Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of sui...Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.展开更多
The symptoms of autism spectrum disorder（ASD） have been hypothesized to be caused by changes in brain connectivity. From the clinical perspective, the‘‘disconnectivity＇＇ hypothesis has been used to explain chara...The symptoms of autism spectrum disorder（ASD） have been hypothesized to be caused by changes in brain connectivity. From the clinical perspective, the‘‘disconnectivity＇＇ hypothesis has been used to explain characteristic impairments in ‘‘socio-emotional＇＇ function.Therefore, in this study we compared the facial emotional recognition（FER） feature and the integrity of socialemotional-related white-matter tracts between children and adolescents with high-functioning ASD（HFA） and their typically developing（TD） counterparts. The correlation between the two factors was explored to find out if impairment of the white-matter tracts is the neural basis of social-emotional disorders. Compared with the TD group,FER was significantly impaired and the fractional anisotropy value of the right cingulate fasciculus was increased in the HFA group（P ／ 0.01）. In conclusion, the FER function of children and adolescents with HFA was impaired and the microstructure of the cingulate fasciculus had abnormalities.展开更多
背景婴幼儿的社会情感对其健康成长与未来发展至关重要,是不可忽视的一方面。目的调查西部贫困农村地区婴幼儿的社会情感现状,分析影响婴幼儿社会情感的相关因素,以提出有针对性的改善措施。方法2012年6月,以四川省凉山彝族自治州和甘...背景婴幼儿的社会情感对其健康成长与未来发展至关重要,是不可忽视的一方面。目的调查西部贫困农村地区婴幼儿的社会情感现状,分析影响婴幼儿社会情感的相关因素,以提出有针对性的改善措施。方法2012年6月,以四川省凉山彝族自治州和甘肃省甘南藏族自治州的贫困农村地区为研究现场,采用多阶段随机抽样法,最终抽取9个县26个乡镇78个村的1 328例3~20个月婴幼儿看护人为调查对象。调查问卷由结构式问卷和婴幼儿社会情感量表(ASQ:SE)组成,并进行面对面访谈式调查。结构式问卷包括婴幼儿人口学资料(性别、月龄、民族、家庭子女数、顺产儿或剖宫产儿、早产儿或非早产儿、出生地、家庭低保情况)、近2周内生病情况、家庭房屋价值以及婴幼儿母亲人口学资料(职业、受教育年限、认为最合适的开奶时间、早开奶情况、购买婴幼儿相关图书情况)。记录婴幼儿的社会情感现状,并采用多元线性回归分析婴幼儿社会情感的影响因素。结果共发放调查问卷1 328份,最终完成问卷调查且为回收有效问卷1 302份,回收有效率98.04%。1 302例婴幼儿中男685例(52.61%),女617例(47.39%);3~8个月393例(30.18%),9~14个月493例(37.87%),15~20个月416例(31.95%);近2周内生过病的婴幼儿737例(56.61%),未生过病565例(43.39%);婴幼儿母亲:在家务农或带孩子1 179例(90.55%),在外打工123例(9.45%);受教育年限<9年991例(76.11%),≥9年311例(23.89%);认为最合适的开奶时间≤1 h 442例(33.95%),2~12 h 372例(28.57%),13~24 h 74例(5.68%),>24 h 414例(31.80%);早开奶445例(34.18%),未早开奶857例(65.82%);购买过婴幼儿相关图书53例(4.07%),未购买过1 249例(95.93%)。3~8、9~14、15~20个月婴幼儿ASQ:SE评分分别为(45.1±26.4)(59.0±30.3)(61.5±34.1)分。3~8、9~14、15~20个月婴幼儿存在社会情感问题的分别为190例(48.35%)、309例(62.68%)、252例(60.58%),即1 302例婴幼儿中共有7展开更多
Intensive parenting is becoming a prevalent parenting style in China.Parents invest tremendous time,energy,and money in childrearing,whereas the effectiveness of intensive parenting in helping children obtain developm...Intensive parenting is becoming a prevalent parenting style in China.Parents invest tremendous time,energy,and money in childrearing,whereas the effectiveness of intensive parenting in helping children obtain developmental advantages remains controversial.Using the questionnaire survey,the present study investigates 388 mothers of preschoolers in Shanghai and Jinan,Shandong province,to explore the associations between the intensiveness of mothering,maternal psychological well-being,and preschoolers’emotional and behavioral competence.Four distinct patterns of the intensiveness of mothering are identified using latent profile analysis:high-endorsement&high-practice,medium-endorsement&medium-practice,low-endorsement&lowpractice,and selective-endorsement-and-practice.Maternal psychological well-being suppresses the relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The intensiveness of mothering is positively related to preschoolers’emotional and behavioral competence after excluding the indirect effect of maternal psychological well-being.In addition,mothers from profiles showing higher levels of the intensiveness of mothering have worse psychological wellbeing,and their preschoolers have lower levels of social-emotional development.The two pathways counteract each other,resulting in a non-significant overall relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The present study suggests that mothers may adjust their attitudes and practices toward intensive parenting,actively mediate their psychological well-being,and create a supportive environment for children’s social-emotional development.Families,preschools,and society as a whole are recommended to establish collaborative mechanisms to support mothers’childrearing and reduce their parenting stress.展开更多
