All SEL should be trauma-informed

被引：14

作者：

Pawlo, Erica ^{[1
]}

Lorenzo, Ava ^{[2
]}

Eichert, Brian ^{[3
]}

Elias, Maurice J. ^{[4
,5
]}

机构：

[1] Warren Township Sch, Warren, NJ 07059 USA

[2] Rutgers Social Emot & Character Dev SECD Lab, Piscataway, NJ USA

[3] South Brunswick Sch Dist, South Brunswick, NJ USA

[4] Rutgers State Univ, Psychol, New Brunswick, NJ USA

[5] Rutgers State Univ, Social Emot Learning Lab, New Brunswick, NJ USA

来源：

PHI DELTA KAPPAN | 2019年 / 101卷 / 03期

关键词：

social-emotional; SEL; trauma; mental health; school climate; change management; emotion; RECOGNITION; ACADEMICS; CHILDREN; SCHOOLS;

D O I：

10.1177/0031721719885919

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Critics and supporters have expressed concern that social-emotional learning (SEL) has not been adapted to children suffering from trauma. While SEL has been identified as a mechanism through which trauma-informed schools can be created, this does not make SEL implementation, in and of itself, trauma-informed. Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias explain why calls for trauma-informed SEL are, in fact, calls for all SEL to be trauma-informed. They discuss how a trauma-informed approach to SEL is related to SEL's emphasis on school climate, the need to build infrastructure for SEL learning, and the role of emotions in SEL instruction.

引用

页码：37 / 41

页数：5

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