Page 120 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 120
šolsko polje, letnik xxxi, številka 3–4
Not all SEI interventions and programmes are equally well received
and successful; along with the content of a programme, its implementa-
tion is crucial. Yet, their evaluation is often scarce or inconclusive, mak-
ing it difficult to distinguish more successful programmes from others. In
the current article, we explore whether and how the evaluation of existing
programmes has been conducted, the most important results and the as-
pects of implementation which, according to programme evaluations, are
key to fostering the development of social, emotional and intercultural
competencies in adolescents.
Before we proceed to explore the existing social, emotional and in-
tercultural learning programmes, a brief overview of the theoretical and
empirical grounds of the development of social, emotional and intercul-
tural competencies is given.
On the importance of students’ social, emotional and intercultural
competencies
According to the widely used CASEL (2003) model, social and emo-
tional competencies include the following dimensions: self-awareness,
self-management, social awareness, relationship skills and responsible de-
cision-making. In this context, self-awareness and self-management can
be viewed as primarily emotional competencies and social awareness and
relationship skills as primarily social competencies, whereas responsible
decision-making represents a competence that may be considered to be
both social and emotional. As defined within CASEL (2003), self-aware-
ness includes the ability to accurately recognise one’s emotions and
thoughts and their influence on behaviour, as well as to accurately assess
one’s strengths and limitations while having a well-grounded sense of con-
fidence and optimism. Complementarily, self-management includes the
ability to regulate one’s emotions, thoughts and behaviours effectively in
different situations. This includes managing stress, controlling impulses,
motivating oneself, as well as setting and working toward personal and ac-
ademic goals. Social awareness involves the ability to take the perspective
of others and empathise with others from diverse backgrounds and cul-
tures, to understand social and ethical norms for behaviour, and to recog-
nise family, school and community resources and supports. Relationship
skills include the ability to establish and maintain healthy and rewarding
relationships with various individuals and groups, communicating clear-
ly, listening actively, cooperating, resisting inappropriate social pressure,
negotiating conflict constructively, and seeking and offering help when
needed. While integrating social and emotional competencies, responsible
decision-making includes the ability to make constructive and respectful
118
Not all SEI interventions and programmes are equally well received
and successful; along with the content of a programme, its implementa-
tion is crucial. Yet, their evaluation is often scarce or inconclusive, mak-
ing it difficult to distinguish more successful programmes from others. In
the current article, we explore whether and how the evaluation of existing
programmes has been conducted, the most important results and the as-
pects of implementation which, according to programme evaluations, are
key to fostering the development of social, emotional and intercultural
competencies in adolescents.
Before we proceed to explore the existing social, emotional and in-
tercultural learning programmes, a brief overview of the theoretical and
empirical grounds of the development of social, emotional and intercul-
tural competencies is given.
On the importance of students’ social, emotional and intercultural
competencies
According to the widely used CASEL (2003) model, social and emo-
tional competencies include the following dimensions: self-awareness,
self-management, social awareness, relationship skills and responsible de-
cision-making. In this context, self-awareness and self-management can
be viewed as primarily emotional competencies and social awareness and
relationship skills as primarily social competencies, whereas responsible
decision-making represents a competence that may be considered to be
both social and emotional. As defined within CASEL (2003), self-aware-
ness includes the ability to accurately recognise one’s emotions and
thoughts and their influence on behaviour, as well as to accurately assess
one’s strengths and limitations while having a well-grounded sense of con-
fidence and optimism. Complementarily, self-management includes the
ability to regulate one’s emotions, thoughts and behaviours effectively in
different situations. This includes managing stress, controlling impulses,
motivating oneself, as well as setting and working toward personal and ac-
ademic goals. Social awareness involves the ability to take the perspective
of others and empathise with others from diverse backgrounds and cul-
tures, to understand social and ethical norms for behaviour, and to recog-
nise family, school and community resources and supports. Relationship
skills include the ability to establish and maintain healthy and rewarding
relationships with various individuals and groups, communicating clear-
ly, listening actively, cooperating, resisting inappropriate social pressure,
negotiating conflict constructively, and seeking and offering help when
needed. While integrating social and emotional competencies, responsible
decision-making includes the ability to make constructive and respectful
118
