Socioemotional learning in Portuguese educational contexts: interventions across ages and settings.
The relevance of Social Emotional Learning (SEL) has become a consensus in the global education community. SEL is defined as a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills to manage their social and emotional well-being. International policymakers have emphasized the importance of SEL development to assure students’ readiness as future citizens in a world characterized by more significant turbulence, diversity, and uncertainty. It has been recently emphasized that the implementation of SEL programs is a situated process in the school context, which in turn influences the program outcomes students may obtain through supporting or hindering that process. New SEL interventions have emerged in recent decades, including many preschool and school-based interventions, which are based on research evidence and follow a particular theoretical perspective. Different approaches emphasize different practices and skills. As the field of SEL has evolved, a variety of helpful and essential ways to assess students’ social-emotional competence have emerged, including classroom-based strategies for teachers to monitor their student’s progress in social and emotional development and strategies for schools to assess the quality of implementation. Therefore, an in-depth understanding of assessment tools and intervention characteristics that can contribute to positive impacts has been emphasized as a crucial research area. This symposium presents five communications about the assessment and intervention in SEL. Thus, the first communication will share the results of a Socioemotional Scale, the SSIS, and the development of a short version. The second communication, will present a program “Emogenius” developed to promote socioemotional skills in preschool education, and results that illustrate specific effects on children´s emotional knowledge from the intervention. In the third and fourth communication, two SEL programs, one focusing on children and the other on teachers’ well-being will be presented, as well as preliminary results about their effectiveness. The last communication will present the results of the impact of promoting Teachers‘ well-being through the Positive Behaviour Support in Early Childhood Education (ProW) model on Early childhood teachers’ wellbeing.
DIANA ALVES
Diana Alves is Assistant Professor at the Faculty of Psychology and Education Sciences of the University of Porto (FPCE UP, Psychology Department), where she teaches the courses of Child and Adolescent Psychopathology, Learning Disabilities, Clinical Assessment of Children and Adolescents and Educational Psychological Counselling . She is a board certified psychologist in Clinical and Educational Psychology by the OPP She is also a clinical psychologist at the Service of Psychological Intervention for Children and Adolescents (FPCEUP), where she coordinates the Specialized Unit of Learning Difficulties. She has been a consultant in several interventions implemented in educational contexts aiming to promote the socio-emotional competence of children in school age.. In the last 20 years, she has been dedicated to the study of learning of reading and writing and socioemotional competence in children and adolescents, as well as developing and testing a triadical model of Learning Disabilities intervention. She conducts research in the field of developmental psychology, as well as academic, social and emotional competence in children, having published both papers and book chapters. In terms of outreach, she has presented dozens of trainings and workshops for teachers and parents on promotion of socioemotional adjustment and academic success. As a supervisor for seven Clinical and Health Psychology master’s theses, she has guided work in the field of mental health with a focus on promotion and remediation. Actually, she collaborate as a researcher in one Erasmus+_KA3_2020(ProWSI-PBS-ECE-623489-EPP-1-2020-1-EL-EPPKA3-PI-POLICY). Promoting Teachers Wellbeing through Positive Behaviour Support in Early Childhood Education is a policy experimentation project aiming to develop evidence-based policies and practices to enhance the teaching profession and elevate teachers’ careers and capacities in Early Childhood Education and Care (ECEC) settings.
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