Sel and other programs
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Transcript of Sel and other programs
Program ComparisonSEL, SWPBIS, Zero Tolerance, Character Education
What Programs will we be comparing? The basics
Zero-Tolerance
Primary Aim: Short term management of student behavior; created in an attempt to make schools safer
Methods: Behavior problems corrected immediately and swiftly; relies primarily on punitive techniques
Strengths: Behavior corrected in the short term
Weaknesses: Change in behavior does not extend beyond the school or to other environments
Research: APA suggests this method is ineffective and needs to be replaced or reformed
Non-SEL Character Education Programs These are either official programs or those presented by a school
counselor with the aim of improving student behavior and/or character
Explicit teaching of “character traits” (e.g. courage, kindness, respect, etc.)
Anecdotally, I have not seen this to be effective, but have not looked into the research
Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Primary Aim: The adult management of student behavior using a positive rather than punitive approach (more focused on short term)
Methods: Direct teaching of behavioral expectations Positive reinforcement of appropriate behavior
(e.g. tangible rewards, verbal praise, etc.) System for responding to inappropriate behavior Extensive use of research and data:
Use research-validated practices Collect data for decision making (e.g. Suspensions
data, office referrals, academic outcomes, etc)
Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Strengths:
evidenced-based targeted for intervention ongoing use of data values prevention over correction clear teacher-directed techniques for managing student behavior Good for chaotic classrooms
Weaknesses: no explicit attempt to develop cognitions, emotions and behaviors of self-
discipline Methods may not lead to lasting change in student behavior (since behavior
tends to stop once consequences no longer present)
Social and Emotional Learning (SEL) Programs Primary Aim: The long-term development of social and emotional
competencies so students can govern themselves Methods:
Explicit instruction of SEL skills (the five-competencies) Promotion of positive school climate Warm and supportive relationships Structure of support
Social and Emotional Learning (SEL) Programs Strengths:
Evidence-based Develops cognitions, emotions, and behaviors of self-discipline Values prevention over correction Associated with a variety of positive outcomes (improved grades,
behavior, etc.) Weaknesses:
Lack of explicit behavioral management techniques Few SEL programs have built-in strategies that guide teachers in
deescalating challenging behaviors
SEL or SWPBIS?
How SEL and SWPBIS Can Work Together
How SEL and SWPBIS Can Work Together
Use reinforcement (SWPBIS) and discussion/reflection (SEL) Use external rewards sparingly, as “a bridge”
Especially in regards to teamwork Rewarding the underlying emotions/cognitions Caution: Potential harms to intrinsic motivation if used incorrectly
For negative consequences, follow up with reflection Ex: Student puts student in time-out then follows-up with the
student by talking about his/her behavior and how to manage similar experiences differently
For positive reinforcement, follow up with discussion Ex: Give a student a token for helping a peer, but then discuss with
him/her why that action was valuable outside of the reinforcement (e.g. made the peer feel happy)
http://www.nytimes.com/2016/02/13/nyregion/success-academy-teacher-rips-up-student-paper.html
Discussion Questions
Do you agree or disagree with the research? Why? Which method do you tend to agree with? (We may be a biased
sample! :D ) Is there a time and place for zero-tolerance or never? If you have worked in a school or similar environment, have you seen
any of these programs in action? What did it look like? Do you think that SEL and SWPBIS are compatible?
References
APA Zero Tolerance Task Force (2008) - Are Zero Tolerance Policies Effective in Schools?
Joseph A. Durlak - Handbook of Social and Emotional Learning (Chapter 30)