Social-Emotional Competency(SEC),regarded as a critical psychological resource for individuals to adapt to social environments,is an effective protective factor for students’mental health,impacting their future succe...Social-Emotional Competency(SEC),regarded as a critical psychological resource for individuals to adapt to social environments,is an effective protective factor for students’mental health,impacting their future success and well-being.Analyzing the impact of SEC on university students’mental health can offer valuable insights for nurturing talents with healthy psychological and physical development.Based on data from two large-scale surveys of Chinese university students,this study designed two comprehensive Multiple Mediation Models involving SEC,stress,coping strategies,and stress reaction to explore the pathway of emotion nurturing mentality.Study 1 utilized a parallel mediation model to examine the relationships between SEC,academic stress,interpersonal stress,and stress reactions.The results indicated that SEC negatively predicted academic stress,interpersonal stress,and stress reactions.Additionally,academic and interpersonal stress mediated the relationships between SEC and stress reactions in parallel.Extending these findings,Study 2 further investigated the role of coping strategies.By constructing a multiple-chain mediation model,it examined the predictive relationships among SEC,academic stress,interpersonal stress,three types of coping strategies,and stress reactions.The findings indicated that SEC negatively predicted stress,problemavoiding strategy,and stress reactions,while positively predicting problem-solving and assistant-seeking strategies.Furthermore,the two stress types and three coping strategies significantly mediated the relationship between SEC and stress reactions.This indicated that higher SEC was associated with reduced stress and more adaptive coping strategies and subsequently contributed to more favorable stress reactions.This research explored the impact of university students’SEC on mental health and its relational mechanisms,aiming to provide theoretical reference and practical insights for future efforts in cultivating SEC among university students to adjust academic and in展开更多
In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of sui...In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention,we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.展开更多
目的了解和分析12~24月龄食物过敏儿童社会情绪发展异常的影响因素,为食物过敏儿童心理健康防治提供依据。方法选取2021年1月—2022年1月在某三级甲等妇幼保健院过敏专科门诊就诊的12~24月龄食物过敏儿童122例为研究对象,采用12~36月龄...目的了解和分析12~24月龄食物过敏儿童社会情绪发展异常的影响因素,为食物过敏儿童心理健康防治提供依据。方法选取2021年1月—2022年1月在某三级甲等妇幼保健院过敏专科门诊就诊的12~24月龄食物过敏儿童122例为研究对象,采用12~36月龄幼儿情绪社会性发展评估量表(Chinese Infant and Toddler Social-Emotional Assessment,CITSEA)和病史问卷等调查工具,根据CITSEA中19个因子结果,将发生一项或多项社会情绪因子异常儿童作为研究组,未发生社会情绪因子改变的正常儿童作为对照组,分析影响儿童社会情绪发展的可能因素。结果有一项或多项社会情绪因子异常的研究组儿童共80例(65.57%),未发生社会情绪因子改变的对照组儿童共42例(34.43%)。食物过敏儿童CITSEA中异常因子检出率最高前3位依次为饮食因子(36.89%、45/122)、睡眠因子(36.07%、44/122)和负性情绪因子(34.43%、42/122)。影响儿童社会情绪发展的单因素分析结果显示,两组儿童在母乳喂养时间、辅食添加态度、牛奶相关症状评分(Cow’s Milk Related Symptom Score,CoMiSS)、母亲目前焦虑状态、食物过敏种类数方面的比较差异均有统计学意义(均P<0.05)。多因素logistic回归分析结果显示,母亲焦虑状态、食物过敏种类数多是儿童社会情绪发展的危险因素(OR=12.933,95%CI:3.032~55.165;OR=15.282,95%CI:3.692~63.261),母乳喂养时间>6个月是社会情绪发展的保护因素(OR=0.133,95%CI:0.028~0.626)。结论食物过敏儿童社会情绪发展异常主要表现在饮食问题、睡眠问题和负性情绪方面;母亲焦虑状态、食物过敏种类数量多可能不利于儿童的社会情绪发展;母乳喂养时间>6个月可能有利于儿童的社会情绪发展。展开更多
Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Sha...Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.展开更多
