• Providing Virtual Social and E...

Treffer: Providing Virtual Social and Emotional Learning for Elementary Students during the COVID-19 Pandemic

Title:
Providing Virtual Social and Emotional Learning for Elementary Students during the COVID-19 Pandemic
Language:
English
Authors:
Paik, Jae H., Urias, Graciela, Rodriguez, Rita, Duh, Shinchieh
Source:
Communique. May 2023 51(7):1-1.
Availability:
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed:
N
Page Count:
4
Publication Date:
2023
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Descriptive
Education Level:
Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Descriptors:
Distance Education, Social Emotional Learning, Elementary School Students, COVID-19, Pandemics, Kindergarten, Grade 1, School Community Relationship, Elementary School Teachers, School Psychologists, Psychology, Principals, Synchronous Communication, Asynchronous Communication, Barriers, Program Effectiveness, School Closing
Geographic Terms:
California (San Francisco)
ISSN:
0164-775X
Entry Date:
2023
Access URL:
https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number:
EJ1379417
Database:
ERIC

Weitere Informationen

School closures can occur not only during a pandemic, but also during disasters, which can impact students' social and emotional well-being and lead to detrimental behavioral outcomes and trauma-related symptomatology. Such negative impacts can potentially be alleviated by inclusion of effective virtual or blended SEL programming that supports social and emotional well-being and provides meaningful interactions among peers to foster students' ability to process and navigate through emotions during and after the event has occurred. To this end, the authors strongly argue for the importance of building community partnerships and collaborations early on and applying community-based participatory action approach to implementing and studying social and emotional learning (SEL) programming. This article explores the online delivery of a SEL program (the Global Classroom SEL) based at San Francisco State University that features collaboration between school and university staff, including involvement of undergraduate SEL Coaches. Detailed description of the program and materials may be found on the program's website (https:// globalclassroom.sfsu.edu).

ERIC