Qualitative Study on At-Risk Hispanic Adolescents engaged in Social Emotional Learning and Mindfulness Practices
The following study highlights the importance of Social Emotional Learning (SEL) and provides a descriptive overview of the Collaborative for Academic.
- Pub. date: November 15, 2021
- Pages: 615-622
- 425 Downloads
- 563 Views
- 0 Citations
The following study highlights the importance of Social Emotional Learning (SEL) and provides a descriptive overview of the Collaborative for Academic Social and Emotional Learning (CASEL) organization competencies at both the national and state level. Qualitative data was collected during a study conducted on at-risk Hispanic high school students who engaged in a mindfulness yoga program. Adolescents voluntarily participated in 12 weeks of mindfulness yoga (24 classes) and provided post essay responses to questions associated with the five core competencies of SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Evidence aligned with SEL competencies after 24 mindfulness yoga sessions through implicit yoga instruction (absence of explicit direct instruction) were coded and reported accordingly. Overall, findings indicate consistencies with previous research on mindfulness yoga programs in the schools of the impactful benefits of healthy behaviors and mental wellness for adolescents at risk. Documented conclusions from this study showcase an increased positive impact on SEL categories of self-awareness, self-management, and decision making.
Keywords: Hispanic adolescents, mindfulness practices, social emotional learning (SEL), yoga in the schools.
References
Bergen-Cico, D., Razza, R., & Timmins, A. (2015). Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility. Journal of Child and Family Studies, 24, 3448–3461. https://doi.org/10.1007/s10826-015-0146-2
Boncu, A., Costea, I., & Minulescu, M. (2017). A meta-analytic study investigating the efficiency of socio-emotional learning programs on the development of children and adolescents. Romanian Journal of Psychology, 19(2), 35–41. https://doi.org/10.24913/rjap.19.2.02
Brock, A., & Hundley, H. (2016). The growth mindset coach: A teacher's month-by-month handbook for empowering students to achieve. Ulysses Press.
Butzer, B., Bury, D., Telles, S., & Khalsa, S. B. (2016). Implementing yoga within the school curriculum: A scientific rationale for improving social emotional learning and positive student outcomes. Journal of Children’s Services, 11(1), 3-24. https://doi.org/10.1108/JCS-10-2014-0044
Butzer, B., Van Over, M., Noggle Taylor, J., & Khalsa, S. B. (2015). Yoga may mitigate decreases in high school grades. Evidence-Based Complementary and Alternative Medicine, 2015, 1-9. https://doi.org/10.1155/2015/259814
Childress, T., & Harper, J. (2015). Best practices for yoga in the schools. YSC Omega Publications.
Collaborative for Academic Social and Emotional Learning. (2013a). CASEL Guide: Effective Social and Emotional Learning Programs (Preschool and Elementary School Edition). https://bit.ly/3lZ28cp
Collaborative for Academic Social and Emotional Learning. (2013b). What Is the CASEL Framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
Collaborative for Academic Social and Emotional Learning. (2015a). CASEL Guide: Effective Social and Emotional Learning Programs (Middle and High School Edition). https://bit.ly/3poVleb
Collaborative for Academic Social and Emotional Learning. (2015b). Program descriptions (SEL Related). https://bit.ly/3pe7kvl
Durlak, J. A. (2015). What everyone should know about implementation. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gul-lotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 395–405). Guilford Press.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schel-linger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. https://doi.org/10.17105/SPR-2017.0116.V47-3
Eklund, K., Kilpatrick, K. D., Kilgus, S. P., & Haider, A. (2018). A systematic review of state-level social-emotional learning standards: Implications for practice and research. School Psychology Review, 47(3), 316–326. https://doi.org/10.17105/SPR-2017.0116.V47-3
Felver, J., Butzer, B., Olsen, K., Smith, I., & Khalsa, S. B. (2015). Yoga in public schools improves adolescent mood and affect. Contemporary Schools Psychology, 19(3), 184-192. http://doi.org/10.1007/s40688-014-0031-9
Fishbein, D., Miller, S., Herman-Stahl, M., Williams, J., Lavery, B., Markovitz, L., Kluckman, M., Mosoriak, G., & Johnson, M. (2016). Behavioral and psychosocial effects of a yoga intervention on high-risk adolescents: A randomized control trial. Journal of Child and Family Studies, 25, 518-529. https://doi.org/10.1007/s10826-015-0231-6
Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social emotional learning programs. Prevention Science, 20(4), 457-467. https://doi.org/10.1007/s11121-018-0953-y
Morrish, L., Rickard, N., Chin, T. C., & Vella-Brodrick, D. A. (2018). Emotion regulation in adolescent well-being and positive education. Journal of Happiness Studies, 19(5), 1543–1564. https://doi.org/10.1007/s10902-017-9881-y
Move This World. (2020). Texas: TEKS and SEL. https://bit.ly/3n6Xfxj
Newman, R., Yim, O., & Shaenfield, D. (2020). Gender and ethnicity: Are they associated with differential outcomes of a biopsychosocial social-emotional learning program? International Journal of Yoga, 13(1), 18-24. https://doi.org/10.4103/ijoy.IJOY_85_18
Noggle, J., Stenier, N., Minami, T., & Khalsa, S. B. (2012). Benefits of yoga: Well-Being in a US high school curriculum: A preliminary randomized controlled trial. Journal of Developmental Behavioral Pediatrics, 33, 193-201. https://doi.org/10.1097/dbp.0b013e31824afdc4
Rosenblatt, J. L., & Elias, M. J. (2008). Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transition. Journal of Primary Prevention, 29(6), 535–55. https://doi.org/10.1007/s10935-008-0153-9
Siegel, D. J. (2015). Brainstorm: The power and purpose of the teenage brain. Penguin Random House.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.
Wisner, B., & Starzec, J. (2016). The process of personal transformation for adolescents practicing mindfulness skills in an alternative school setting. Child and Adolescent Social Work Journal, 33, 245-257. https://doi.org/10.1007/s10560-015-0418-0
Yeager, D. S. (2017). Social and emotional learning programs for adolescents. The Future of Children, 27(1), 73-94. https://doi.org/10.1353/foc.2017.0004
Zins, J., Weissberg, R., Wang, M., & Walberg, H. (2004). Building Academic Success on Social and Emotional Learning. Teachers’ College Press.