351 resultados encontrados
Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq
Noting the dearth of robust tools for assessing SEL skills in low-resource and crisis settings, authors Nikhit D’Sa and Allyson Krupar developed a cost-free, open-source measure of self-concept, stress management, perseverance, empathy, and conflict resolution. The measure showed reliability and strong internal consistency in a validation study among 620 Syrian children living in Iraq.
Teachers’ Observations of Learners’ Social and Emotional Learning: Psychometric Evidence for Program Evaluation in Education in Emergencies
Authors Ha Yeon Kim, Kalina Gjicali, Zezhen Wu, and Carly Tubbs Dolan report on the psychometric soundness of TOOLSEL, an instrument for teachers to use to assess students’ social, emotional, behavioral, and cognitive competencies. They share lessons for its use in the field, based on their experience validating it among 3,361 Syrian refugee youth living in Lebanon.
How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool
Authors Fernanda Soares, Nina Menezes Cunha, and Paul Frisoli discuss how they created a new tool for measuring teachers’ emotion regulation, perceived stress, emotional exhaustion, and self-efficacy and adapted it to the Salvadoran context. A psychometric factor analysis of data from a sample of 1,659 teachers indicate evidence of the tool’s validity.
How Family Relationships Predict the Effectiveness of a Psychosocial Group Intervention among War-Affected Children
Taking a family systems approach, authors Raija-Leena Punamäki, Kirsi Peltonen, Marwan Diab, and Samir R Qouta find that child-parent attachment, parenting styles, and sibling relationships may mediate the perceived benefit of a group therapy program among a sample of children from 325 Palestinian families. They base their findings on family-type data and self-reported PTSD and mental health data.
Field Note: Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim
Authors Shanna Kohn, Kim Foulds, Charlotte Cole, Mackenzie Matthews, and Laila Hussein argue for the need to take a participatory, trauma-informed approach to creating SEL educational media for children affected by the Syrian refugee crisis. They reflect on the collaborative research and consultations that led to Sesame’s Ahlan Simsim production and associated direct support services.
Field Note: Developing a Culturally Relevant Measure of Resilience for War-Affected Adolescents in Eastern Ukraine
In developing and testing a new instrument, Sergiy Bogdanov and his coauthors offer evidence suggesting that family support, optimism, persistence, health, and social networking are key local concepts for understanding resilience among youth in Eastern Ukraine who experienced the adverse effects of armed conflict.
Field Note: Developing the Group Facilitation Assessment of Competencies Tool for Group-Based Mental Health and Psychosocial Support Interventions in Humanitarian and Low-Resource Settings
Arguing the practicality of group-based psychotherapy approaches for humanitarian settings, authors Gloria A. Pedersen, Manaswi Sangraula, Pragya Shrestha, Pooja Lakshmin, Alison Schafer, Renasha Ghimire, Nagendra P. Luitel, Mark J. D. Jordans, and Brandon A. Kohrt describe GroupACT, an observational tool for assessing facilitators’ capacity to provide effective and safe group sessions.
الإعلان عن إصدار خاص من مجلة التعليم في حالات الطوارئ حول الدعم النفسي الاجتماعي والتعلّم الاجتماعي العاطفي في حالات الطوارئ
يسرنا أن نعلن عن إصدار العدد الثاني 2 من المجلد السابع 7 من مجلة التعليم في حالات الطوارئ، والمخصص للدعم النفسي الاجتماعي والتعلم الاجتماعي العاطفي في حالات الطوارئ!
Announcing JEiE Special Issue on PSS and SEL in Emergencies
We are pleased to announce the publication of Journal on Education in Emergencies Volume 7, Number 2 – Special Issue on Psychosocial Support and Social and Emotional Learning in Emergencies!