principals' familiarity and use of sel interventions

Because only 40% of preschoolers demonstrate the social-emotional skills necessary to be both academically and socially successful once they enter school (Yates et al., 2008), explicit instruction focused on SEL is needed. The result was CASEL's 23 SELect programs designed to teach students the social-emotional skills necessary to be well-rounded individuals (CASEL, 2012).

Review of Literature Review of Literature

Because of the negative impact that deficits have on a student's academic performance, social-emotional learning has become a secondary focus in the education system. CASEL's research in this area began in 1997, when it introduced the idea of ​​social-emotional learning to teachers in the text Promoting Social and Emotional Learning: Guidelines for Educators (Elias et al., 1997).

Method Method

The third section of the survey asked about elementary principals' familiarity with and use of evidence-based interventions. The last section of the survey measured the importance of different variables used to select interventions. At the end of the email was an invitation to follow a link to Social-Emotional Learning Interventions: Survey of NYS Elementary School Principals through a web-based survey provider, Google Forms.

To evaluate principal confidentiality, another descriptive variable was determined based on individual program scores for the 23 confidentiality questions in the third part of the survey. Using the same evidence-based SEL programs, two additional descriptive variables were principals' past use and current use of the 23 individual CASEL SELECT programs. Descriptive statistics were used to analyze demographic characteristics of the principals who participated in the study.

First, school leaders' awareness of SEL programs was analyzed by calculating percentages, in addition to means, medians, and standard deviations, for awareness of each of the 23 CASEL-endorsed SEL programs.

Results Results

Principals’ familiarity, past use, and current use of CASEL programs

This indicates that, on average, most primary school principals have not used CASEL approved programs in the past. However, when respondents reported past program use, the same two programs that respondents identified as being most familiar with were again highlighted for past use. The data on past use and familiarity with Responsive Classroom is interesting because the results show that some respondents, despite having used it in the past, did not feel very familiar with the program.

Specifically, 36% support the current use of zero programs, while 64% of principals report that they currently use at least one program. Compared to historical usage data, it's no surprise that the same programs are currently being used the most. It seems likely that successful past use of the program would result in choosing to use the program again in the future.

However, it is important to note that current usage rates are lower than past usage rates, suggesting that some individuals who previously used these two programs have chosen not to use the same program currently.

Selection procedures for learning about SEL programs. The third research question is related to what NYS elementary school principals do in order to learn about

The third research question relates to what NYS elementary school principals do to learn about. When specifically assessing individual strategies, relying on prior experience and relying on colleagues or supervisors were the most frequently used methods of learning about programs. While 54% reported that they often or always rely on colleagues or supervisors, 43% also indicated that they often or always personally review original publication materials for programs recommended to them.

In contrast, assessments most frequently rated as never used by principals included: relying on graduate education (39%), consulting non-academic magazines or newsletters (27.9%), and relying on BOCES (22.7%) or not -BOCES (16.9%) professional development opportunities. Analysis of these data suggests that principals are most likely to consider their own or others' perceptions of programs to learn about SEL programs. Additionally, although not an exhaustive list, Table 6 also indicates the frequencies of use of various professional organizations as resources for SEL.

Importance of decision making characteristics for choosing programs

This means that principals are likely to consider all five factors when choosing programs. This was followed by 65% ​​who indicated that time required for implementation was very important and 62% of participants who endorsed very important for the amount of training required. An additional multivariate analysis of variance was conducted to determine whether participant characteristics (i.e., gender, type of degree held, presence of a mental health degree, and geographic density of the principal's school) influenced their importance ratings; results were not significant.

Consequently, there was no significant difference in importance ratings based on participants' gender, degree type, presence of a mental health degree, or geographic density of their school. When asked to rank the importance of the five characteristics from 1 (most important) to 5 (least important) (see table 8), the results show that while they show all the factors are. Overall, the largest percentage of participants endorsed research support as their most important characteristic, followed closely by past peer success.

For both research support and past peer success, approximately 30% of participants endorsed the characteristic as their most important ranking, while an opposing 30% endorsed the characteristic as their least important ranking.