Introduction.Research on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 pandemic.Research on mental health ...Introduction.Research on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 pandemic.Research on mental health and resilience of teachers from Slovak republic,Latvia,and Lithuania was conducted as part of the ERASMUS+project“Supporting Teachers to Face the Challenge of Distance Teaching”(2020-1-LV01-KA226-SCH-094599).Methodology.The primary goal of the first project phase was to assess social emotional health,so-called Covitality and resilience of teachers in elementary,secondary,and high schools in post-pandemic times and to focus on those areas which require significant support and development.1,200 teachers,400 from each participating country,took part in the research.Results were based on data from research methods:Resilience Scale(RS 14)and social-emotional health survey-teachers(SEHS-T)with the approval of the authors and with the consultation of M.J.Furlong,University of California,USA.Results.Teachers reported in all high level of social-emotional health overall indicator-Covitality,as well as enough high level in four of its domains:Belief in Self,Belief in Others,Emotional Competence,Engaged Living.Level of teachers’resilience has reached a moderate level in all three participating countries.There were found high significant positive correlations between teachers’resilience and overall covitality,as well as between resilience and covitality domains:Engaged living,Emotional Competence,and Belief in Self.Conclusions.Positive teacher strengths that were identified are self-regulation,empathy,cognitive reappraisal.Teachers demonstrated limits in resilience as a whole,in Belief in Others,especially in institutional and colleagues support,and in Engaged Living subscales gratitude,zest,and optimism.Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase in 2022.These activities will target strengthening a展开更多
In recent years,there has been an increasing interest to identify and assess indicators of school quality in Slovakia.Social-emotional health of pupils and teachers has been identified as one of the most important cri...In recent years,there has been an increasing interest to identify and assess indicators of school quality in Slovakia.Social-emotional health of pupils and teachers has been identified as one of the most important criterion of school quality.This chapter reports on social-emotional health of pupils and teachers in a Slovak inclusive primary school.The main organizational principles of an inclusive primary school in Bratislava,Slovakia are presented.The social-emotional health of teachers and students was assessed via an adapted Social-Emotional Health Survey-Secondary(SEHS-S).Findings of this pilot project indicate that teachers and pupils reported high level of social-emotional health associated with school’s core organizational principles guided by positive education frameworks.展开更多
文摘Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.
基金supported by The National Key Research and Development Program of China (2016YFC1306200)the National Natural Science Foundation of China (91132750)+1 种基金Major Projects of the National Social Science Foundation of China (14ZDB161)the Key Research and Development Program of Jiangsu Province, China (BE2016616)
文摘The symptoms of autism spectrum disorder（ASD） have been hypothesized to be caused by changes in brain connectivity. From the clinical perspective, the‘‘disconnectivity＇＇ hypothesis has been used to explain characteristic impairments in ‘‘socio-emotional＇＇ function.Therefore, in this study we compared the facial emotional recognition（FER） feature and the integrity of socialemotional-related white-matter tracts between children and adolescents with high-functioning ASD（HFA） and their typically developing（TD） counterparts. The correlation between the two factors was explored to find out if impairment of the white-matter tracts is the neural basis of social-emotional disorders. Compared with the TD group,FER was significantly impaired and the fractional anisotropy value of the right cingulate fasciculus was increased in the HFA group（P ／ 0.01）. In conclusion, the FER function of children and adolescents with HFA was impaired and the microstructure of the cingulate fasciculus had abnormalities.
