Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social,emotional and behavioural difficulties (SEBD)

ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.     

A social skills intervention programme for kindergarten children at risk of developing behavioural problems

ABSTRACT

A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining.     

An evaluation of the impact of an inter‐agency intervention programme to promote social skills in primary school children

This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist.     

Social skills training with early adolescents: Effects on social skills, well-being, self-esteem and coping

This study discusses the educational effects of a social skills training on adolescents’ social skills, self-esteem, well-being and coping. A group of 14- to 16-year-old normal adolescents followed a social skills training based on social learning principles. A pre-test — experiment — post-test design was used and the group’s performance was compared with that of a non-intervention control-group. The training was given at school, and the data were collected by means of self-report measures. The results show that the training was successful in several respects: the adolescents’ social anxiety decreased, their social activity increased, their self-esteem improved, and they made more use of adequate coping-strategies. The implications of the results for different sub-groups of adolescents are discussed. Critical attention is also given to two other issues: the type of assessment used and the short-term nature of the evaluation.     

Using dyad-specific social stories to increase communicative and social skills of preschoolers with hearing loss in self-contained and inclusive settings

Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) and an inclusive regular preschool. A social story with a verbal prompt was provided before play (Intervention 1), and a social story with a teacher prompt and verbal prompting and reinforcement during play were provided (Intervention 2). A single-subject design revealed that in the inclusive settings, three of the four participants increased verbal comments and play turns in Interventions 1 and 2, although some changes were slight. In the oral preschool classroom, two showed improvements in target behaviours with both interventions. Generalisation of skills occurred in two participants. Additionally, all participants generalised some vocabulary from their social story to play. Implications for teaching young children with hearing loss who are oral in inclusive classrooms are discussed.     

Children at risk for early academic problems: the role of learning-related social skills

Increasing evidence suggests that aspects of children’s learning-related social skills (including interpersonal skills and work-related skills) contribute to early school performance. The present investigation examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work-related skills. Children were selected from a sample of 540 children based on low work-related skills scores on the Cooper-Farran Behavioral Rating Scales, a teacher-rated scale. Results indicated that work-related skills predicted unique variance in academic outcomes at school entry and at the end of second grade, after controlling for kindergarten academic score and important background variables. In addition, children with poor work-related skills (n = 82) were found to differ from the overall sample on a number of child, family, and sociocultural variables including: significantly lower IQs, more behavior difficulties, and more medical problems, such as hearing and language problems. Finally, children with low work-related skills scored lower on academic outcomes at the beginning of kindergarten and at the end of second grade. Findings highlight the importance of early work-related skills in understanding successful school transition and early academic achievement.     

Integration of a social skills training: a case study of children with low social skills

This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with low social skills demonstrated changes in social skills through positive play behaviours such as asking positive questions, offering suggestions, initiating play episodes, and sharing play materials, although they had limited ability to maintain play episodes.     

Behaviour and skills in six-year-old children in a 'high risk' programme

Problem behaviour hampers learning and the normal development of skills and competencies. The children in focus in this article from Norway are six-year-olds with persistent problem behaviour. Early identification of these children is imperative for the implementation of structured educational interventions. Knowledge about their behaviour and skills is therefore important. The aim of the study reported here by Ann-Mari Knivsberg, professor of special education at the National Centre for Reading Education and Research at the University of Stavanger, Synnøve Iversen, physiotherapist and research fellow at the University of Bergen, Magne Nødland, speech therapist and special educator, and Karl-L Reichelt, senior consultant and researcher at the Paediatric Research Institute at the National Hospital in Oslo, was to assess the participants' behaviour and their cognitive, linguistic and motor skills and to correlate behaviour and skills. The participants were 31 children enrolled in a 'high-risk' programme for children with problem behaviour. Standardised test materials were used to obtain information on their behaviours and skills. Social problems, attention problems, anxiety and depressive traits were the most frequently reported behavioural problems. Linguistic delay, lower than normal cognitive scores and severe motor co-ordination difficulties were also detected. Correlations were found between various behavioural traits and between the behaviour and the skills. Attention problems were most frequently correlated to cognitive, linguistic and motor functioning. At the end of their article, the authors call for multi-disciplinary approaches to the design of future assessment and intervention strategies and to further research into the effectiveness of available screening instruments and intervention programmes.     

