Main Content
Session Information
02 SES 02 A, Career Choice and Transitions from School to VET
Paper Session
Contribution
Adolescence is a challenging developmental period for young people to become independent of their parents and to make important choices for future education and work. Psychosocial problems, e.g. violence, depression and anxiety can also increase or emerge during adolescence. Social and emotional skills or life skills, are supposed to support young people to increase psychosocial health (Durlak et al 2011; Sklad et al, 2012). These skills are related to success in school, life and work.
Social and emotional skills are important for future employees who are expected to be flexible and who are able to adapt continually to changes in jobs as this is the reality of today’s working life. This is important for all jobs, including those at the bottom of the labour market. It is the task of education to contribute to raising motivated, engaged and responsible future employees by enhancing SEL skills that matter (OECD, 2015).
Schools are seen as a natural setting for teaching and learning social and emotional skills and for promoting students’ healthy social and emotional development. The schools provide students with programs to enhance social and emotional skills. Those programs show positive effects on psychosocial health (Durlak et al, 2011; Sklad et al, 2012).
Social and emotional skills are defined in various ways. We used the multivariate construct of the five social and emotional learning (SEL) skills of the CASEL group (Zins and Elias, 2007) 1. Self-awareness: the identification and recognition of emotions and strengths and a sense of self-efficacy and self-confidence; 2. Social-awareness: showing empathy, and respect for others, and be able to take different perspectives; 3. Self-management: being able to control impulse, manage stress, stay motivated and show persistence in goal setting and achieving; 4. Relationship skills, being able to cooperate and communicate with others and to seek and provide help when needed; 5. (Responsible) decision-making: the evaluation, reflection, and taking personal and ethical responsibility for personal behaviour and social interactions. The construct of the SEL skills is often referred to in the last decade as being essential for the development of psychosocial behaviour in youth. The SEL skills are supposed to overlap. A lack of insight exists in the correlation between SEL skills and between SEL skills and psychosocial health. And there is also limited knowledge about the mediating functions of SEL skills (Durlak et al, 2011).
In order to tailor school programs to those skills that are the most important to address in relation to psychosocial health, we are interested in the extent to which SEL skills are associated mutually and to what extent the skills are associated to psychosocial outcomes.
The following two research questions were formulated:
- To what extent are the SEL skills, separately and together, related to psychosocial health?
- To what extent do one or more SEL skills mediate the relationship between other SEL skills and psychosocial health?
We hypothesized that:
- The five SEL skills are interrelated.
- The five SEL skills are, separately and together, related with aspects of psychosocial health.
- One or more SEL skills mediate the relationship between other SEL skills and aspects of psychosocial health.
Method
Expected Outcomes
References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta analysis of school‐based universal interventions. Child Development, 82(1), 405-432. Gravesteijn J.C. & Diekstra R.F.W., (1998). Levensvaardigheden; een sociaal-emotioneel vaardigheidsprogramma voor adolescenten [Skills for Life programme for Adolescents]. Rotterdam: GGD Rotterdam e.o.. OECD (2015), Skills for Social Progress: The Power of Social and Emotional Skills, OECD Skills Studies, OECD Publishing Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?. Psychology in the Schools, 49(9), 892-909. Van der Ploeg, J. D., & Scholte, E. M. (2013). Handleiding Vragenlijst Psychosociale Vaardigheden (VPV). Commission Van Dorsselaer, S., De Looze, M. E., Vermeulen-Smit, E., de Roos, S., Verdurmen, J., ter Bogt, T. F. M., & Vollebergh, W. A. M. (2010). Gezondheid, welzijn en opvoeding van jongeren in Nederland. Trimbos-instituut. Van Widenfelt, B. M., Goedhart, A. W., Treffers, P. D., & Goodman, R. (2003). Dutch version of the Strengths and Difficulties Questionnaire (SDQ). European child & adolescent psychiatry, 12(6), 281-289. Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational & Psychological Consultation, 17(2), 233-255. doi:10.1080/10474410701413152
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
Marginal Content
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.