the importance of evidence-based action for effective...
TRANSCRIPT
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The Importance of Evidence-based Action for Effective Change:
Slouching Toward Collaborative Action
National Symposia on Middle Childhood
UBC – August 2018
Mark T. Greenberg Ph.D.Bennett Chair of Prevention Science –
Pennsylvania State University
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Good Morning!
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Two Questions:
1. How Can We Take A Broad Public Health Approach to SEL?
2. What is Systemic SEL and its relevance to education?
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What I Will Discuss
• A Short History of SEL
• Why is Evidence Important?
• Going Beyond the Classroom with SEL Models and Implementation
• Going Beyond The School - Child and Family Development and Community Systems Change
• SEL as a Broad Public Health Initiative
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Disclosure
Dr. Greenberg receives royalties from
Channing-Bete Corp. from
sales of the PATHS® Curriculum
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A Little History
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A POLL WITH FOUR QUESTIONS
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First Question
Are people with better social and emotional skills more likely to succeed in school and life?
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Second Question
Can social and emotional skills be taught?
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Third Question
Will children be better prepared for college, careers and life if we teach social, emotional, and academic skills?
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Fourth QuestionThen, how can we ensure that educators, human service providers, and families teach social and emotional skills effectively?
Because….Focusing on building the social and emotional competence of our children is our greatest hope for improving education and living meaningful and
successful lives.
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1960’s -1970’s
• Most programs have no evidence base and are proved ineffective
– Humanistic Education
Just talking about feelings
– Drug Education
Talking about the evils of alcohol and drugs,
Showing students drugs, Just Say NO
– Prison Visits to Scare Youth
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Late 1970’s- 1990’s
• Development and Testing of SEL and More Specific Substance Use Prevention Programs based on Logic Models of Building Protective Factors and Reducing Risk Factors
• Randomized Trials to Carefully Examine The Effectiveness of the Programs
• Beginning of Registries to Designate Effective Programs
(Blueprints, etc.)
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2000-2010
• Beginning Adoption of SEL Programs in Innovative Schools and Boards
• Focus on Studying What Factors in Implementation Lead to High Quality Use, Improvement in Student Outcomes, and Sustainability
• Recognition that Classroom-Based Programs alone do not transform schools
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2010-Present• Beginning Large Scale Adoption of SEL in Boards
• State and Provincial Recognition of the Critical Importance of SEL for Educational Outcomes
• Beginning Development of Board and Government Guidelines, Standards
• Recognition of the Need For Adult SEL for all Educators
• Recognition of the Need For Changes in Pre-Service Ed.
• Beginning Adoption of Systems Thinking: Big ?
What is Need to Create and Sustain Healthy Caring Schools??
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CASEL’s goal is to make social and emotional learning (SEL)
an essential part of every child’s education by:
• Advancing the science of SEL
• Expanding effective SEL practice
• Improving state and federal policies
Collaborative for Academic, Social, and Emotional Learning (CASEL)
www.casel.org
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1997: CASEL Defines the Field of SEL2015: Current and Future Perspectives on
Social and Emotional Learning
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Self-awareness
Self-management
Form positive relationships, work in teams, deal effectively with conflict
Make ethical, constructive choices about personal and
social behavior
Manage emotions and behaviors to achieve
one’s goals
Show understanding and empathy for others
Build citizenship through social engagement
SEL: Knowledge, Skills, Attitudes and Behavior
Recognize one’s emotions, attiitudes/mindsets,values,
and strengths
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2011 Meta-Analysis of 213 studies involving school-based, universal SEL programs including over 270,000 students in K-12 revealed:
Science Links SEL to Student Gains:
• Social-emotional skills
• Improved attitudes about self, others, and school
• Positive classroom behavior
• 11 percentile-point gain on standardized achievement tests
And Reduced Risks for Failure:
• Conduct problems
• Emotional distress
Source: Durlak, Weissberg, et al.. (2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development: 82 (1), 405-432.
SEL Improves Behavior and Learning
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Logic Model: How Does SEL Enhance Academic Performance and Development?
SEAD Approaches:
• Explicit SEL Skills
Instruction
• Integration with Academic
Curriculum Areas
• Quality Teacher
Instructional Practices
• Organizational, Culture,
and Climate Strategies
SEL Skill Acquisition:
Five Competence Areas
Improved Attitudes:
Self, Others, Learning, and
Schools
Enhanced Learning
Environment: Supportive,
Engaging, and Participatory
Positive Social
Relationships
Fewer Conduct
Problems
Less Emotional
Distress
Improved Academic
Performance
Positive Health-
Related Behaviors
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The Economic Value of SEL
•“The aggregate result also shows considerable benefits relative to costs, with an averagebenefit-cost ratio of about 11 to 1 among the six interventions. This means that, on average, for every dollar invested equally across the six SEL interventions, there is a return of eleven dollars, a substantial economic return.”
