A Critical Approach to Social Emotional Learning Instruction Through Community-Based Service Learning
A Critical Approach to Social Emotional Learning Instruction Through Community-Based Service Learning
复制标题
通过基于社区的服务学习进行社会情感学习教学的关键方法
DOI：
10.1177/1541344614543191
复制
发表时间：
2014
期刊：
影响因子：
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通讯作者：
Cassandra L. McKay
中科院分区：
文献类型：
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作者：
Cassandra L. McKay
传统的阅读、写作和算术教学，并不能让学生做好充分的准备，使他们能够正直地领导、公正地治理、分析问题，并与不同的人一起工作。社会情感学习（SEL）被描述为学术教育中缺失的环节之一，但SEL教学的限制性方法主要集中在情感和行为遏制上，而不是积极公民的发展。然而，为青少年提供开展社区服务学习项目机会的校外项目，可以成为支持关键社会情感学习和社会政治发展的宝贵资源。芝加哥自由学校（CFS）就是这样一个项目。本文采用内容分析法，介绍了2008-2009年自由团契期间参加CFS的14-16岁青年的声音。它还讨论了学校心理健康专业人员和SEL教学的未来影响。
The traditional teaching of reading, writing, and arithmetic alone will not fully prepare students to lead with integrity, govern fairly, analyze problems, and work collectively with people different from themselves. Social emotional learning (SEL) has been described as one of the missing links in academic education, but a restrictive approach to SEL instruction focuses primarily on emotional and behavioral containment rather than development of active citizenry. Out-of-school programs that provide opportunities for youths to conduct community service learning projects, however, can be a valued resource for supporting critical social emotional learning and social political development. The Chicago Freedom School (CFS) is one such program. This article features the voices of youths’ ages 14–16 who participated in CFS during the 2008–2009 Freedom Fellowship, using content analysis. It also discusses future implications for school mental health professionals and SEL instruction.