The effectiveness of structured co-operative teaching and learning in Greek primary school classrooms

This study focuses upon the effectiveness of structured co-operative group work on primary school students, aged between 8.5 and 9.5 years old, regarding their content knowledge, attitudes towards co-operative group work, experiential learning and open-ended curriculum as well as students' social and learning behaviour during co-operative group work. A cross-curricular educational programme was implemented within the curriculum area of environmental studies entitled ‘traffic education'. The methodology applied in this study was the experimental and the case study research designs. The findings of the present study support the view that pupils can gain benefits through structured group work co-operation in obtaining content knowledge and group work skills, as well as in developing positive attitudes towards group work, experiential learning, open-ended curriculum and the co-operation with their peers with learning difficulties (LDs). Changes in the relationships with the peers were not affected after the implementation of the educational programme.     

Changes in aspects of students' self-reported personal,social and technical skills during a six-week wilderness expedition in Arctic Greenland

Abstract

This investigation focuses on students' self-reported changes in personal, social and technical skills that took place during a six-week long expedition to East Greenland. A 105-item pre-and post-expedition questionnaire was completed by 60 young expeditioners aged 16 to 20. Before the expedition participants generally felt that they had high levels of skills and were well prepared for the expedition. Of the 49 items in the 105-item questionnaire which related to participants' personal, social and technical skills, 22 showed statistically significant differences from those expected by chance when tested using the chi-square test. In terms of their personal skills, participants self-reported statistically significant changes (p < 0.05) in their ability to avoid depression, avoid loneliness, set priorities, achieve goals, solve problems efficiently, cope with constant cold, enjoy isolation, manage time efficiently, maintain physical fitness, be enthusiastic, demonstrate confidence and set goals. In terms of social skills participants self-reported statistically significant changes (p < 0.05) in their ability to control their emotions, motivate others, organise others, live in crowded circumstances, lead through consultation with others and maintain personal hygiene. In terms of technical skills participants self-reported statistically significant changes (p = 0.05 or smaller) in their ability to prepare dehydrated food, tie on and use ropes in glacier travel, use crampons and take charge of rescuing a member of their party from a crevasse. These items indicate that participants learned about survival and general skills associated with expeditions as a result of experiencing the expedition.

This analysis of self-reported changes in items relating to expedition participants' personal, social and technical skills shows that participants have rated themselves more highly at the end of the expedition in a range of useful social/leadership skills and personality traits. The question of whether these same skills and traits could be transferable to higher education, employment and life in future is raised as a futher area for research. The improved technical skills reported will be useful if the participants undertake further expeditions to similar wilderness areas in future, perhaps as leaders. The potential of the findings of this study for training future leaders on expeditions is considered. Findings from this study may also be worthy of consideration by companies and organisations involved in personal development and training programmes.     

Quality of Australian childcare and children's social skills

This study investigated the relationships and interactions between childcare quality (Early Childhood Environmental Rating Scale – Revised edition [ECERS‐R]/Early Childhood Environmental Rating Scale – Extension [ECERS‐E]) and children's social skills (SSRS) in different sociodemographic areas within one Australian city. Multiple regression analysis revealed that some subscales of ECERS‐R and ECERS‐E (language–reasoning, programme structure, space and furnishings, parents and staff, literacy, mathematics, science and environment) predicted the level of children's social skills and the frequency of problem behaviour, with positive and negative effects. Interestingly, although total scores for ECERS‐R and ECERS‐E were not significant predictors of social skills scores, interaction between total ECERS‐R and ECERS‐E scores was a significant predictor. With some qualifications the study provides evidence that both the childcare centre's neighbourhood and the quality of childcare provision are related to children's social skills. The interaction between social/emotional and academic aspects of quality suggests that we need to consider synergistic dimensions in quality in order to optimally enhance social skills in children.     