Source: Belfield, Levin et al., 2015 (p. 5)
$1 Invested = $11 Return
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Guidance for Selecting Evidence-Based Programs and Practices
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Why Randomized Trials UnderEstimate Effects of SEL
• They are short-termSchools would be foolish only to provide SEL in one or two grades vs. systems wide
• Teachers are usually inexperiencedAs teacher expertise improves, so will outcomes
• Trials usually only assess the effects of the classroom program – we need school wide studies to see broader effects
• Schools have not yet created systems change
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“In theory there is no difference between theory and practice; in
practice, there is.”Yogi Berra
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SEL CURRICULUM & INSTRUCTION
THE CASEL Model: Schoolwide SEL
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SELF-MANAGEMENT
SELF-AWARENESS
RESPONSIBLE DECISION-MAKING
RELATIONSHIP SKILLS
SOCIAL AWARENESS
Social andEmotionalLearning
(SEL)
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Connectedness and Belonging: Ensure Well-Being for All Children
Across Developmental Levels
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Healthy Caring Relations with Peers and Adults
Self-Control/Emotion Regulation
Building Attention and Learning Capacity
Creating Safe, Welcoming, Caring Schools
A Sense of Belonging and Meaning, and Purpose
Resilience Factors that create Well-Being for Children and Youth
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Prenatal and Infant DevelopmentIt Begins with Parenting
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Contexts that Support SEL Skills, Caring and Compassion
• Secure Early Childhood Attachments to Parents and Caregivers
• What Children See Adults Do and Why?
• What Values are Promoted (world view) at Home, at School, in the Community?
• What Skills Children Learn and Havethe Opportunity to Practice?
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Early Childhood Education
Early Childhood SEL Programs Show Substantial Effects
20 Year Study shows that Kindergartners with higher SEL competence were more likely to:
graduate from high school
complete a college degree
obtain stable employment in young adulthood
And less likely to be
living in public housing
receiving public assistance
involved with police
in a detention facility
Jones., Greenberg,& Crowley, (2015). Early Social-Emotional Functioning and Public Health. American Journal of Public Health.
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• Treatment (even when effective) will not substantially reduce the number of new “cases”
• Schools are the primary setting in which problems arise and can be prevented
• Building protective factors to promote good mental health reduces the burden on multiple forms of later disease/poor outcomes and improves academic outcomes
Why is School-Based Prevention Critical to Community Well-Being?
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Both Children and Adults need Emotion Regulation skills
Schools need to adopt practices that create shared communities of caring, healthy norms and a safe environment
This can include high quality SEL skills, mindfulness skills, expressing caring and gratitude, service learning, etc.
This requires Principal Leadership at the building level
This requires Systems Planning at the Board Level
Issues in Creating a Caring School
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Challenge: Implementation
An effective intervention is one thing………
Implementation of an effective
intervention is a very different thing!
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Understand the Right Conditions for SEL To Thrive in Schools
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School Design, Culture, Climate and Learning Factors
• SEL programs and practices will not grow and germinate in the wrong situation
• Understand Keys to System/Organizational Change
• Principal Leadership Training is a Key Factor
• Need to Understand Key Issue is Relationships and
Administrators “Walking the Talk”
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Lessons Learned From Research and Practice
Across many evidence-based programs, fidelity matters
The best outcomes are associated with high fidelity practitioners
High fidelity results from careful attention to implementation of evidence-based programs, practices, and policies
A healthy school culture and involved leadership are key factors in whether SEL will thrive
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SEL CURRICULUM & INSTRUCTION
SELF-MANAGEMENT
SELF-AWARENESS
RESPONSIBLE DECISION-MAKING
RELATIONSHIPSKILLS
SOCIAL AWARENESS
Social andEmotionalLearning
(SEL)
Contexts and Experiences
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Listening and Learning from Teachers
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A National Teacher Survey on How Social
and Emotional Learning Can Empower Children and Transform Schools
May 2013
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SEL: The Missing Piece
• 95% of US teachers believe that social and emotional skills are teachable to all children
• Teachers believe a larger focus on SEL will have major positive effect on:– school attendance and graduation (80%),
– life success (87 percent)
– college preparation (78%)
– academic success (75%)
The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. Civic Enterprises, 2013
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Canadian Teacher’s Federation (2014)
• 30% of new teacher leave in first 5 years
• 79% believe their stress related to work-life imbalance has increased over the last five years
• 85% reported that work-life imbalance is affecting their ability to teach
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The Stress and Well-Being of Teachers
• There is a serious crisis of teacher retention
• Teaching is now rated as a highly stressful profession -46% report excessive daily stress (Gallup)
• We need to support Teacher’s Own SEL and professional growth
• 6 Randomized Trials show that we can increase teacher’s well-being and enjoyment of teaching
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Cultivating
Awareness &
Resilience In
Education
Createforeducation.org
Developers: Tish Jennings, Christa Turksma and Richard Brown
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A Holistic Picture: Supporting Effective Social and Academic Development and Well Being
Teacher Well-Being and Awareness
Social and Emotional
Skill Development
Effective Conditions for Learning/Norms of Caring
Healthy, Caring Schools
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The Prosocial School:
A Model of Principal Social and Emotional Competence and School, Classroom, and Child Outcomes
Healthy Principal/Staff Relationships
Healthy SchoolClimate
Effective SEL implementation
Principal Social & Emotional Skills &
Well Being
StudentSocial, emotional &
academic outcomes
Healthy Organizational School Culture
School/Community Context Factors
Effective Principal-Community
Relationships
Turksma & Greenberg, 2018
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How Do We Become More Systemic in Our Thinking?
