Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

Denston, Amanda; Martin, Rachel; Fickel, Letitia; O’Toole, Veronica

doi:10.1007/s40841-022-00261-4

Cited by 4 publications

(3 citation statements)

References 54 publications

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“…Caires et al (2023) também apresentaram os resultados de um programa de Educação Emocional e ressaltam que o desenvolvimento de competências socioemocionais é essencial para melhorar a qualidade de vida e o bem-estar dos estudantes universitários. A relação entre aprendizagem socioemocional e bem-estar também é ratificada por Denston et al (2022).…”

Section: Referencial Teóricounclassified

Estratégias de Desenvolvimento de Competências Socioemocionais de Estudantes de um Curso de Graduação em Administração

Silva,

Bradaschia

2024

REVISTA REUNIR

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Este artigo objetiva identificar estratégias para o desenvolvimento de competências socioemocionais de estudantes de um curso de graduação em Administração de uma Universidade pública federal localizada no Nordeste do Brasil. A pesquisa é de natureza quantitativa e foi realizada por meio de entrevistas semiestruturadas com oito estudantes. Para a análise dos dados, utilizou-se a análise compreensiva interpretativa. Os resultados revelaram que o desenvolvimento da consciência emocional ocorreu a partir de estratégias voltadas ao autoconhecimento, tais como leituras, terapia, feedback e desenvolvimento do pensamento reflexivo. No autocontrole emocional, as estratégias estão vinculadas à capacidade de gerir emoções a partir da meditação, da reflexão, do humor e da utilização do choro como uma estratégia para lidar com situações estressoras. Já a socialização e a empatia são emoções desenvolvidas a partir das estratégias de consciência emocional e social. Conclui-se que o ambiente universitário é um espaço para o desenvolvimento de competências socioemocionais, e que a educação emocional é uma dimensão relevante para os futuros administradores atuarem no mundo do trabalho e colaborarem não apenas para a gestão das organizações, mas também para a transformação da sociedade, por meio do bem-estar e da promoção de estratégias para a gestão das emoções e o autoconhecimento.

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Section: Referencial Teóricounclassified

Estratégias de Desenvolvimento de Competências Socioemocionais de Estudantes de um Curso de Graduação em Administração

Silva,

Bradaschia

2024

REVISTA REUNIR

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“…There is no Ministry of Education at the national level in Canada, and province-and territory-level departments and ministries of education are responsible for the organisation and delivery of education (Council of Ministers of Education, Canada, 2023 [94]), which means that there are differences in curriculum, assessment, and accountability policies by provinces and territories. The specifics of curricular requirements (particularly for language and subject) are regulated at the province and territory level, meaning that provinces and territories have a great deal of autonomy, including developing their own assessment and certification at the end of upper secondary education.…”

Section: Overview Of the British Columbia Upper Secondary Systemmentioning

confidence: 99%

Assessing, documenting, and recognising social and emotional skills in upper secondary education

2023

OECD Education Policy Perspectives

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This policy perspective was developed at the request of the Directorate for Education Reform, Scotland (United Kingdom) to provide an overview of how countries across the OECD assess social and emotional skills in upper secondary education. It is accompanied by, and draws on material from, a Peer Learning Discussion on the same topic in March 2023 in Scotland. As well as participants from Scotland, participants from British Columbia (Canada), New Zealand, Finland, and Queensland (Australia) joined the Peer Learning Discussion.The policy perspective provides an overview of literature and country approaches in an area where there is presently limited comparative information on national and system-wide approaches. The insights presented will be of interest to many OECD countries and beyond, as they consider ways to monitor and assess the social emotional skills which are now a common feature of modern curricula. This work was undertaken by the OECD's Above and Beyond: Transitions in Upper Secondary Education project, which analyses transitions into, through and out of upper secondary education, classified across international systems as ISCED 3. The project identifies practicessuch as pathway design, careers guidance, qualifications, and technologiesthat enable learners, to develop and make informed choices about their future. It addresses both general and vocational orientations and focuses on the role that upper secondary education plays within a perspective of lifelong learning.Assessing, documenting, and recognising social and emotional skills in upper secondary education: an overview of practices, approaches, models, and strategies from OECD countries 2  No. 84 -Assessing, documenting, and recognising social and emotional skills in upper secondary education: overview of practices, approaches, models, and strategies from OECD countries OECD EDUCATION POLICY PERSPECTIVES © OECD 2023Table of contents 1 Contextualising social and emotional skills and their role in upper secondary curricula Understanding social and emotional skills and their role The importance of social and emotional skills for young people 2 Monitoring, assessing, recognising and documenting social and emotional skills in support of national goals in upper secondary education Rationale for assessing, documenting, and recognising social and emotional skills in upper secondary education 3 How are social and emotional skills assessed, recognised and documented across countries? System-wide practices in assessment towards national monitoring System practices in assessment towards upper secondary certification Challenges and mitigating strategies for assessing, documenting, and recognising social and emotional skills at upper secondary level 4 Case studies: Canada (British Columbia), Finland, and New Zealand Case study: Canada (British Columbia) Case study: Finland Case study: New Zealand References No. 84 -Assessing, documenting, and recognising social and emotional skills in upper secondary education: Overview of practices, approaches, models, and s...

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“…However, this approach assumes a homogeneity of children’s behaviour and development at specific ages that favours the hegemonic culture, despite evidence that self-regulation and social-emotional development is culturally specific (Sarma & Mariam Thomas, 2020). Subsequently, these universalistic approaches can overlook Indigenous peoples and alternative cultural constructs of social-emotional learning (Denston et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

Barrett-Young,

Martin,

Clifford

et al. 2023

Journal of Psychoeducational Assessment

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This literature review investigates tools used to assess self-regulation at school entry and to inform recommendations for use in Aotearoa New Zealand. We were particularly interested in identifying self-regulation screening tools that had been developed from Indigenous frameworks to enhance likelihood of culturally empowering assessment. APA PsycInfo and Clarivate Web of Science databases were searched for articles on self-regulation screening at school entry. Screening tools were included if they met the following criteria: available in English or te reo Māori (the two predominant written languages of Aotearoa New Zealand); appropriate for children aged 5–6 years; and focus on self-regulation or contain a component assessing self-regulation. 39 screening tools which met the criteria were identified. Overall, most tools were developed from a Euro-American perspective and many were deficit- and/or clinically-focused. Issues with translating screening tools to other cultures are discussed, specifically in the context of Aotearoa New Zealand.

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Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

Cited by 4 publications

References 54 publications

Estratégias de Desenvolvimento de Competências Socioemocionais de Estudantes de um Curso de Graduação em Administração

Estratégias de Desenvolvimento de Competências Socioemocionais de Estudantes de um Curso de Graduação em Administração

Assessing, documenting, and recognising social and emotional skills in upper secondary education

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

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