Page 132 - 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. 132
šolsko polje, letnik xxxi, številka 3–4
different types of programs can have positive, negative, or no effects, de-
pending on the way in which they are implemented. It is imperative that
program designers and implementers ascertain which outcomes their pro-
gram produces”. In conclusion, more regular, more precise and more rig-
orous assessment of the programmes is of the utmost importance (Jones et
al., 2017; Paluck and Green, 2009). Indeed, the refinement of existing pro-
grammes is as important as the meticulous initial development of a pro-
gramme’s content, structure and design.
Conclusion
As the field of social and emotional learning has developed and grown
over the last decades, so too has the number of different programmes seek-
ing to achieve various SEL goals, resulting in a significant body of research
on the topic. Meanwhile, there has also been an increase in the number of
programmes aimed at developing intercultural competencies. For the pur-
pose of developing a new programme for social and emotional learning,
we reviewed the key characteristics of existing evidence-based social, emo-
tional and intercultural learning programmes, including their theoretical
and conceptual backgrounds, content, methodological and organisation-
al aspects, and their evaluation. This review has revealed multiple similar-
ities between these two approaches (i.e. social and emotional and intercul-
tural), presenting a rationale for their integration.
A substantial body of evidence is now available for deriving conclu-
sions on the general effectiveness of programmes for developing social and
emotional as well as intercultural competencies. However, little is known
about the possible synergistic effect of the concurrent implementation of
the previously mostly separate endeavours to develop social, emotional
and intercultural competencies. This seems to be a promising venue for
future research.
When it comes to the theoretical background of existing SEI pro-
grammes, evidence suggests that the theoretical frameworks guiding their
development tend to be fragmented and diverse. Yet, it seems that the
CASEL conceptual framework (2003) offers a comprehensive basis for the
programmes and their activities, as also reflected in its growing popular-
ity and widespread utilisation. The theoretical/conceptual background is
also closely tied with the programme content, resulting in a wide variety
of different topics covered in the programmes under review, ranging from
mental health promotion to prejudice reduction and the development of a
multicultural school environment.
Reviewing the methodological and organisational aspects of exist-
ing SEI programmes also showed a variety of different approaches when
130
different types of programs can have positive, negative, or no effects, de-
pending on the way in which they are implemented. It is imperative that
program designers and implementers ascertain which outcomes their pro-
gram produces”. In conclusion, more regular, more precise and more rig-
orous assessment of the programmes is of the utmost importance (Jones et
al., 2017; Paluck and Green, 2009). Indeed, the refinement of existing pro-
grammes is as important as the meticulous initial development of a pro-
gramme’s content, structure and design.
Conclusion
As the field of social and emotional learning has developed and grown
over the last decades, so too has the number of different programmes seek-
ing to achieve various SEL goals, resulting in a significant body of research
on the topic. Meanwhile, there has also been an increase in the number of
programmes aimed at developing intercultural competencies. For the pur-
pose of developing a new programme for social and emotional learning,
we reviewed the key characteristics of existing evidence-based social, emo-
tional and intercultural learning programmes, including their theoretical
and conceptual backgrounds, content, methodological and organisation-
al aspects, and their evaluation. This review has revealed multiple similar-
ities between these two approaches (i.e. social and emotional and intercul-
tural), presenting a rationale for their integration.
A substantial body of evidence is now available for deriving conclu-
sions on the general effectiveness of programmes for developing social and
emotional as well as intercultural competencies. However, little is known
about the possible synergistic effect of the concurrent implementation of
the previously mostly separate endeavours to develop social, emotional
and intercultural competencies. This seems to be a promising venue for
future research.
When it comes to the theoretical background of existing SEI pro-
grammes, evidence suggests that the theoretical frameworks guiding their
development tend to be fragmented and diverse. Yet, it seems that the
CASEL conceptual framework (2003) offers a comprehensive basis for the
programmes and their activities, as also reflected in its growing popular-
ity and widespread utilisation. The theoretical/conceptual background is
also closely tied with the programme content, resulting in a wide variety
of different topics covered in the programmes under review, ranging from
mental health promotion to prejudice reduction and the development of a
multicultural school environment.
Reviewing the methodological and organisational aspects of exist-
ing SEI programmes also showed a variety of different approaches when
130
