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mornar et al. ■ students’ social, emotional and intercultural competencies ...
Berger et al., 2016). Sessions lasted from 30 to 50 minutes on average, de-
pending on the pupils’ age and duration of the school class.
The programme leaders, whether they are teachers, researchers or
psychologists, employed a variety of methods and learning materials in
the classroom in order to gain pupils’ attention and enhance their under-
standing of the topics. Curriculum materials included puppets, work-
books, flash cards, handouts and videotaped vignettes (McCormick et
al., 2015). Lesson materials also included teacher scripts, activity sheets,
pictures, photographs and posters (Berry et al., 2016), as well as mind-
maps, small group discussions, writing one’s stories and drawing cartoons
(Liebkind et al., 2014). Lessons typically consisted of individual activities,
group activities, and overall class activities to ensure students’ sustained
concentration and interest in the materials (Yamamoto, Matsumoto and
Bernard, 2017). Regarding intercultural programmes, initial teacher train-
ing also included explanations, modelling and role-playing of a complete
lesson by the school counsellor (Hernández-Bravo, Cardona-Moltó and
Hernández-Bravo, 2017), to be applied in the classroom, i.e. with students.
Intercultural programmes also differ in their approach to the selec-
tion of participants as programmes are sometimes implemented in ethni-
cally or culturally homogeneous settings and some target multicultural or
otherwise mixed school settings (e.g. Hernández-Bravo, Cardona-Moltó
and Hernández-Bravo, 2017). Likewise, they differ in the approach to
intergroup contact since it is possible to differentiate programmes with
direct intergroup contact between the pupils from educational settings
based on indirect contact (vicarious contact, extended contact, imagined
contact – Di Bernardo et al., 2017). According to Berger et al. (2016, p.
3), “the first group of interventions conducted among children in peace-
ful multicultural societies are derived from intergroup contact theory
(Allport, 1954; Pettigrew et al., 2011) and include programs that entail di-
rect contact (i.e., face-to-face contact) and others that promote indirect
contact (i.e., contact that is not face-to-face)”.
We conclude that SEI programmes encompass participants of all
ages, are mainly based in school settings, and involve school staff in an
active way, especially teachers. The programmes tend to last at least 5 ses-
sions or longer, preferably throughout 1 or more school years. For pro-
grammes dealing with the topic of SEI competencies, it is important to
have educated school personnel sensitive to the themes in order to ensure
a stronger impact on students and their better communication with teach-
ers. Many programmes applied by teachers in schools had the active sup-
port of researchers, project counsellors, psychologists or other profession-
als whose expertise was related to SEI competencies. On these grounds,
125
Berger et al., 2016). Sessions lasted from 30 to 50 minutes on average, de-
pending on the pupils’ age and duration of the school class.
The programme leaders, whether they are teachers, researchers or
psychologists, employed a variety of methods and learning materials in
the classroom in order to gain pupils’ attention and enhance their under-
standing of the topics. Curriculum materials included puppets, work-
books, flash cards, handouts and videotaped vignettes (McCormick et
al., 2015). Lesson materials also included teacher scripts, activity sheets,
pictures, photographs and posters (Berry et al., 2016), as well as mind-
maps, small group discussions, writing one’s stories and drawing cartoons
(Liebkind et al., 2014). Lessons typically consisted of individual activities,
group activities, and overall class activities to ensure students’ sustained
concentration and interest in the materials (Yamamoto, Matsumoto and
Bernard, 2017). Regarding intercultural programmes, initial teacher train-
ing also included explanations, modelling and role-playing of a complete
lesson by the school counsellor (Hernández-Bravo, Cardona-Moltó and
Hernández-Bravo, 2017), to be applied in the classroom, i.e. with students.
Intercultural programmes also differ in their approach to the selec-
tion of participants as programmes are sometimes implemented in ethni-
cally or culturally homogeneous settings and some target multicultural or
otherwise mixed school settings (e.g. Hernández-Bravo, Cardona-Moltó
and Hernández-Bravo, 2017). Likewise, they differ in the approach to
intergroup contact since it is possible to differentiate programmes with
direct intergroup contact between the pupils from educational settings
based on indirect contact (vicarious contact, extended contact, imagined
contact – Di Bernardo et al., 2017). According to Berger et al. (2016, p.
3), “the first group of interventions conducted among children in peace-
ful multicultural societies are derived from intergroup contact theory
(Allport, 1954; Pettigrew et al., 2011) and include programs that entail di-
rect contact (i.e., face-to-face contact) and others that promote indirect
contact (i.e., contact that is not face-to-face)”.
We conclude that SEI programmes encompass participants of all
ages, are mainly based in school settings, and involve school staff in an
active way, especially teachers. The programmes tend to last at least 5 ses-
sions or longer, preferably throughout 1 or more school years. For pro-
grammes dealing with the topic of SEI competencies, it is important to
have educated school personnel sensitive to the themes in order to ensure
a stronger impact on students and their better communication with teach-
ers. Many programmes applied by teachers in schools had the active sup-
port of researchers, project counsellors, psychologists or other profession-
als whose expertise was related to SEI competencies. On these grounds,
125
