Page 98 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 98
through to broad school-wide efforts in changing the way schools
are managed. One of their findings is that programmes which focus
on SEL resulted in improving outcomes related to ESL and truancy.
Unfortunately, many students lack social-emotional skills and be-
come less connected to school as they progress from basic to upper
secondary school, and this lack of connection negatively affects their
academic outcome, behaviour and health (Blum & Libbey, 2004).
Based on the literature review and the topic’s established importance
for preventing ESL, the possibilities of enhancing social and emo-
tional skills on the national and European levels are discussed. The
paper demonstrates that social and emotional skills and SEL are an
innovative strategic solution in addressing the EU’s strategic goal of
preventing ESL.
Key words: social and emotional learning, emotional competencies,
social competencies, academic achivement, prevention programs
Introduction
SEL is the process of acquiring fundamental emotional and social skills:
self-awareess, self-regulation, social awareness, successful management of
relationships and responsible decision-making (Ragozzino, Resnik, Utne-
O’Brien, & Weissberg, 2003). Self-awareness encompasses familiarity with
one’s own emotions and feelings, a realistic assessment of one’s own com-
petencies, skills and self-concept. Self-regulation relates to the regulation
of one’s own emotions in such a way that these emotions foster activity, the
ability to forgo a reward for the sake of following one’s own goals, and per-
severance in spite of failure, standstill or regression. Social awareness in-
cludes the perception of other people’s emotions and feelings, the ability
to view things from other people’s perspective, a positive attitude towards
and active participation in different groups. Successful management of re-
lationships includes the efficient regulation of emotions and relationships,
establishing and maintaining good relationships based on cooperation, op-
position when it comes to unsuitable social pressure, use of negotiation
as a means of resolving conflicts and enlisting help whenever necessary.
Responsible decision-making encompasses correct risk assessment, taking
decisions based on a consideration of all important factors and the most
probable consequences of various actions, respect for others and assum-
ing personal responsibility for one’s own decisions (Ragozzino et al., 2003).
Among these, in relation to the school environment, Ellias et al. (1997, in
98
are managed. One of their findings is that programmes which focus
on SEL resulted in improving outcomes related to ESL and truancy.
Unfortunately, many students lack social-emotional skills and be-
come less connected to school as they progress from basic to upper
secondary school, and this lack of connection negatively affects their
academic outcome, behaviour and health (Blum & Libbey, 2004).
Based on the literature review and the topic’s established importance
for preventing ESL, the possibilities of enhancing social and emo-
tional skills on the national and European levels are discussed. The
paper demonstrates that social and emotional skills and SEL are an
innovative strategic solution in addressing the EU’s strategic goal of
preventing ESL.
Key words: social and emotional learning, emotional competencies,
social competencies, academic achivement, prevention programs
Introduction
SEL is the process of acquiring fundamental emotional and social skills:
self-awareess, self-regulation, social awareness, successful management of
relationships and responsible decision-making (Ragozzino, Resnik, Utne-
O’Brien, & Weissberg, 2003). Self-awareness encompasses familiarity with
one’s own emotions and feelings, a realistic assessment of one’s own com-
petencies, skills and self-concept. Self-regulation relates to the regulation
of one’s own emotions in such a way that these emotions foster activity, the
ability to forgo a reward for the sake of following one’s own goals, and per-
severance in spite of failure, standstill or regression. Social awareness in-
cludes the perception of other people’s emotions and feelings, the ability
to view things from other people’s perspective, a positive attitude towards
and active participation in different groups. Successful management of re-
lationships includes the efficient regulation of emotions and relationships,
establishing and maintaining good relationships based on cooperation, op-
position when it comes to unsuitable social pressure, use of negotiation
as a means of resolving conflicts and enlisting help whenever necessary.
Responsible decision-making encompasses correct risk assessment, taking
decisions based on a consideration of all important factors and the most
probable consequences of various actions, respect for others and assum-
ing personal responsibility for one’s own decisions (Ragozzino et al., 2003).
Among these, in relation to the school environment, Ellias et al. (1997, in
98
