Tan et al, 2018).…”

Section: Youth Sel Profilessupporting

confidence: 91%

“…Consistent with prior studies (e.g., Collie et al, 2018;Denham et al, 2012;Tan et al, 2018;Thomson et al, 2017), we found evidence of a profile that included moderate-high SEL skills and another profile that included consistently low SEL skills. The high proportion of children (51%) found in the moderate-high SEL profile was consistent with prior research conducted during early childhood (McWayne & Bulotsky-Shearer, 2013) and high school (Tan et al, 2018). This profile presents relatively higher skills compared to other children in the sample, rather than high SEL skills in terms of an absolute value.…”

Section: Youth Sel Profilessupporting

confidence: 91%

“…Among studies that have considered this issue, there is evidence of heterogeneity in the ways that individuals demonstrate SEL skills during early childhood (Denham et al, 2012; McWayne & Bulotsky-Shearer, 2013) and late adolescence (Tan et al, 2018). For example, Tan et al (2018) studied a mix of interpersonal and intrapersonal indicators outlined by CASEL’s SEL framework (e.g., empathy, cooperation, self-control) during middle adolescence (Grade 9) in relation to academic outcomes.…”

Section: Youth Sel Skillsmentioning

confidence: 99%

See 2 more Smart Citations

Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence

Zarrett

Puente

et al. 2022

The Journal of Early Adolescence

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In this study, we identified (1) subgroups of youth during middle childhood who displayed distinct profiles of social emotional learning (SEL) skills including cooperation, prosocial behaviors, work habits, emotion regulation, and self-control; and (2) how these profiles predict longitudinal academic and social functioning during early adolescence. Using the NICHD SECCYD dataset ( N = 932, 49% girls), four profiles emerged: relatively low SEL (14%), moderate-high SEL (51%), prosocial/self-control (22%), and cooperation/work habits (13%). Longitudinally, the prosocial/self-control group and cooperation/work habits group demonstrated area-specific weakness. The prosocial/self-control youth were at risk of poor academic competence; the high cooperation/work habit youth were at risk of poor social functioning whereas the relatively low SEL skills youth demonstrated highest risk in poor academic and social functioning in early adolescence.

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Section: Youth Sel Profilessupporting

confidence: 91%

Section: Youth Sel Profilessupporting

confidence: 91%

Section: Youth Sel Skillsmentioning

confidence: 99%

See 1 more Smart Citation

Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence

Zarrett

Puente

et al. 2022

The Journal of Early Adolescence

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“…Much of the research on developmental cascades has centered on how problems in one domain contribute to later difficulties in other domains. For example, several studies have found distinct patterns and sequencing of social adaptation, cognitive functioning, externalizing and internalizing behavior, academic achievement, and general school adjustment (e.g., Bornstein et al, 2010; Okano et al, 2020; Racz et al, 2017; Tan et al, 2018). Clarifying the onset and patterns of the developmental course of specific difficulties may enhance the creation and use of selective interventions to alter the sequencing and spread of difficulties to prevent the development of disorder in youth with elevated risk.…”

Section: How Developmental Information May Enhance Tiered Interventionsmentioning

confidence: 99%

Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives

Farmer

Bierman

Hall

et al. 2020

Journal of Emotional and Behavioral Disorders

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Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this broader special issue on the adaptation and individualization of evidence-based approaches for students with EBD is to consider innovations for tailoring multifactored interventions within tiered systems of support. In this article, we discuss potential ways that current tiered models may be strengthened using information and research strategies from developmental science to more rigorously link intervention to long-term outcomes of youth. We center this discussion on the concepts of developmental cascades and correlated constraints. We then present Tiered Systems of Adaptive Supports (TSAS) as a framework that is developmentally informed to guide individualized intervention. In this model, Tier 1 focuses on adapting general classroom strategies to support the routine daily functioning of all students; Tier 2 focuses on preventing the negative reorganization of a student’s developmental system; and Tier 3 focuses on promoting the positive reorganization of a student’s developmental system.

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“…Components of many social‐emotional programs found to be effective include mentoring, role‐playing, group discussion, and family involvement through extracurricular activities or parent training (Berkowitz & Bier, 2005; Social and Character Development Research Consortium, 2010). These approaches have had significant impact on building social and emotional skills, reducing aggression and behavior problems, improving academic performance for all grade levels and ethnic groups, and in many cases, improving student tolerance and decreasing the use of punitive discipline (Payton, Weissberg, Durlak, Dymnicki, Taylor, Schellinger, et al, 2008; Person, Moiduddin, Hgue‐Angus, & Malone, 2009; Skiba, Arrendonda, & Rausch, 2014; Tan, Sinha, Shin, & Wang, 2018).…”

Section: Schools Policies and Effective Approachesmentioning

confidence: 99%

School Shootings and Security Lock‐downs: Myths, Positive School Climates, and Safer Campuses

Mallett

2020

Juvenile Family Court J

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School shooting tragedies and the juvenile justice system’s movement toward a retributive and punitive framework gravely impacted how primary and secondary school students, disproportionately urban districts, used security measures to lock down campuses and build “fortress‐like” schools. This iteration of control on school campuses emerged in tandem with the most recent generation’s zero tolerance approach to student violence and problems; a policy widely regarded as ineffective in urban, suburban, and rural districts. As school shootings continue to impact state legislative action and public reactions to school management, this paper takes a critical approach to school security policies and reviews the evidence on the risk for school violence and how to move away from student control approaches that do not improve school safety. Instead, the incorporation of prosocial education and school engagement efforts finds that school and student safety is improved. These, and related approaches to student body management, decreases campus violence and may also minimize the risk of some school shootings ‐ as rare as these tragic incidents are across the nation’s schools. The interplay of schools, students, and the juvenile and family courts is ongoing. Knowing how school districts can best approach their campus environments, safety, and learning is important for school social workers and court personnel because of how often these systems work, or do not work, together.

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Patterns of social-emotional learning needs among high school freshmen students

Cited by 13 publications

References 34 publications

Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence

Longitudinal Links Between Profiles of Social Emotional Behaviors in Childhood and Functioning in Early Adolescence

Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives

School Shootings and Security Lock‐downs: Myths, Positive School Climates, and Safer Campuses

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