文摘背景婴幼儿的社会情感对其健康成长与未来发展至关重要,是不可忽视的一方面。目的调查西部贫困农村地区婴幼儿的社会情感现状,分析影响婴幼儿社会情感的相关因素,以提出有针对性的改善措施。方法2012年6月,以四川省凉山彝族自治州和甘肃省甘南藏族自治州的贫困农村地区为研究现场,采用多阶段随机抽样法,最终抽取9个县26个乡镇78个村的1 328例3~20个月婴幼儿看护人为调查对象。调查问卷由结构式问卷和婴幼儿社会情感量表(ASQ:SE)组成,并进行面对面访谈式调查。结构式问卷包括婴幼儿人口学资料(性别、月龄、民族、家庭子女数、顺产儿或剖宫产儿、早产儿或非早产儿、出生地、家庭低保情况)、近2周内生病情况、家庭房屋价值以及婴幼儿母亲人口学资料(职业、受教育年限、认为最合适的开奶时间、早开奶情况、购买婴幼儿相关图书情况)。记录婴幼儿的社会情感现状,并采用多元线性回归分析婴幼儿社会情感的影响因素。结果共发放调查问卷1 328份,最终完成问卷调查且为回收有效问卷1 302份,回收有效率98.04%。1 302例婴幼儿中男685例(52.61%),女617例(47.39%);3~8个月393例(30.18%),9~14个月493例(37.87%),15~20个月416例(31.95%);近2周内生过病的婴幼儿737例(56.61%),未生过病565例(43.39%);婴幼儿母亲:在家务农或带孩子1 179例(90.55%),在外打工123例(9.45%);受教育年限<9年991例(76.11%),≥9年311例(23.89%);认为最合适的开奶时间≤1 h 442例(33.95%),2~12 h 372例(28.57%),13~24 h 74例(5.68%),>24 h 414例(31.80%);早开奶445例(34.18%),未早开奶857例(65.82%);购买过婴幼儿相关图书53例(4.07%),未购买过1 249例(95.93%)。3~8、9~14、15~20个月婴幼儿ASQ:SE评分分别为(45.1±26.4)(59.0±30.3)(61.5±34.1)分。3~8、9~14、15~20个月婴幼儿存在社会情感问题的分别为190例(48.35%)、309例(62.68%)、252例(60.58%),即1 302例婴幼儿中共有7
基金funded by the Shanghai Planning Office of Educational Science Research Program in 2022“The Ideal and Reality of Organized Extracurricular Activities:Parents’Rationales for Enrolling Children in Activities and Children’s Experiences in the Activities”(No.A2022004).
文摘Intensive parenting is becoming a prevalent parenting style in China.Parents invest tremendous time,energy,and money in childrearing,whereas the effectiveness of intensive parenting in helping children obtain developmental advantages remains controversial.Using the questionnaire survey,the present study investigates 388 mothers of preschoolers in Shanghai and Jinan,Shandong province,to explore the associations between the intensiveness of mothering,maternal psychological well-being,and preschoolers’emotional and behavioral competence.Four distinct patterns of the intensiveness of mothering are identified using latent profile analysis:high-endorsement&high-practice,medium-endorsement&medium-practice,low-endorsement&lowpractice,and selective-endorsement-and-practice.Maternal psychological well-being suppresses the relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The intensiveness of mothering is positively related to preschoolers’emotional and behavioral competence after excluding the indirect effect of maternal psychological well-being.In addition,mothers from profiles showing higher levels of the intensiveness of mothering have worse psychological wellbeing,and their preschoolers have lower levels of social-emotional development.The two pathways counteract each other,resulting in a non-significant overall relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The present study suggests that mothers may adjust their attitudes and practices toward intensive parenting,actively mediate their psychological well-being,and create a supportive environment for children’s social-emotional development.Families,preschools,and society as a whole are recommended to establish collaborative mechanisms to support mothers’childrearing and reduce their parenting stress.
基金Shandong Soft Science Project—Shandong Higher Education Top-Notch Talent Cultivation in Basic Disciplines from the Perspective of Social Emotional Learning(Project Number:2023RKY05001).
文摘Social-Emotional Competency(SEC),regarded as a critical psychological resource for individuals to adapt to social environments,is an effective protective factor for students’mental health,impacting their future success and well-being.Analyzing the impact of SEC on university students’mental health can offer valuable insights for nurturing talents with healthy psychological and physical development.Based on data from two large-scale surveys of Chinese university students,this study designed two comprehensive Multiple Mediation Models involving SEC,stress,coping strategies,and stress reaction to explore the pathway of emotion nurturing mentality.Study 1 utilized a parallel mediation model to examine the relationships between SEC,academic stress,interpersonal stress,and stress reactions.The results indicated that SEC negatively predicted academic stress,interpersonal stress,and stress reactions.Additionally,academic and interpersonal stress mediated the relationships between SEC and stress reactions in parallel.Extending these findings,Study 2 further investigated the role of coping strategies.By constructing a multiple-chain mediation model,it examined the predictive relationships among SEC,academic stress,interpersonal stress,three types of coping strategies,and stress reactions.The findings indicated that SEC negatively predicted stress,problemavoiding strategy,and stress reactions,while positively predicting problem-solving and assistant-seeking strategies.Furthermore,the two stress types and three coping strategies significantly mediated the relationship between SEC and stress reactions.This indicated that higher SEC was associated with reduced stress and more adaptive coping strategies and subsequently contributed to more favorable stress reactions.This research explored the impact of university students’SEC on mental health and its relational mechanisms,aiming to provide theoretical reference and practical insights for future efforts in cultivating SEC among university students to adjust academic and in
文摘In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention,we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.
