The first in a series of four, “Socio-Emotional Skills, Quality, and Equity,” provides a translational framework for understanding our relatively unique view of the key parts of a socio-emotional skill set. We develop a case for supplementing the traditional focus on student beliefs and behavior with a much more extensive focus on students’ emotional life and the attention skills necessary for becoming the primary authors of their own development.
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Evaluation evidence about the relations among children’s prior history, engagement in program settings, resulting SEL skill growth, and the ultimately desired transfer outcomes (e.g., agency to succeed in other settings) has been sporadic and fragmented. One reason for this may be that … Continue reading Socio-Emotional Skills, Quality, and Equity: The Multilevel Person-in-Context~neuroperson (MPCn) Framework