A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme

In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base.     

Acquisition and generalization of social skills in elementary-aged children with learning disabilities

The generalization of specific social skills to new environments/situations by elementary-aged students with learning disabilities was the primary focus of this study. During the spring semester of 1985, training in the learning disabilities resource room, including a discussion and verbal rehearsal of appropriate skill use and positive consequences of using the specific social skill appropriately, was initiated. Once the subject became proficient in the skill of interest, attempts to establish the skill outside the resource room were initiated (training sufficient exemplars). Reinforcement in the form of systematic attention was delivered in the new environments by teachers and parents. During the fall semester of 1985 each of the subjects was again observed with respect to the behaviors of interest. All subjects manifested generalization of the social skills to the new environments.     

Educational use of social networking technology in higher education

This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.     

School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.     

Personal best goals and academic and social functioning: A longitudinal perspective

Personal best goals (PB goals) articulate a target performance standard that matches or exceeds one’s previous best. This study examined the role of PB goals in academic and social functioning. Alongside academic and social outcome measures, PB goal items were administered to 249 high-school students at the beginning and end of their school year. Longitudinal structural equation modeling suggested, at Time 1, PB goals significantly predicted students’ deep learning, academic flow, academic buoyancy, positive teacher relationship, and favorable attitudes toward peer cooperation. Further, at Time 2, the effects of PB goals on deep learning, academic flow, and positive teacher relationship remained significant after controlling for prior variance of corresponding Time-1 factors, suggesting sustained benefits of PB goals in students’ academic and social development. These findings hold substantive, applied, and methodological implications for researchers and practitioners seeking to examine and harness PB goals in educational settings.     

Developing and sustaining provision for children with motor skills difficulties in schools: the role of educational psychologists

The current paper outlines a three-year action research project with 39 schools in one inner city local authority. A local need to improve provision for children with motor skills difficulties resulted in a team of educational psychologists (EPs) and specialist teachers developing the Manchester Motor Skills Intervention (MMSI), which is a flexible package of support for primary schools. Support provided ranged from staff training and resources aimed to improve universal provision through to motor skills groups for targeted children. A mixed method evaluation was undertaken which aimed to establish which aspects of the MMSI schools found most useful and whether the programme was sustainable. The evaluation involved interviews at the end of the two-year project and school provision audits one year after the project had ceased. Participants valued the contribution of the research team to the development of a targeted intervention programme and the provision of ongoing support, while evidence suggests that the whole-school element of the MMSI requires further development. Some barriers and facilitators to sustainability are identified and discussed.     

Study of an Educational Programme in Dementia Care for Family Carers in Taiwan

Currently there is a lack of understanding of dementia by the general public in Taiwan, and more importantly, those who care for dementia suffers. The aim of the current Educational Programme (EP) was to help the participants increase their knowledge of dementia, and thus to strengthen their caring skills for dealing with the Older Adults with Dementia (OAwD). The programme involved 282 participants and took 15 months to complete. All those participated were non-professional, private carers who looked after their family members that suffer from dementia. It was demonstrated that such a programme was greatly beneficial to participants in gaining knowledge about dementia, learning more caring skills, and other valuable information included in the educational programme curriculum. It was evident that after completion of the programme, the participants became more aware of the available community resources and more likely to access those additional support. All participants showed strong interest in repeating the educational programme to further enhance their caring skills.     

Social skills of Slovenian primary school students with learning disabilities

Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7–9 of regular primary school in Slovenia experience difficulties in social skills compared to their peers without LD. The following measuring instruments were used: the Questionnaire about Interpersonal Difficulties for Adolescents, the Social Anxiety Scale for Adolescents and the Self-Concept Scale. The basic research findings indicated statistically significant structural differences between the students with LD and their peers. The two groups differ in terms of difficulties in social interaction. Students with LD experience more difficulties. Statistically significant differences between the groups also appeared in tension and inhibition in social contact and social anxiety, as well as in the area of self-concept: students with LD are more anxious and reserved in social contacts.