What skills are developed in social-emotional learning?
SEL is designed to increase children’s coping, emotional understanding and interpersonal problem-solving skills as well as enhance self-esteem, self-control and sense of efficacy or confidence in their ability.
The most widely used framework for SEL is the CASEL (Collaborative for Academic, Social, and Emotional Learning) framework, who introduced the term SEL back in 1994. Daniel Goleman (1995) and Adrian Faupel (2003) developed an emotional literacy framework that focused on five core domains that aim to build social and emotional competencies and to equip children with skills for life and learning. These domains were: Self-awareness, Self-regulation, Motivation, Empathy and Social Skills.
At Hamish & Milo we have used and adapted the Goleman/Faupel model to create our own Social and Emotional Literacy Pathway that is based around the five skill components but very explicitly establishes the huge importance of the context and the need for the right environment -based on relational practice and attachment for a child to be able to develop and grow socially and emotionally.
Within our Hamish & Milo SEL pathway we have explicitly added three precursor elements which are: Self-regulated adult, Establishing emotional safety and Co-regulation as we believe it is imperative that these elements are in place before children can begin to develop their social and emotional competencies.
Diagram adapted from CASEL 2017.
The Hamish & Milo Social and Emotional Literacy Pathway
SEL Element and Core competency
Definition
Emotional Literacy starts with the adults present in the lives of children. It is imperative that the adults themselves as self-aware, safe, containing, empathic and sensitive in their capacity to connect and create relationships with the children in their care.
Hamish & Milo programme to support this specific area
- Supervision and Training for staff
Associated skills
- Self -awareness
- Recognition of own emotional needs
- Self-nurture and self- care
Definition
This exists when children can be fully themselves and feel able to express themselves freely- all their ideas, questions, concerns and mistakes- without fear of judgement, humiliation or punishment.
Hamish & Milo programme to support this specific area
- At the core of all of the SEL programmes as an approach and the most important aspect of SEL programmes to establish trusting, safe and connected relationships
Associated skills
- Trust
- Belonging
- Care
Definition
Emotional safety comes from the felt safety of a caring, compassionate adult and through the adults proactively building a trusted, connected and authentic relationship. Connection, attachment and relationship are the key elements present in every interaction and within any taught SEL programme o enable a sense of safety and care.
Hamish & Milo programme to support this specific area
- At the core of all of the SEL programmes as an approach and the most important aspect of SEL programmes to establish trusting, safe and connected relationships
Associated skills
- Trust
- Belonging
- Care
Definition
Warm and responsive interactions that provide the support, emotion coaching and modelling children need to feel understood and to begin to understand, express and modulate their thoughts, feelings and behaviours.
Hamish & Milo programme to support this specific area
- Realtionship building throughout the duration of all of the programmes
- Sock puppet pets
Associated skills
- Safety
- Responsive to emotional needs
Definition
The ability to identify and recognise our own emotions, thoughts and values and how they influence behaviour. The ability to accurately assess our strengths and limitations with a well-grounded sense of confidence and optimism.
Hamish & Milo programme to support this specific area
- Amazing me
- Celebrating me
Associated skills
- Recognising sensations and linking them to our emotions
- Identifying and labelling emotions
- Accurate self-perception
- Recognising strengths
- Self-confidence
- Self-efficacy
Definition
The ability to successfully regulate our emotions, thoughts and behaviours in different situations – effectively managing stress, controlling impulses, and motivating ourselves.
Hamish & Milo programme to support this specific area
- Calm me
- Exploding me
Associated skills
- Recognising our sensations, emotions and triggers
- Being able to think and make choices
- Being able to know calm and use strategies to help calm down
- Impulse control
- Stress management
Definition
The ability to use our emotional resources to achieve goals and the ability to enjoy the learning process and persevere in the face of obstacles or barriers. The ability to set and work towards personal and academic goals.
Hamish & Milo programme to support this specific area
- Resilient me
- New beginnings and me
Associated skills
- Self-discipline
- Self-motivation
- Goal setting
- Organisational skills
- Communication
- Team work
- Evaluating
- Reflecting
Definition
Sensing and responding to the emotions of others with a felt sense of understanding.
Hamish & Milo programme to support this specific area
- Memories and me
- Finding me
Associated skills
- Understanding emotions
- Recognising our own and other’s feelings
- Appreciating diversity
- Respect for others
Definition
Managing relationships, inspiring and engaging with others, problem solving and conflict resolution, connection and belonging and being able to receive desired responses from others.
Hamish & Milo programme to support this specific area
- Actions, words and me
- My friends and me
Associated skills
- Communication
- Social engagement
- Relationship building
- Teamwork
- Identifying problems
- Analysing solutions
- Solving problems
- Evaluating
- Reflecting
