Romanian Teachers` Needs and Training Pilot Programme to Implement SEE in a Whole School Approach
DOI:
https://doi.org/10.18662/rrem/15.1/699Keywords:
Needs analysis, training programme pilot, social and emotional education, social and emotional competences, whole school approachAbstract
School-based interventions to promote students’ social and emotional competences are more likely to be effective if they are organised as part of a systemic, whole-school approach. This framework implies intentional and coherent interventions embedded in the school context, where teachers play a key role as they are the primary delivery agents of social and emotional education. As research shows, the success of such interventions is directly linked to the teachers` training and their confidence to deliver relevant learning experiences that support the development of children’s social and emotional competences. Under the Erasmus+ project SEEVAL we investigated the Romanian teachers` needs and experiences related to the social and emotional interventions in the school environment, in order to better understand their needs and therefore to tailor a training programme and protocols of action for a whole-school social and emotional education approach. Within this article we will present the main results of the needs analysis in Romania (764 teachers/school counsellors and 3,667 students) and elements of the subsequent training programme which has been piloted with 41 teachers from 6 Romanian schools. Conclusions are drawn and reflections are made towards ways of improvement in relation to the implementation of a whole school approach to social and emotional education in Romanian schools.
References
Andrei, A. (2020). Programe şi activităţi de consiliere pentru dezvoltarea competenţelor socio-emoţionale ale elevilor. Ghid pentru profesorii consilieri şcolari. Vol I-III. https://www.ise.ro/consiliere-pentru-dezvoltarea-competentelor-socio-emotionale-ale-elevilor
Bailey, R., Stickle, L., Brion-Meisels, G., and Jones, S. M. (2019) Re-imagining social-emotional learning: Findings from a strategy-based approach. In: KAPAN – Connecting education research, policy and practice. Online at. https://kappanonline.org/re-imagining-social-emotional-learning-findings-from-a-strategy-based-approach/
CASEL. (2021). SEL: What are the core competence areas and where are they promoted? CASEL https://casel.org/sel-framework
CASEL. (2015). CASEL Guide - Effective Social and Emotional Programs. Middle and High School. https://static1.squarespace.com/static/5532b947e4b0edee99477d27/t/5d0948b6a78e0100015f652f/1560889545559/CASEL+Secondary+Guide+2015.pdf
Cefai, C., Bartolo P. A., Cavioni. V., Downes, P. (2018) Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence, NESET II Report, Luxembourg: Publications Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/c7fae112-1529-11e8-9253-01aa75ed71a1
Cefai, C. S. C. (2021). A systemic, whole-school approach to mental health and well-being in schools in the EU - Analytical report. Luxembourg: Publications Office of the European Union.
Clarke, A., Sorgenfrei, M., Mulcahy, J., Davie, P., Friedrich, C. & McBride, T. (2021). Adolescent mental health: A systematic review on the effectiveness of school-based interventions. Early Intervention Foundation.
Clarke, A., Lovewell, K. (2021) Adolescent mental health evidence brief 2: The relationship between emotional and behavioural problems in adolescence and adult outcomes. Early Intervention Foundation.
European Council. (2018). Council Recommendations of 22 May 2018 on Key Competences for Lifelong Learning. Official Journal of European Union. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN
Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting stress management and wellbeing in educators: feasibility and efficacy of a school-based yoga and mindfulness intervention. Mindfulness, 7, 143–154.
Hendel-Giller, R. et. al. (2011). The Neuroscience of Learning: A New Paradigm for Corporate Education. The Maritz Institute White Paper May 2010.
Iancu, A., Rusu, A., Maroiu, C., Pacurar, R., Maricutoiu, L. (2018). The effectiveness of interventions aimed at reducing teacher burnout: A meta-analysis. Educational Psychology Review 30(2).
Jones, S. M., Bouffard, S. M. (2012). Social and emotional learning in schools from programs to strategies. In: Sharing Child and Youth Development Knowledge. Volume 26, number 42012. Harvard Graduate School of Education. https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1002/j.2379-3988.2012.tb00073.x
Jones, S.M. Bailey, R. and Jacob, R. (2014) Social-emotional learning is essential to classroom management. In: Phi Delta Kappan Volume 96 Issue 2. Online at. https://journals.sagepub.com/doi/pdf/10.1177/0031721714553405?download=true
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The future of children, 49-72.
NHS Digital. (2021). Rate of mental disorders among children. https://digital.nhs.uk/news/2021/rate-of-mental-disorders-among-children-remained-stable-in-2021-after-previous-rise-report-shows
SEEVAL project. (2021). Social and Emotional Education Building Inclusive Schools and Ownership of Values. Project partners: Trakia University, Bulgaria; CCTA, Bulgaria; Universita’ CA’ Foscari Venezia, Italy; CRSH, University of Malta; World University Service (WUS) Austria; CNPEE, Romania. https://seeval-project.eu/
Solmi, M., Radua, J., Olivola, M., Croce, E., Soardo, L., de Pablo, G. S., … & Fusar-Poli, P. (2021). Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies. Molecular Psychiatry, 1-15.
Wise, R. (2018). How school counselors and teachers can work together to promote social-emotional learning. https://educationandbehavior.com/how-to-teach-social-emotional-learning-in-the-classroom
Zull, J. E. (2002). The art of changing the brain: enriching the practice of teaching by exploring the biology of learning, 1st edition. Sterling Virginia: Stylus Publishing.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
