Sel and other programs
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Transcript of Sel and other programs
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Program ComparisonSEL, SWPBIS, Zero Tolerance, Character Education
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What Programs will we be comparing? The basics
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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
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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
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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)
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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)
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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
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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
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SEL or SWPBIS?
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How SEL and SWPBIS Can Work Together
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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)
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http://www.nytimes.com/2016/02/13/nyregion/success-academy-teacher-rips-up-student-paper.html
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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?
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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)