Does an SEL approach compliment existing mindful offerings? Matthew Psychoeducation is a core component in psychotherapy but plays a prominent role in Relationship skills refer to a suite of interpersonal capacities. HOME · ABOUT · SERVICES · MEDIA · BLOG · CONTACT US. Therapist helping others help themselves. A Los Angeles based psychotherapy group practice. Barriers to a Therapeutic Relationship It is impossible for a nurse to develop a positive relationship with every client. Box lists examples of behaviors that are.
When people go to therapy the type that often jumps to mind is PDT where the therapist tries to help the client understand their history and why they feel the way they do when they encounter a triggering event. Developing prosocial behavior is an important part of belonging to a group of people.
Antisocial behavior would be detrimental to a small group of people trying to survive and thus would be frowned upon. Ancient religious texts espouse virtues that people should work to attain such as honesty, thou shalt not lie from the Ten Commandments, or altruism Ren from Confucianism.
One of the modern fathers of CE, Thomas Lickona n. Virtue in this regard would be whatever prosocial behaviors culture deemed good.
Likona credits Dewey with incorporating CE in public schools in the late 19th century. In this way CE is similar to PDT where learners would focus on understanding how the past influences the present without explicitly teaching the skills necessary to manage the present. In the middle of the 20th century the focus of CE changed in response to cultural shifts.
Where before CE was used to inculcate patriotism and adherence to social norms, it evolved to include performance character in addition to moral character.
Examples of performance character include timeliness, initiative, effort, etc. The inclusion of performance character helped schools implementing CE to work on school culture more explicitly while promoting academic success SmithCharacter Education Partnership Given the definition above and those of other SEL organizations such as CSEEit is clear that from the very beginning SEL was focused more on skills that learners can develop through explicit instruction.
Because these skills can be taught explicitly, they can also be practiced and assessed.
From CE and SEL to Social Emotional Character Development (SECD)
Just as CBT explicitly teaches people how to control their emotions, SEL teaches learners how to control their character. Some other differences in SEL are that teachers can use pedagogical approaches to teach skills in a variety of ways that will work for different learners. SEL efforts can include goal setting and reflection to increase skills incrementally. SEL skills can be taught to address issues that are pertinent to the current events, such as anti-racism in response to racist graffiti or compassion if a new student with a visible handicap joins a class.
Curriculum can be developed to focus on skills to build self-efficacy or SEL can be integrated into content classes Matula Overall, SEL is very flexible and can be used to educate the whole child. Continued improvement in whole child education through evaluation, The importance of reaching out to parents and the community for support, Ongoing support for staff to develop both their own skills and to teach them, Offering opportunities for learners to practice, and the understanding that educating the whole child is supports academic achievement Matula Responsible decision-making means that students develop the ability to make choices on the basis of ethical standards and considerations of social norms.
It entails the ability to reflect on the consequences of actions and accurately weigh the implications for oneself and others. In an important review of more thanstudents receiving SEL programming, researchers highlighted five key outcomes of SEL programs: The researchers found that universal SEL programs, delivered by classroom teachers, demonstrated benefits in all five key outcomes.
These benefits were considered small but meaningful.
Clearly, there is substantial resonance between the two approaches. Many mindfulness programs include or explicitly incorporate aspects of SEL. Now, we turn to differences between the approaches.
The practices of SEL rely more heavily on psychoeducation and interpersonal skill development. Although mindfulness may include some similar exercises, it functions more centrally as an attentional training. As such, mindfulness more closely resembles training such as physical exercise. In mindfulness practice — as in exercise — there is less emphasis on cognitive understanding, and more emphasis on engaging the attention in particular ways.
While the skills of the approaches have considerable overlap, SEL more explicitly focuses on creating harmonious classrooms and communities. Mindfulness invests heavily in developing self-regulation. This directly supports the first two SEL skills — self-awareness and self-management. The interpersonal and decision-making skills emphasized in SEL are distinctive.
The self-regulatory development within mindfulness likely has benefits for relationships, but mindfulness does not intend to provide concrete skills in the manner SEL does.
Inspecting the target outcomes of mindfulness and SEL, again, we find overlap and notable differences. First, the orientation to goals is different. Mindfulness is arguably less explicitly goal-oriented. Mindfulness instructors are hesitant to specify the particular outcomes that mindfulness can induce.
Productivity and fitness for adult life do not fully guide mindfulness implementations. Of course, in mindfulness research and programming, primary and secondary outcomes must be specified.
Nevertheless, explicit emphasis on particular desired outcomes can undermine the unpressured, investigatory spirit of the practice that is at its core. SEL more clearly specifies the desired outcomes: SEL is also more likely to specify long-term outcomes regarding success in adulthood.
Additionally, program developers compete for limited resources: These factors can create a sense of zero-sum game, where a win for one program is considered a loss for another. We hope that mindfulness and SEL can transcend this dynamic and the most effective elements of each approach can be incorporated and leveraged for greatest benefit. As our expertise is in mindfulness, here we suggest the rationale for incorporating mindfulness into existing SEL programs.
Of course, an equally good case can be made for incorporating SEL into mindfulness programs. The pause of mindfulness simplifies experience enough so that we can bring clarity and equanimity to the experience of being human. Equanimity is a foundational skill in mindfulness practice. Within SEL programs, equanimity serves broadly as a resource for reducing impulsivity and promoting goal-directed behavior.
We suggest that formal mindfulness practice cultivates equanimity, thereby serving important outcomes targeted by SEL programs. A substantial body of research suggests that mindfulness improves emotion regulation and pain tolerance.
Providing concrete skills to enhance these outcomes is likely to potentiate SEL effects. The attention training aspect of mindfulness is likely to be relevant for academic achievement.
Mindfulness decreases mind-wandering, which is associated with poorer task performance. Experimental evidence suggests that enhanced attention can improve reading comprehension and improves cognitive capacities. Lastly, we suggest that mindfulness may be beneficial in promoting the prosocial attitudes and behavior that form a centerpiece of SEL.
The intimacy of our encounter with ourselves provides a deeper basis for accurate empathy. Recent data support this hypothesis. Mindfulness and empathy are also linked through their shared relationship with stress.
Social Emotional Learning and the Relationships Skills That Matter | 7 Mindsets
While mindfulness decreases stress, stress weakens empathy. The suite of practices including kindness, compassion, gratitude and joy are also relevant for prosocial outcomes. Some studies have examined the effects of mindfulness on altruistic behavior and uncovered positive connections. Neurobiological data offer preliminary but plausible explanations for the observed effects of mindfulness on prosocial behavior.
We have highlighted the rationale for incorporating mindfulness into SEL programming. The practices, skills and outcomes of mindfulness and SEL are largely complementary. Their commonalities make them good partners, while their differentiation suggests that one approach can profitably be integrated with the other.
Developing protocols that intelligently blend the practices, skills and aims would be a worthy endeavor.
Integrating Mindfulness and SEL Programs - Mindful Schools
Schizophrenia Bulletin, 32 suppl 1S1-S9. Meditation increases compassionate responses to suffering. Psychological Science, 24 10 Meditation programs for psychological stress and well-being: Reconstructing and deconstructing the self: Trends in Cognitive Sciences, 19 9 Mindfulness, 6 2 Child development, 82 1 Affective, cognitive, and social consequences. Psychophysiology, 39 3 Greater Good Science Center. PloS One, 10 2e