In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of sui...In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention,we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.展开更多
Social-Emotional Competency(SEC),regarded as a critical psychological resource for individuals to adapt to social environments,is an effective protective factor for students’mental health,impacting their future succe...Social-Emotional Competency(SEC),regarded as a critical psychological resource for individuals to adapt to social environments,is an effective protective factor for students’mental health,impacting their future success and well-being.Analyzing the impact of SEC on university students’mental health can offer valuable insights for nurturing talents with healthy psychological and physical development.Based on data from two large-scale surveys of Chinese university students,this study designed two comprehensive Multiple Mediation Models involving SEC,stress,coping strategies,and stress reaction to explore the pathway of emotion nurturing mentality.Study 1 utilized a parallel mediation model to examine the relationships between SEC,academic stress,interpersonal stress,and stress reactions.The results indicated that SEC negatively predicted academic stress,interpersonal stress,and stress reactions.Additionally,academic and interpersonal stress mediated the relationships between SEC and stress reactions in parallel.Extending these findings,Study 2 further investigated the role of coping strategies.By constructing a multiple-chain mediation model,it examined the predictive relationships among SEC,academic stress,interpersonal stress,three types of coping strategies,and stress reactions.The findings indicated that SEC negatively predicted stress,problemavoiding strategy,and stress reactions,while positively predicting problem-solving and assistant-seeking strategies.Furthermore,the two stress types and three coping strategies significantly mediated the relationship between SEC and stress reactions.This indicated that higher SEC was associated with reduced stress and more adaptive coping strategies and subsequently contributed to more favorable stress reactions.This research explored the impact of university students’SEC on mental health and its relational mechanisms,aiming to provide theoretical reference and practical insights for future efforts in cultivating SEC among university students to adjust academic and interpersonal stress,to enhance problem-solving and stress resistance capabilities,and to maintain their mental health.展开更多
This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on stud...This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.展开更多
The symptoms of autism spectrum disorder（ASD） have been hypothesized to be caused by changes in brain connectivity. From the clinical perspective, the‘‘disconnectivity＇＇ hypothesis has been used to explain chara...The symptoms of autism spectrum disorder（ASD） have been hypothesized to be caused by changes in brain connectivity. From the clinical perspective, the‘‘disconnectivity＇＇ hypothesis has been used to explain characteristic impairments in ‘‘socio-emotional＇＇ function.Therefore, in this study we compared the facial emotional recognition（FER） feature and the integrity of socialemotional-related white-matter tracts between children and adolescents with high-functioning ASD（HFA） and their typically developing（TD） counterparts. The correlation between the two factors was explored to find out if impairment of the white-matter tracts is the neural basis of social-emotional disorders. Compared with the TD group,FER was significantly impaired and the fractional anisotropy value of the right cingulate fasciculus was increased in the HFA group（P ／ 0.01）. In conclusion, the FER function of children and adolescents with HFA was impaired and the microstructure of the cingulate fasciculus had abnormalities.展开更多
Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of sui...Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.展开更多
Introduction.Research on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 pandemic.Research on mental health ...Introduction.Research on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 pandemic.Research on mental health and resilience of teachers from Slovak republic,Latvia,and Lithuania was conducted as part of the ERASMUS+project“Supporting Teachers to Face the Challenge of Distance Teaching”(2020-1-LV01-KA226-SCH-094599).Methodology.The primary goal of the first project phase was to assess social emotional health,so-called Covitality and resilience of teachers in elementary,secondary,and high schools in post-pandemic times and to focus on those areas which require significant support and development.1,200 teachers,400 from each participating country,took part in the research.Results were based on data from research methods:Resilience Scale(RS 14)and social-emotional health survey-teachers(SEHS-T)with the approval of the authors and with the consultation of M.J.Furlong,University of California,USA.Results.Teachers reported in all high level of social-emotional health overall indicator-Covitality,as well as enough high level in four of its domains:Belief in Self,Belief in Others,Emotional Competence,Engaged Living.Level of teachers’resilience has reached a moderate level in all three participating countries.There were found high significant positive correlations between teachers’resilience and overall covitality,as well as between resilience and covitality domains:Engaged living,Emotional Competence,and Belief in Self.Conclusions.Positive teacher strengths that were identified are self-regulation,empathy,cognitive reappraisal.Teachers demonstrated limits in resilience as a whole,in Belief in Others,especially in institutional and colleagues support,and in Engaged Living subscales gratitude,zest,and optimism.Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase in 2022.These activities will target strengthening and support of mental health and resilience of teachers in participating East European countries.展开更多
In recent years,there has been an increasing interest to identify and assess indicators of school quality in Slovakia.Social-emotional health of pupils and teachers has been identified as one of the most important cri...In recent years,there has been an increasing interest to identify and assess indicators of school quality in Slovakia.Social-emotional health of pupils and teachers has been identified as one of the most important criterion of school quality.This chapter reports on social-emotional health of pupils and teachers in a Slovak inclusive primary school.The main organizational principles of an inclusive primary school in Bratislava,Slovakia are presented.The social-emotional health of teachers and students was assessed via an adapted Social-Emotional Health Survey-Secondary(SEHS-S).Findings of this pilot project indicate that teachers and pupils reported high level of social-emotional health associated with school’s core organizational principles guided by positive education frameworks.展开更多
