Social-Emotional Competence among Students with Special Needs: Relationship between Foundational and Applied SEL Skills

G. Lawrence Farmer¹ and David Adams^2,

¹Fordham University, Graduate School of Social Service, New York, USA

²The Urban Assembly, New York, USA

Cite this paper:
G. Lawrence Farmer and David Adams. Social-Emotional Competence among Students with Special Needs: Relationship between Foundational and Applied SEL Skills. American Journal of Educational Research. 2021; 9(7):410-416. doi: 10.12691/education-9-7-3

Abstract

This study used two waves of data from a multi-dimensional social and emotional measure to examine the role that foundational SEL skills (i.e., Self-Management, Self-Awareness, Social Awareness) and Optimistic Thinking play in developing applied SEL skills (i.e., Goal-Directed Behavior, Personal Responsibility, Relationship Skills, and Decision Making). This study provided evidence that students classified as emotionally disturbed (ED) can benefit from SEL instruction that is embedded within multitiered, positive behavioral support interventions. There was an association between various foundational SEL skills (i.e., Self-Management, Self-Awareness, Social Awareness) and developing applied SEL skills (i.e., Goal-Directed Behavior, Personal Responsibility, Relationship Skills, and Decision Making) over an academic school year. While Optimistic Thinking is not one of the central social-emotional competencies in the CASEL framework, this study provided evidence of its ability to contribute to the development of applied social-emotional competencies.

Keywords:
social emotional learning optimistic thinking high school students Middle school students emotional and behavioral disorders

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