文摘目的了解和分析12~24月龄食物过敏儿童社会情绪发展异常的影响因素,为食物过敏儿童心理健康防治提供依据。方法选取2021年1月—2022年1月在某三级甲等妇幼保健院过敏专科门诊就诊的12~24月龄食物过敏儿童122例为研究对象,采用12~36月龄幼儿情绪社会性发展评估量表(Chinese Infant and Toddler Social-Emotional Assessment,CITSEA)和病史问卷等调查工具,根据CITSEA中19个因子结果,将发生一项或多项社会情绪因子异常儿童作为研究组,未发生社会情绪因子改变的正常儿童作为对照组,分析影响儿童社会情绪发展的可能因素。结果有一项或多项社会情绪因子异常的研究组儿童共80例(65.57%),未发生社会情绪因子改变的对照组儿童共42例(34.43%)。食物过敏儿童CITSEA中异常因子检出率最高前3位依次为饮食因子(36.89%、45/122)、睡眠因子(36.07%、44/122)和负性情绪因子(34.43%、42/122)。影响儿童社会情绪发展的单因素分析结果显示,两组儿童在母乳喂养时间、辅食添加态度、牛奶相关症状评分(Cow’s Milk Related Symptom Score,CoMiSS)、母亲目前焦虑状态、食物过敏种类数方面的比较差异均有统计学意义(均P<0.05)。多因素logistic回归分析结果显示,母亲焦虑状态、食物过敏种类数多是儿童社会情绪发展的危险因素(OR=12.933,95%CI:3.032~55.165;OR=15.282,95%CI:3.692~63.261),母乳喂养时间>6个月是社会情绪发展的保护因素(OR=0.133,95%CI:0.028~0.626)。结论食物过敏儿童社会情绪发展异常主要表现在饮食问题、睡眠问题和负性情绪方面;母亲焦虑状态、食物过敏种类数量多可能不利于儿童的社会情绪发展;母乳喂养时间>6个月可能有利于儿童的社会情绪发展。
文摘Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.
文摘Introduction.Research on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 pandemic.Research on mental health and resilience of teachers from Slovak republic,Latvia,and Lithuania was conducted as part of the ERASMUS+project“Supporting Teachers to Face the Challenge of Distance Teaching”(2020-1-LV01-KA226-SCH-094599).Methodology.The primary goal of the first project phase was to assess social emotional health,so-called Covitality and resilience of teachers in elementary,secondary,and high schools in post-pandemic times and to focus on those areas which require significant support and development.1,200 teachers,400 from each participating country,took part in the research.Results were based on data from research methods:Resilience Scale(RS 14)and social-emotional health survey-teachers(SEHS-T)with the approval of the authors and with the consultation of M.J.Furlong,University of California,USA.Results.Teachers reported in all high level of social-emotional health overall indicator-Covitality,as well as enough high level in four of its domains:Belief in Self,Belief in Others,Emotional Competence,Engaged Living.Level of teachers’resilience has reached a moderate level in all three participating countries.There were found high significant positive correlations between teachers’resilience and overall covitality,as well as between resilience and covitality domains:Engaged living,Emotional Competence,and Belief in Self.Conclusions.Positive teacher strengths that were identified are self-regulation,empathy,cognitive reappraisal.Teachers demonstrated limits in resilience as a whole,in Belief in Others,especially in institutional and colleagues support,and in Engaged Living subscales gratitude,zest,and optimism.Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase in 2022.These activities will target strengthening a
文摘In recent years,there has been an increasing interest to identify and assess indicators of school quality in Slovakia.Social-emotional health of pupils and teachers has been identified as one of the most important criterion of school quality.This chapter reports on social-emotional health of pupils and teachers in a Slovak inclusive primary school.The main organizational principles of an inclusive primary school in Bratislava,Slovakia are presented.The social-emotional health of teachers and students was assessed via an adapted Social-Emotional Health Survey-Secondary(SEHS-S).Findings of this pilot project indicate that teachers and pupils reported high level of social-emotional health associated with school’s core organizational principles guided by positive education frameworks.
