#socioemotional

[rini-anointed]

“Static Shock” is a profoundly impressionable cartoon series featuring a black superhero, Virgil Hawkins/Static, that’s a personally relatable character who works through his flaws and is self-accepting. Richie Foley is a good friend that devotes his time to supporting Virgil to the best of his abilities, which is especially crucial when he later became his sidekick. The light-heartedness in his speech when facing his opponents brings some amusement in various scenes. It’s emotionally touching when he self-reflects on his late mother. This series does well in touching upon social issues such as racism, poverty and gun violence. During a time where the Black Lives Matter (BLM) movement is of great significance (police brutality against blacks), this is a good animated series to revisit or watch.

*Free viewing: https://www.wcostream.com/anime/static-shock

[rini-anointed]

Experience My Blue Thoughts with Lauv | Microsoft In Culture

Independent musician and producer Lauv brings fans together in a powerful experience, enhanced by Microsoft AI.

This is an interesting hour-long segment on the topic mental health, a discussion led by a licensed therapist, pertaining to the participants’ backgrounds and past experiences. These are some important takeaways: mental health is closely associated with physical health, opening up/talking about one’s struggle to someone who’ll listen, and the stigmatism involving the socialization of males being a negative factor.

[psychology-job-bank]

Summer Research Assistant for Education of Black and Latinx Youth Projects at Dickinson College

Dr. Naila Smith (PI), an Africana Research Center Post-Doctoral Fellow in the Department of Psychology at The Pennsylvania State University, University Park, and an Assistant Professor of Psychology at Dickinson College, Carlisle, PA, is hiring a summer research assistant (RA). The RA will work under the supervision of the PI on two longitudinal projects. The first project uses the ECLS-K: 2011 data to examine factors that contribute to teacher-parent reporting discrepancies of Black girls’ socioemotional learning. The second project uses three waves of data to examine associations between parent educational involvement and student engagement among Black and Latinx youth. Depending on the RAs interests and contributions, co-authorship is a possibility.

REQUIRED QUALIFICATIONS

Knowledge, Skills, & Abilities

Coding, cleaning, and managing datasets

Advanced statistical analysis skills in factor analyses

Advanced skills in SPSS

Ability to find and synthesize relevant literature

Ability to perform tasks in a highly organized fashion with rigorous attention to detail

Ability to effectively manage multiple assignments

Ability to communicate effectively, work independently, and collaborate effectively with the PI

Ability to maintain confidentiality in all work performed

Education and Experience

Bachelor's degree with one or more years of post-baccalaureate study

Previous experience working in a research lab

PREFERRED QUALIFICATIONS

Knowledge, Skills, & Abilities

Prior experience working with large longitudinal datasets

Advanced statistical analysis skills in longitudinal analyses

Ability to conduct analyses in Mplus

Education and Experience

Graduate student

Demonstrated interest in developmental research

Time Period, Commitment, Conditions, and Pay

June – August (flexible start and end dates)

20 hours per week, fully remote

Minimum $18/hour (depending on skills & experience)

Interested applicants should apply at: https://jobs.dickinson.edu/postings/5812

Review of applications will begin immediately and will continue until the position is filled. The cover letter should address your specific interest in the position and outline skills and experiences that directly relate to this position. Please include the names and contact information of three (3) references on your CV/resume. References will be asked to specifically address applicant’s research experience, organizational and communication skills, and ability to work independently and collaboratively.

[giftedkids]

Literature to Promote Socioemotional Growth

Literature to Promote Socioemotional Growth

Jalongo, M.R. (1983). Literature to promote socioemotional growth. The Reading Teacher, 36(8), 796-803. Through bibliotherapy, children can learn to listen and then listen to learn. They can develop reading comprehension skill and later use this skill to understand their own personal and social development in a better way. Mary Renck Jalongo uses her article to explain how reading teachers can…

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[teenrehabny-blog]

The 8 Stages of Emotional Development | Teen Rehab Treatment Center

Every person progresses through eight stages of socioemotional development. It's important for parents and mentors of teens to understand this concept.

