Guerin Toby Treem
Managing Director of the Center for Dispute Resolution at the University of Maryland Francis King Carey School of Law and Clinical Instructor with the Mediation Clinic.
J Law Med Ethics. 2014 Dec;42 Suppl 2:38-44. doi: 10.1111/jlme.12186.
As global health curricula and competencies are defined, the instructional foundation of practice-based learning and soft skills training requires reexamination. This paper explores the integration of social-emotional instruction into global health education, specifically highlighting its role in interprofessional learning environments. One method to teach the core competencies in the higher education context is through restorative practices. Restorative practices is a "social science that integrates developments from a variety of disciplines and fields in order to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships." The restorative philosophy incorporates the core competencies of socio-emotional learning and views conflict as an opportunity for learning. The first part discusses the foundations of social-emotional learning (SEL). It then explores the applicability of SEL in interprofessional and global health education.
随着全球健康课程和能力的界定，基于实践的学习和软技能培训的教学基础需要重新审视。本文探讨了将社会情感教学融入全球健康教育，特别强调其在跨专业学习环境中的作用。在高等教育背景下教授核心能力的一种方法是通过恢复性实践。恢复性实践是一门“社会科学，它整合了来自各种学科和领域的发展成果，以建立健康的社区，增加社会资本，减少犯罪和反社会行为，修复伤害并恢复关系”。恢复性理念包含了社会情感学习的核心能力，并将冲突视为学习的机会。第一部分讨论了社会情感学习（SEL）的基础。然后探讨了SEL在跨专业和全球健康教育中的适用性。