Intensive parenting is becoming a prevalent parenting style in China.Parents invest tremendous time,energy,and money in childrearing,whereas the effectiveness of intensive parenting in helping children obtain developm...Intensive parenting is becoming a prevalent parenting style in China.Parents invest tremendous time,energy,and money in childrearing,whereas the effectiveness of intensive parenting in helping children obtain developmental advantages remains controversial.Using the questionnaire survey,the present study investigates 388 mothers of preschoolers in Shanghai and Jinan,Shandong province,to explore the associations between the intensiveness of mothering,maternal psychological well-being,and preschoolers’emotional and behavioral competence.Four distinct patterns of the intensiveness of mothering are identified using latent profile analysis:high-endorsement&high-practice,medium-endorsement&medium-practice,low-endorsement&lowpractice,and selective-endorsement-and-practice.Maternal psychological well-being suppresses the relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The intensiveness of mothering is positively related to preschoolers’emotional and behavioral competence after excluding the indirect effect of maternal psychological well-being.In addition,mothers from profiles showing higher levels of the intensiveness of mothering have worse psychological wellbeing,and their preschoolers have lower levels of social-emotional development.The two pathways counteract each other,resulting in a non-significant overall relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The present study suggests that mothers may adjust their attitudes and practices toward intensive parenting,actively mediate their psychological well-being,and create a supportive environment for children’s social-emotional development.Families,preschools,and society as a whole are recommended to establish collaborative mechanisms to support mothers’childrearing and reduce their parenting stress.展开更多
Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Sha...Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.展开更多
文摘In this editorial,we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al.While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention,we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.
基金Shandong Soft Science Project—Shandong Higher Education Top-Notch Talent Cultivation in Basic Disciplines from the Perspective of Social Emotional Learning(Project Number:2023RKY05001).
文摘Social-Emotional Competency(SEC),regarded as a critical psychological resource for individuals to adapt to social environments,is an effective protective factor for students’mental health,impacting their future success and well-being.Analyzing the impact of SEC on university students’mental health can offer valuable insights for nurturing talents with healthy psychological and physical development.Based on data from two large-scale surveys of Chinese university students,this study designed two comprehensive Multiple Mediation Models involving SEC,stress,coping strategies,and stress reaction to explore the pathway of emotion nurturing mentality.Study 1 utilized a parallel mediation model to examine the relationships between SEC,academic stress,interpersonal stress,and stress reactions.The results indicated that SEC negatively predicted academic stress,interpersonal stress,and stress reactions.Additionally,academic and interpersonal stress mediated the relationships between SEC and stress reactions in parallel.Extending these findings,Study 2 further investigated the role of coping strategies.By constructing a multiple-chain mediation model,it examined the predictive relationships among SEC,academic stress,interpersonal stress,three types of coping strategies,and stress reactions.The findings indicated that SEC negatively predicted stress,problemavoiding strategy,and stress reactions,while positively predicting problem-solving and assistant-seeking strategies.Furthermore,the two stress types and three coping strategies significantly mediated the relationship between SEC and stress reactions.This indicated that higher SEC was associated with reduced stress and more adaptive coping strategies and subsequently contributed to more favorable stress reactions.This research explored the impact of university students’SEC on mental health and its relational mechanisms,aiming to provide theoretical reference and practical insights for future efforts in cultivating SEC among university students to adjust academic and interpersonal stress,to enhance problem-solving and stress resistance capabilities,and to maintain their mental health.
文摘This research investigates the practical effects and challenges of Social-Emotional Learning(SEL)in elementary education through a mixed-methods approach.The study involved a thorough analysis of SEL’s impact on students’emotional development,social skills,academic performance,and behavioral issues across three case study schools.Findings indicate significant positive effects of SEL on students’abilities to recognize and manage emotions,engage in social interactions,and improve academic achievements.However,challenges such as teacher training,curriculum integration,family and community involvement,and resource limitations were identified.The study concludes with recommendations for enhancing SEL practices in elementary education,emphasizing systematic teacher training,curriculum design,and continuous assessment and improvement.Future research directions are suggested to explore the long-term effects of SEL and its adaptation in various educational contexts.
基金supported by The National Key Research and Development Program of China (2016YFC1306200)the National Natural Science Foundation of China (91132750)+1 种基金Major Projects of the National Social Science Foundation of China (14ZDB161)the Key Research and Development Program of Jiangsu Province, China (BE2016616)
文摘The symptoms of autism spectrum disorder（ASD） have been hypothesized to be caused by changes in brain connectivity. From the clinical perspective, the‘‘disconnectivity＇＇ hypothesis has been used to explain characteristic impairments in ‘‘socio-emotional＇＇ function.Therefore, in this study we compared the facial emotional recognition（FER） feature and the integrity of socialemotional-related white-matter tracts between children and adolescents with high-functioning ASD（HFA） and their typically developing（TD） counterparts. The correlation between the two factors was explored to find out if impairment of the white-matter tracts is the neural basis of social-emotional disorders. Compared with the TD group,FER was significantly impaired and the fractional anisotropy value of the right cingulate fasciculus was increased in the HFA group（P ／ 0.01）. In conclusion, the FER function of children and adolescents with HFA was impaired and the microstructure of the cingulate fasciculus had abnormalities.
