Five key questions educators ask about SEL

Schools have become increasingly interested in social-emotional learning (SEL) over the past decade, and that interest has grown due to concern about student well-being resulting from the COVID-19 pandemic. However, there is confusion around SEL. Christi Bergin, Christina Cipriano, Tia Barnes, Shannon B. Wanless, researchers who have studied and designed SEL for decades, respond to questions frequently asked by educators as they consider an SEL approach for their school. They discuss what SEL is, its benefits, how it aligns with other programs, how to select an SEL program, and where to learn more about SEL programs. © 2023 by Phi Delta Kappa International.

Development of Students' Social Competencies during Post-COVID Times

All facets of life have been impacted by contemporary global developments, a persistent pandemic, rapid technology advancement, and digitalization – the same goes for the educational system at all levels. The entire population has become socially isolated, which impedes the development of their social abilities that are a crucial cornerstone for success in life. The study's objective is to ascertain how primary school teachers feel about the significance of helping children to improve their social skills. The results of this research imply that younger teachers value the importance of developing students' social competencies more than older ones. Younger teachers also believe that the COVID-19 pandemic has affected the development of students' social competencies. Teachers who have younger students are more likely to assess the importance of developing students' social competencies. Research can contribute to further reflection on the importance of developing students' social competencies, as they are often crucial for the success of students and adults in society and the community. © 2022, Pedagoska Obzorja d.o.o. All rights reserved.

The effects of mobile phone use on students' emotional-behavioural functioning, and academic and social competencies

This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the Covid-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children's cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying;the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students' media literacy, and parental awareness. ©, Association of Educational Psychologists.

The effects of mobile phone use on students' emotional-behavioural functioning, and academic and social competencies

This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the Covid-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was used to assess parental perception of the effects of mobile phone use. Questionnaires were completed by 500 parents, of which 470 were analysed. Findings showed a perceived relationship between the use of cyberspace (smartphone, tablet, games, and social networks) and anxious/depressed, withdrawn, somatic complaints, social problems, thought problems, attention problems, antisocial behaviour, and aggressive behaviour in children. Findings indicate that children's cultural context affects their exposure to online dangers, including receiving threatening images and messages, and cyberbullying;the effects in the current study being lower than the international average. It is recommended that there should be focus on promoting students' media literacy, and parental awareness. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Leadership case studies: considerations of elder emotional intelligence during the COVID-19 global pandemic

While many opine the criticality of leader Emotional Intelligence (EQ) (Goleman et al., 2004;Goleman, 2005;Boyatzis et al. 2011;Boyatzis et al. 2017;Hess & Bacigalupo, 2013;Galen, 2012), this research identified empathy as the sine qua non for leader EQ. Elders serve as the leadership for their congregation. Therefore, their inter-personal skills are crucial for inspiring and influencing followers for Kingdom work (White & Kimmons, 2019). Leaders are evaluated in three distinct skill sets: (1) cognitive, (2) intra-personal, and (3) inter-personal (Boyatzis et al., 2011). These latter two skill sets are the sub-sets of EQ. For the last, although sympathy may be unattached or distant, empathy is connected and may even be close enough to effectively sense, interpret, and understand the thoughts of another (Pavlovich & Krahnke 2012). While religiosity may generally result in higher affective empathy, that enterprise considers the involvement of another's emotions. This research considers how the elder's empathic skills affect followers in the congregation and inspire them for Kingdom work. This research sets forth to consider the impact of the inter-personal skill set on the congregation. This research considers leader emotional intelligence (EQ), empathy, narcissism, and social networks and the relationship to followers. While there is a widening body of research concerning EQ among business leaders, and while some research concerns empathy and its antagonist narcissism, there is little research focused on church (Boyatzis, personal communication, 2019) and non-profit leader EQ or its effect on a volunteer workforce. Similar to efforts in for-profit settings, leaders in non-profit settings exercise influence to affect decisions. Leaders with higher EQ are more likely to assess their skills, and the skills of others, for the best alignment to achieve both organizational goals and promote individual and collective growth amongst followers (Hess & Bacigalupo, 2013). Modern considerations of EQ are based on previous concepts. Social intelligence is a complex pattern of behaviors which demonstrate skills related to personal interaction and adaptability. The individual situations and personal circumstances are all independent variables affecting those interactions (Strang, 1930). Gardner's original work in 1984 developed the construct for personal intelligence (2004). He posited that each of the elements of human learning and ability, including personal intelligence, have a separate lotus within the brain. These abilities become the intellectual aptitudes and problem-solving skills which generate the ability to resolve actual or perceived issues. As tacit knowledge develops, so does the ability to consistently complete a task or series of tasks or reach a goal. Often efforts become more efficient as tacit knowledge increases (Wagner & Sternberg, 1985). (PsycInfo Database Record (c) 2022 APA, all rights reserved)