Meland Emily Anne, Brion-Meisels Gretchen
Harvard University, Cambridge, MA, United States.
Front Psychol. 2023 Jul 21;14:1059317. doi: 10.3389/fpsyg.2023.1059317. eCollection 2023.
Much has been written about social and emotional learning (SEL) and its positive impact on young people's academic and life outcomes, yet most of this research is based in early childhood and elementary settings. SEL programming for adolescents has shown mixed results, with many programs proving to be largely ineffective or even showing slightly negative impacts for some youth. Adherence to scripted SEL curricula, or "fidelity" to the program components, is often seen by young people to be "lame", inauthentic, and condescending, failing to connect to the topics and issues that feel most critical to them in this stage of their development. For all students, and especially for those whose identities have been systematically marginalized or oppressed by the dominant culture, SEL programming that fails to explicitly address these experiences of injustice often feels inauthentic and out of touch for youth. Therefore, effective implementation of SEL for adolescents is likely to require skillful adaptation and responsiveness to the identities, interests, and motivations of students by educators. In this case, effective SEL may look less like fidelity to a specific set of scripts, sessions, or activities, but rather a commitment to the wholeness of a set of core principles, relationships, and opportunities for adolescent exploration and leadership/empowerment, or what we will call of implementation. In this paper, we present one promising approach to adolescent social and emotional development - youth participatory action research (YPAR) - and the ways in which studying the YPAR process (in addition to the research topics selected by youth) can provide key insights into the social and emotional learning and development of youth.
关于社会情感学习（SEL）及其对年轻人学业和生活成果的积极影响，已有大量著述，但这些研究大多基于幼儿期和小学阶段。针对青少年的SEL项目结果参差不齐，许多项目在很大程度上被证明无效，甚至对一些青少年产生了轻微的负面影响。年轻人往往认为，遵循脚本化的SEL课程，即对项目组成部分的“忠实度”，是“蹩脚的”、不真实的且居高临下的，无法与他们在这个发展阶段认为最重要的主题和问题产生联系。对于所有学生，尤其是那些身份被主流文化系统性边缘化或压迫的学生来说，未能明确解决这些不公正经历的SEL项目，对青少年而言往往感觉不真实且脱节。因此，要有效地在青少年中实施SEL，教育工作者可能需要巧妙地根据学生的身份、兴趣和动机进行调整并做出回应。在这种情况下，有效的SEL可能不太像是对特定一组脚本、课程或活动的忠实遵循，而更像是对一套核心原则、关系以及青少年探索和领导力/赋权机会的完整性的承诺，或者我们将称之为实施的整体性。在本文中，我们提出了一种针对青少年社会情感发展的有前景的方法——青年参与式行动研究（YPAR），以及研究YPAR过程（除了青年选择的研究主题之外）能够如何为青少年的社会情感学习与发展提供关键见解。