Principals’ demographics and familiarity of CASEL programs. The fifth research question aimed to determine if there was a relationship between several demographic

Principals’ demographics and past use of CASEL programs. The sixth research question aimed to determine if there was a relationship between the same demographic

For each multiple regression, the independent variables included geographic density, highest academic degree, number of years served as principal, and presence of a mental health degree. The model for the relationship between principals' demographic characteristics and familiarity remained nonsignificant overall (F p = .151). In contrast, the presence of a mental health degree was significantly related to the familiarity total score (β = 0.204; p < 0.05), with those who had a mental health degree having higher familiarity total scores while controlling for the other three independent variables .

However, as with total familiarity scores, the presence of mental health status was significantly associated with total past use scores (β = .183; p < .05). Contrary to previous findings, a significant model was obtained when analyzing the relationship between principals' demographic characteristics and their current use scores (F p < 0.05). However, a significant relationship was obtained between the presence of a mental health level and the total scores of principals' current use (β = .208; p < .05).

Principals with mental health degrees reported currently using significantly more CASEL-approved programs than those without mental health degrees.

Discussion

For example, it may be the case that personal interest in SEL has a greater influence on the familiarity and use of CASEL programs. Further assessment of this population of principals is warranted to fully explore what contributed to their greater familiarity and use of CASEL-approved SEL programs. Without assessing all members, it is not possible to assess the full extent of SEL decision-making teams' familiarity and use of CASEL-approved programs.

Specifically, a lack of familiarity and use of the 23 CASEL SELECT programs does not necessarily mean that NYS elementary school principals lack familiarity and use of all SEL programs. Similar to McKevitt's (2012) research with school psychologists, the current findings indicate that NYS elementary school principals are also unfamiliar with and use SEL programs. As progress in the field of SEL learning, including the development of new mandates, continues to occur, it is anticipated that the familiarity and use of CASEL-approved programs will improve over time.

Within these changes, the use of SEL programs approved by CASEL can be used to meet the new standards. For example, it may be the case that there is a correlation between lower importance rankings for program research support and use of non-CASEL approved SEL programs. In summary, next steps for research and development of the recognition and use of directors of CASEL-endorsed programs include: (1) increased dissemination of information.

Table 1 Continued

Evaluation Tools

The Caring School community offers suggestions to support English language learners, and home activities are available in English and Spanish. Family meetings provide information about the social and emotional competencies that the program promotes. No training is required and High Scope offers a train-the-trainer system to support sustainability.

The program offers separate sets of lessons each year from kindergarten through sixth grade, with separate units to support health education topics including nutrition and physical activity; security; alcohol, tobacco and other drugs; personal health and well-being; and social and emotional health. The program contains separate sets of lessons for use in pre-kindergarten through eighth grade that are taught over 22 to 28 weeks each year. Initial training for the program usually lasts from one to three days and is optional.

The Tribes process involves four community strategies: attentive listening, appreciation/not contempt, the right to succeed – the right to participate, and mutual respect.

Learning about SEL Programs and Interventions

An early childhood intervention program based on a resilience framework designed to develop personal, emotional and social skills. Competent Kids, Caring Communities Designed to promote important life skills in students with an average of 35 separate sets of lessons for each year from kindergarten through fifth grade. A comprehensive system of learning practices and educational structures designed to improve the learning environment and support development.

Positive Action Designed to promote a healthy self-concept and create positive actions for the body and mind. Designed to create classrooms that respond to children's physical, emotional, social and intellectual needs. RULER Approach Designed to promote emotional literacy, including recognizing, understanding, labeling, expressing and regulating emotions (the RULER skills).

Social Decision Making/Problem Solving Program Designed to develop self-control, social awareness, and effective decision-making skills.

Characteristics for Selecting SEL Intervention Programs

If you would like to receive a copy of the final written report of the results of this study or if you have any questions about this study, please contact Brad Ervin (Bre2@alfred.edu). If you are willing and able to participate in this study, please click on the hyperlink below or copy and paste it into your Internet browser. If you agree to participate in this study, you will be asked to complete the following questionnaires in full and to be candid in your responses.

The third section includes various social-emotional programs and you will be asked to identify whether you are familiar with these programs and whether you have ever used them. If you decide to participate you are free to withdraw at any time without penalty. You are also welcome to contact me after the study with any questions or if you would like to receive a copy of the research results.

If you have any questions now or later about the integrity of the research (subject rights or research-related injuries, if applicable), you are encouraged to do so.