It’s important for parents, teachers, and other significant adults, such as staff at teen rehab treatment centers, to be able to guide children and teens through healthy emotional development. To help with this, an understanding of some basic psychology is worthwhile. A psychologist by the name of Erik Erikson identified eight specific stages of development that occur throughout a person’s lifetime. His theory is called psychosocial development. In other settings, it may be referred to as socioemotional development.

[fundforteachers]

Significance, Belonging and Fun Shayla Aranda, Gillis Day Treatment School - Kansas City, MO

Responsive Classroom is a research-based approach to teaching that focuses on the strong link between academic success and social-emotional learning (SEL). At the time my fellowship team and I registered for Responsive Classroom’s New York City workshop, I anticipated a setting like many others I attended in the past: I would get a few good ideas for behavior management and learn some new teaching techniques. I never envisioned an experience that would deeply inform my belief in the power of empathy in education.

The core belief of Responsive Classroom stresses the importance of bringing significance, belonging and fun into every lesson, activity and discussion in every corner of the room. This can be particularly challenging when students in my classroom have one or more of the following diagnoses: Emotional Disturbance, Post-Traumatic Stress Disorder, Spectrum Disorder, Oppositional Defiant Disorder, Attention-Deficit Hyperactivity Disorder, and Disruptive Mood Disorder. On my fellowship, I learned how to structure daily activities that do more than inject significance, belonging and fun into class; they enhance and encourage student learning and self-awareness. Perhaps most importantly, my learning made a significant impact on the belief each child has in themselves. Together, students and I are developing a solid foundation that parents and other teachers recognize.

A new ritual we share are Morning and Closing Meetings which begin and end of our days. The meetings include a greeting that encourages belonging, a share time that provides significance and a fun activity that gets the brain juices pumping. We also practice daily, uninterrupted quiet times that reset our brains for more learning, as well as students’ “academic choice” that determines how they want to represent and/or facilitate their learning. To engender a sense of belonging we practice “Noticings,” a recognition of actions or behaviors that contribute to our community.

My fellowship and the learning I experienced grew my belief in each child as a learner and dreamer, despite disability or struggle. After implementing Responsive Classroom strategies, I have seen children in my classroom resolve conflict quickly in order to assist another student through a different conflict; I have heard children ask for specific help in finding a solution when aggression used to be their only response; and I have felt the incredible sense of community grow exponentially in a matter of months when in the past it took all year. These advances would not have happened apart from my fellowship. My learning in New York continues to daily teach me that every child wants to feel significant, have a sense of belonging and have fun doing it.

Shayla earned her bachelor’s degree in Early Childhood Education and a Master’s degree in Special Education. Her heart lies with children in urban schools, where she’s taught since 2004.

[turnaroundteacher]

[printsandpaints]

STEM inspired Christmas tree Age: 6-8 year olds (school age) Materials: acrylic paint, paintbrush, clear plastic cups, hot glue, various art materials. This idea was inspired by a child asking if we could have our own Christmas tree in our room. The first step was to have the children paint the inside of the clear cups using acrylic paint. I had asked all 30 children in my room to at least paint one cup. The younger children wanted to do more than one. Painting the cups made some of yhe children sit still at an activity longer. The older school children used hot glue to assemble the stacked cups. I had to help them with the first few cups for the base for direction. The rest of the activity the children did themselves. We hot glued everything including the materials we used for decorations. I had to keep an eye on the children as they use the hot glue but other than that it required low supervision. It took the children 2 afternoons to finish the entire thing. Variations: I have another class that consists of preschool children and they were excited and curious with the Christmas tree. So before the older children could hot glue anything I gave them pom-pom balls to decorate the tree and they had fun putting it on the cups. It kept them busy for at least an hour. Reactions: This tree had had positive reactions from other teachers and children. They said that it's something different, unique and "cool". The best comments were "how do you intend to keep it intact for the next hour/days?", "is that thing glued together?",