Department of Sociology and Social Work, Alexandru Ioan Cuza University of Iasi, 700506 Iasi, Romania.
Int J Environ Res Public Health. 2023 Mar 11;20(6):4976. doi: 10.3390/ijerph20064976.
Beginning with social inequities in terms of access to quality, inclusive education for children from disadvantaged backgrounds, especially rural teenagers who leave school early, the Holtis Association, with the support of the UNICEF Representative in Romania, developed a number of interventions intended to facilitate the transition from lower to higher secondary education of students from vulnerable and disadvantaged groups. One of the interventions was the establishment of teenagers' clubs for volunteer activities, leadership development, and participation in the community to encourage social and emotional learning. (1) Background: This study aims to investigate the extent to which participation in the Holtis club projects contributed to the development of transformative social and emotional learning (T-SEL), as observed from the perspective of the Collaborative for Academic, Social and Emotional Learning (CASEL) competencies among adolescents. (2) Methods: The study was qualitative and used focus groups for data collection. Out of the 65 active clubs, 18 were selected, and their representatives participated in the focus groups. (3) Results: Participating in the club activities, which were organized in the school, with the aim of organizing activities outside the school space stimulated and developed T-SEL competencies among adolescents. (4) Conclusions: The data, which were collected through the voices of teenagers, underlined the personal transformation from the perspective of the CASEL model competencies of SEL, and the study privileged their perspectives.
从弱势背景儿童，尤其是农村早辍学青少年在接受优质、包容教育方面的机会不平等问题入手，Holtis 协会在罗马尼亚儿基会代表的支持下，开展了一系列干预措施，旨在促进弱势和处境不利群体学生从较低年级向较高年级过渡。干预措施之一是为青少年建立志愿者活动俱乐部，以培养领导力并参与社区活动，从而鼓励社交和情绪学习。（1）背景：本研究旨在从青少年的合作学习社会情感学习（CASEL）能力角度，调查 Holtis 俱乐部项目参与度对变革型社会和情感学习（T-SEL）的发展程度。（2）方法：该研究采用定性方法，使用焦点小组进行数据收集。在 65 个活跃俱乐部中，选择了 18 个俱乐部，其代表参加了焦点小组。（3）结果：参与俱乐部活动，这些活动在学校组织，旨在组织学校空间之外的活动，激发和发展了青少年的 T-SEL 能力。（4）结论：通过青少年的声音收集的数据，从 SEL 的 CASEL 模型能力角度强调了个人转变，研究优先考虑了他们的观点。
