Wigelsworth Michael, Mason Carla, Verity Lily, Humphrey Neil, Qualter Pamela
Manchester Institute of Education, University of Manchester, Manchester, M13 9PL England.
School Ment Health. 2023 May 11:1-12. doi: 10.1007/s12310-023-09585-y.
Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty for researchers attempting to address heterogeneity in SEL research and practitioners who want to select programs best suited for their contexts. This paper begins to address these concerns by extracting and contrasting 'core components' of interventions within an identified shortlist of 13 universal, elementary evidence-based programs through a distillation method using the often cited 'five core competency' model from CASEL (Collaborative for Academic, Social, and Emotional Learning). Results showed that CASEL's core competencies are represented across short-listed programs. However, almost all programs had identifiable foci, targeting a subset of skills. Accordingly, the use of 'core components' is recommended as a method for offering more nuance in SEL classification for programs beyond the current study, with implications for program implementation and the design of future research in SEL evaluation.
尽管社会情感学习（SEL）使全球的儿童和青少年受益，但将一个项目归类为SEL不足以体现其内容的多样性。目前几乎没有什么能帮助识别特定的项目内容，以便确定重点（例如，自我管理技能与社交技能）。这一差距给试图解决SEL研究中的异质性的研究人员以及想要选择最适合其环境的项目的从业者带来了困难。本文通过一种提炼方法，从13个普遍适用的、基于小学证据的项目的确定候选名单中提取并对比干预措施的“核心组成部分”，开始解决这些问题，该方法使用了CASEL（学术、社会和情感学习协作组织）经常引用的“五项核心能力”模型。结果表明，CASEL的核心能力在入围项目中都有体现。然而，几乎所有项目都有可识别的重点，针对的是一部分技能。因此，建议使用“核心组成部分”作为一种方法，为当前研究之外的项目在SEL分类中提供更多细微差别，这对项目实施和SEL评估未来研究的设计具有启示意义。
