The Development of a Social and Emotional Learning Model for Resolving Conflict Problem (abstract only)  

Oleh:

Kim, Eunjung ; Lee, Sangsoo

Jenis: Article from Proceeding
Dalam koleksi: The International Symposium on Social Sciences (TISSS) and Hong Kong International Conference on Education, Psychology and Society (HKICEPS) at Hongkong, December 2013, page 1044.
Topik: conflict problem resolution; SEL; Social Studies
Fulltext: Hong Kong-Conference 185.pdf (113.43KB)

Isi artikel

The purpose of this study is to develop a Social and Emotion Learning model for conflict problem resolution in the Social Studies education. Recently conflict problems such as school violence and bulling are getting worse. The Students under those circumstances are suffering. According to previous studies, many researchers suppose that emotional part(SEL) has been neglected in the Social Studies education, even though SEL competencies are most essential capacities when it comes to conflict problems resolution. In the Social and Emotional Learning, much has been operated in the form of group counseling program rather than a type of academic curriculum. Students have difficulties to recognize the importance of Social and Emotional skills required in the school place. Therefore, the goal of the study is to develop a new model, integrating the two different approaches; one is intellectual in Social Studies and the other is emotional in SEL. For this, first of all, we analyzed and compared Social Studies models used to resolve conflict problem and then reproduced the core stages. Second, we selected the four superior programs of SEL; Strong Kids, Second Step, PATHS and Social Decision Making and Social Problem Solving, and the core competences were extracted. Third, integrating principles from two steps were made. The new conflict resolution model in Social Studies was developed through these procedures. The new model consists of five stages that are problem recognition, problem investigation, alternative investigation, consent, and practice. Every stage has intellectual and emotional area. To validate this new model, we adopted a questionnaire for a focus group interview with learners and conducted one-to-one interview with instructors and experts. According to the results of the formative assessment, the model was revised and completed. This model has an implication for both Social Studies and SEL for being integrated academic curriculum and programs in the intellectual and emotional area.

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