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CASEL School Theory of Action
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TEN INDICATORS OF SCHOOLWIDE SELC
LASS
RO
OM Explicit SEL instruction
All students receive explicit SEL instruction and opportunities to practice SEL that are developmentally appropriate and culturally responsive.
SEL integrated with instruction In addition, SEL content is integrated into instruction.
CO
MM
UN
ITY
F
AM
ILY
SC
HO
OL
Supportive school and classroom climates
Schoolwide and classroom learning environments are supportive, culturally responsive, developmentally appropriate, and focused on building community.
Youth voice and engagementStaff engage students in leadership roles as problem-solvers and decision-makers by offering them opportunities to inform instruction and strengthen school climate.
Focus on adult SEL and relationshipsStaff have regular opportunities to cultivate their own social, emotional, and cultural competence, collaborate with one another, build relational trust, and maintain a strong community.
Supportive disciplineDiscipline policies and practices are instructive, restorative, developmentally appropriate, and equitable.
A continuum of integrated supports SEL is seamlessly integrated into a continuum of academic and behavioral supports.
Systems for continuous improvement
School leadership team(s) intentionally plan for and communicate about SEL. School-level data are collected and used to continuously improve all SEL-related systems, practices, and policies with a focus on equity.
Authentic Family partnershipsFamilies and school staff have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional, and academic development.
Aligned Community partnershipsSchool staff and community partners align on common language, strategies, and
communication around all SEL-related efforts and initiatives, including out-of-school time.
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Going Beyond The School Day!Creating Collaborative Action
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Five Key Strategic Priorities
1. Establish organizational conditions
2. Build capacity
3. Introduce evidence-based mental health promotion and prevention programming
4. Support specific populations
5. Contribute to system coordination across sectors
Ontario Mental Health Assist 2017-2020
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Tiered Intervention Model of System of Care
From Kathy Short, 2016, Intl J. of Mental Health Promotion
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Task of Integration
1. Across Ecologies of the Child’s Lifea. Classroomb. Schoolc. Familyd. Neighborhood
2. Across Levels of Service/Tiers1. Universal: Promotion &
Prevention2. Selective3. Indicated4. Treatment
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The Dilemma
What Do Government and Citizens Want?
• Reduced Poor Outcomes for Children and Families
• Use Programs and Policies That Work
• Effective Community Coordination Between Agencies and Sectors
• Accountability – Quality Data Systems
What is the Typical Community Doing?
• Trying to Reduce Poor Outcomes
• Usually Utilize Programs with Little or No Evidence
• Poor Coordination with Each Agency/Sector Doing Their “Own Thing”
• Poor Data Systems and Little Accountability
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The Challenges
• Cultivating community/school-based prevention work that is focused and strategic
• Increase (carefully planned) adoption of Evidence-Based Practices by more communities
• Ensure high quality implementation
• Sustain programs long-term
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What is needed…….• Organizational leaders and practitioners need
– support to understand the public health model
– ongoing TA to make decision based on data and learn about evidence-based programs
• Agencies need quality training in how to implement and sustain programs
• Creating a Community Prevention System is a systems/organizational change and requires Top-Down and Bottom-Up Support.
• Policy work is needed to capture & redistribute dollars saved through prevention
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Stages of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
3 – 6 Years
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Summary: What We Know & Next Steps
• High Quality SEL Programs Exist
• Translational Research is Necessary to Bring SEL Programs &
Policies to Wide-Scale Implementation with Fidelity and
Sustainability
• This Requires Both Policy Change and Infrastructural
Development
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A Vision of Social and Emotional Learning: Classroom, School,
District, State, Nation, World
All children and youth are engaged and active
learners who are self-aware, caring, respectful,
connected to others, responsible decision
makers, and academic achievers.
Students are contributing in positive ways to their
school and community.
Educators, students, families, and community
members work together to support the healthy
development of all students.
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