文摘Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.
文摘Introduction.Research on teachers’resilience and social emotional health is important for quality learning and well-being at school,especially during the challenges of the COVID-19 pandemic.Research on mental health and resilience of teachers from Slovak republic,Latvia,and Lithuania was conducted as part of the ERASMUS+project“Supporting Teachers to Face the Challenge of Distance Teaching”(2020-1-LV01-KA226-SCH-094599).Methodology.The primary goal of the first project phase was to assess social emotional health,so-called Covitality and resilience of teachers in elementary,secondary,and high schools in post-pandemic times and to focus on those areas which require significant support and development.1,200 teachers,400 from each participating country,took part in the research.Results were based on data from research methods:Resilience Scale(RS 14)and social-emotional health survey-teachers(SEHS-T)with the approval of the authors and with the consultation of M.J.Furlong,University of California,USA.Results.Teachers reported in all high level of social-emotional health overall indicator-Covitality,as well as enough high level in four of its domains:Belief in Self,Belief in Others,Emotional Competence,Engaged Living.Level of teachers’resilience has reached a moderate level in all three participating countries.There were found high significant positive correlations between teachers’resilience and overall covitality,as well as between resilience and covitality domains:Engaged living,Emotional Competence,and Belief in Self.Conclusions.Positive teacher strengths that were identified are self-regulation,empathy,cognitive reappraisal.Teachers demonstrated limits in resilience as a whole,in Belief in Others,especially in institutional and colleagues support,and in Engaged Living subscales gratitude,zest,and optimism.Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase in 2022.These activities will target strengthening and support of mental health and resilience of teachers in participating East European countries.
文摘In recent years,there has been an increasing interest to identify and assess indicators of school quality in Slovakia.Social-emotional health of pupils and teachers has been identified as one of the most important criterion of school quality.This chapter reports on social-emotional health of pupils and teachers in a Slovak inclusive primary school.The main organizational principles of an inclusive primary school in Bratislava,Slovakia are presented.The social-emotional health of teachers and students was assessed via an adapted Social-Emotional Health Survey-Secondary(SEHS-S).Findings of this pilot project indicate that teachers and pupils reported high level of social-emotional health associated with school’s core organizational principles guided by positive education frameworks.
基金funded by the Shanghai Planning Office of Educational Science Research Program in 2022“The Ideal and Reality of Organized Extracurricular Activities:Parents’Rationales for Enrolling Children in Activities and Children’s Experiences in the Activities”(No.A2022004).
文摘Intensive parenting is becoming a prevalent parenting style in China.Parents invest tremendous time,energy,and money in childrearing,whereas the effectiveness of intensive parenting in helping children obtain developmental advantages remains controversial.Using the questionnaire survey,the present study investigates 388 mothers of preschoolers in Shanghai and Jinan,Shandong province,to explore the associations between the intensiveness of mothering,maternal psychological well-being,and preschoolers’emotional and behavioral competence.Four distinct patterns of the intensiveness of mothering are identified using latent profile analysis:high-endorsement&high-practice,medium-endorsement&medium-practice,low-endorsement&lowpractice,and selective-endorsement-and-practice.Maternal psychological well-being suppresses the relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The intensiveness of mothering is positively related to preschoolers’emotional and behavioral competence after excluding the indirect effect of maternal psychological well-being.In addition,mothers from profiles showing higher levels of the intensiveness of mothering have worse psychological wellbeing,and their preschoolers have lower levels of social-emotional development.The two pathways counteract each other,resulting in a non-significant overall relationship between the intensiveness of mothering and preschoolers’emotional and behavioral competence.The present study suggests that mothers may adjust their attitudes and practices toward intensive parenting,actively mediate their psychological well-being,and create a supportive environment for children’s social-emotional development.Families,preschools,and society as a whole are recommended to establish collaborative mechanisms to support mothers’childrearing and reduce their parenting stress.
文摘Teachers play a vital role in the implementation of social-emotional learning(SEL)curriculum.This study focuses on the Second Step program of the Committee for Children(CFC)and its roll-out at two kindergartens in Shanghai.It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum,considering knowledge,emotions,perception,and behavior dimensions.Utilizing NVivo12 software,interviews with 10 teachers are analyzed,revealing that advancements in teachers’social and emotional competencies correlate with their ability to transform SEL knowledge into practice.Teachers’perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice.Moreover,education integrating knowledge with emotions is achieved by combining knowledge,emotions,and perception.The findings highlight the following approaches to be adopted for better SEL curriculum outcomes,suggesting enhancing teachers’cultural sensitivity and exploring SEL within the Chinese cultural context,establishing a community of SEL practices to facilitate dialogue between teachers’personal knowledge and authoritative knowledge,and providing targeted support for teachers’work integrating knowledge with emotions.
