Social and Emotional Learning as a Public Health Approach to Education
Social and Emotional Learning as a Public Health Approach to Education
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DOI：
10.1353/foc.2017.0001
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发表时间：
2017-03-01
影响因子：
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通讯作者：
Durlak, Joseph A.
中科院分区：
文献类型：
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作者：
Greenberg, Mark T.;Domitrovich, Celene E.;Durlak, Joseph A.
以证据为基础的社会和情感学习（SEL）计划，如果得到有效实施，将在儿童生活的许多领域带来可衡量的和潜在的长期改善。在短期内，SEL项目可以增强孩子们对自己的信心;增加他们在学校的参与度，沿着他们的考试成绩和等级;减少行为问题，同时促进可取的行为。从长远来看，社会情感能力更强的孩子更有可能为上大学做好准备，在事业上取得成功，拥有积极的人际关系和更好的心理健康，并成为积极参与的公民。这些好处使SEL计划成为公共卫生教育方法的理想基础-也就是说，一种寻求改善普通人群福祉的方法。在本文中，Mark Greenberg、Celene Domitrovich、Roger Weissberg和Joseph Durlak认为SEL可以支持公共卫生教育方法，原因有三。首先，学校是对儿童进行干预的理想场所。其次，校本SEL课程可以提高学生的能力，提高他们的学业成绩，使他们不太可能经历未来的行为和情绪问题。第三，在所有学校进行基于证据的SEL干预，即普遍干预，可能会对公共卫生产生重大影响。作者开始定义社会和情感学习，并总结研究，说明为什么SEL对学生在校期间和长大成人后的积极成果很重要。然后，他们描述了公共卫生教育方法将涉及什么。在这样做的时候，它们提出了预防的悖论----”大量的人面临小的风险，可能比少数人面临高风险产生更多的[不良结果]病例”----以解释为什么针对整个人口的普遍方法至关重要。最后，他们概述了一个有效的，以学校为基础的公共卫生方法，以SEL，将最大限度地为我们国家的儿童的积极成果。
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater socialemotional competence are more likely to be ready for college, succeed in their careers, have positive relationships and better mental health, and become engaged citizens.Those benefits make SEL programs an ideal foundation for a public health approach to education-that is, an approach that seeks to improve the general population's wellbeing. In this article, Mark Greenberg, Celene Domitrovich, Roger Weissberg, and Joseph Durlak argue that SEL can support a public health approach to education for three reasons. First, schools are ideal sites for interventions with children. Second, school-based SEL programs can improve students' competence, enhance their academic achievement, and make them less likely to experience future behavioral and emotional problems. Third, evidence-based SEL interventions in all schools-that is, universal interventions-could substantially affect public health.The authors begin by defining social and emotional learning and summarizing research that shows why SEL is important for positive outcomes, both while students are in school and as they grow into adults. Then they describe what a public health approach to education would involve. In doing so, they present the prevention paradox-" a large number of people exposed to a small risk may generate many more cases [of an undesirable outcome] than a small number exposed to a high risk"-to explain why universal approaches that target an entire population are essential. Finally, they outline an effective, school-based public health approach to SEL that would maximize positive outcomes for our nation's children.