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As a school-age staff member, supporting social and emotional competence is a major part of your job. Appropriately, we spend the bulk of our time with children promoting positive interactions, helping solve problems, and responding to intense emotions. We are promoting positive social and emotional skills in every interaction we have with a child. Recent reviews of research suggest that focusing on social and emotional competence in school-age programs (i.e., out-of-school time) increases children’s self-perceptions, positive social behaviors, and academic achievement. It also results in a significant reduction in problem behavior. Researchers at the Center for the Study of Social Policy found an additional benefit of such an emphasis on social and emotional competence: It decreased the amount of child abuse and neglect in families. Parents with children in exemplary programs reported that the skills their children learned related to anger management and violence prevention directly affected the way parents and children interacted. When children expressed their emotions appropriately, parents began to see their children differently.

什么是社会和情感能力？

Social and emotional competence is the ability to interact with others, regulate one’s own emotions and behavior, solve problems, and communicate effectively. Children who are socially and emotionally competent have (Center for the Study of Social Policy, 2013):

• 健康自尊
• Self-confidence
• 自我效能
• Self-control
• Personal agency
• Patience
• Persistence
• 解决冲突技能
• 沟通技巧
• 共情
• 社交技能
• 道德

这些特征的儿童不仅仅在教室里成功。他们在生活中取得了成功。有很强的研究证据证明社会和情感发展有助于跨域发展：认知，物理，沟通。在许多方面，社会和情感发展打开了更丰富和更深入的学习的大门。狗万app怎么下载此外，支持关系是积极青年发展的基础。这些关系影响儿童和青年如何与您和该计划与您联系，因此它们对您的计划的影响直接影响。帮助孩子培养形成这些类型的关系所需的技能是有意义的。

这与防止儿童滥用和忽视在中心环境中有什么关系？答案很简单：当你看到每个互动作为建立积极关系的机会时，你更有可能积极地观看儿童。您更有可能看到行为作为沟通：

• The 6 year old who is “tattling” on another child is saying, “We need your help.”
• 9岁的谁告诉你关于他最喜欢的视频游戏的长篇故事说，“请注意我。”
• The 11 year old who throws a soccer ball over the fence after missing a goal is saying, “I’m frustrated.”

这使得你不太可能变得沮丧或不堪重负。您更有可能对挑战您的行为做出良好的决定。这些决定有助于加强与儿童的关系，这些关系可以防止虐待儿童虐待和忽视您的计划。

学龄计划有三种主要方式促进社会和情感能力（2003年Crosson-Tower）：

• 教学识别和处理情绪
• 教学认识和解决社会问题
• 支持孩子，因为他们制作并保持朋友

您可以通过探索引用和资源部分中的链接来了解这些概念的大量概念。您还将在指导和社交课程中了解更多内容。以下是这三个概念的简要介绍。

Emotional Literacy

Emotional literacy is the ability to recognize emotions in yourself and others. It’s also the ability to express and regulate emotions. Programs that promote emotional literacy use natural opportunities to talk about emotions throughout the program day, every day. Adults label their own emotions and children’s emotions. They help children recognize emotions in themselves and others. Adults also provide concrete strategies to help children address and express their emotions appropriately. For example, programs may teach children to “stop and think” when they get angry instead of lashing out.

阅读有助于建立情绪素养的工作人员的以下陈述：

• “克拉伦斯，我可以告诉你真的沮丧，即所有的计算机都被拍摄了。你能做什么，直到一个有空？“
• “如果有人对你说，我想知道它是如何觉得......”
• “I’m really excited about going bowling with you guys tomorrow.”
• “当我生气时，我走了一些深呼吸。”

帮助学龄儿童继续发展同理心也很重要。同理心是采取另一个人的观点的能力。您可以通过描述您自己和其他孩子的情感来完成此操作。您还可以请学龄儿童思考他们如何在某些情况下感受到的感受。鼓励反思，批判性思维和同情心。教学同理心是一种防止暴力的强大方法。了解他人情绪的人不太可能犯下暴力。这意味着教育儿童同理心可以帮助预防孩子之间的暴力行为。教学同理心也令自己的精神和情绪健康，可以防止童年虐待和忽视学龄计划。

解决问题和冲突调解

我们所有人都经历了问题。我们的成功就在于我们如何应对这些问题。成功导航复杂的社交场合的技能并不一定是自然的。在促进社会和情感能力的方案中，儿童被教授解决社会问题的具体策略。他们可能会学会认识到他们有问题，想到解决方案，想想会发生什么，并给予它。成年人也可能有助于儿童产生解决方案。在许多程序中，解决问题的步骤在墙壁上发布，因此儿童可以指代它们。这四个步骤通常包括：

1. 定义问题（我的问题是什么？）
2. 生成替代解决方案（我可以尝试什么？）
3. 选择最佳解决方案，制定计划，并执行它（我该怎么办？它是公平吗？它解决了问题吗？）
4. 评估结果（是我解决的问题？）

Helping school-age children learn to solve problems is a critical skill for life. It helps build resilience and mental flexibility. Make sure you model these skills yourself during your daily interactions with co-workers and families.

支持友谊技巧

学ing how to make and keep friends is a lifelong skill. By the school-age years, most children have several close friends, and their social networks can be quite sophisticated. This does not mean that our work is done, though. During the school-age years, we can continue promoting friendships by:

• Creating positive social norms: Social norms are the habits or ways of interacting that develop amongst a group of people. You can create positive social norms through your mission statement, expectations, and reactions to everyday events.
• Ensuring children have opportunities to belong: This means school-age children feel respected. They have opportunities for leadership roles and have a voice in the program. They are able to continue developing their own identity in the program.
• Providing supportive relationships: School-age children need to feel a connection with staff members and with their peers.

在促进社会和情感能力的计划中，工作人员寻找促进友谊技能的机会。他们鼓励和模仿友好的行为。成功的学龄计划也积极预防欺凌。来自Stopbullying.gov，成功的计划：

• 谈论欺凌。They define what it is and what to do if you see it.
• 模型如何与尊重和善意互动。孩子们做他们看到成年人所做的事情。
• Encourage children to do what they love. Children feel reassured that they can explore their interests without fear of being bullied. If children love art, drama, music, building, or any other hobby, they are free to explore it safely.
• Talk to children about their day: Who did you sit with on the bus? What was lunch like? What are you good at? Opening up lines of communication can help children feel safe.
• Set clear policies and rules. Programs make sure there is a clear code of conduct and that all children and youth have the right to be safe and treated with respect. There are clear policies about what adults should do if bullying is suspected.

当孩子们挣扎时回应

What do you think happens when children do not have the skills described above? If you’re not sure, imagine a child who does not know how to handle anger. What does that child do instead? If you guessed act out, you are probably correct. That child might yell at others, destroy property, or become aggressive. Alternatively, a child who does not know how to handle anger might become withdrawn. This means he might become quiet or keep his anger inside. This can cause a great deal of tension and stress for the child. The next lesson focuses on responding to behavior that challenges, but for now know that you will need to help develop individualized supports for children who need them. YourMIL培训和课程专家上市supervisor程序团队将帮助您（a）知道这些孩子是谁，（b）如何支持它们。以下是您可以在这些情况下使用的一些策略：

• 社会技能组:你可能会与一个小工作group of children who have difficulties handling anger, for example. You might teach these children specific strategies to calm down, express their feelings appropriately, and think of next steps. These groups can be developed around a variety of social skills. For example, you might have a group that is working on positive ways to solve conflicts with peers or appropriate ways to get peers’ attention.
• 办理登机手续/退房手续：您可以每天与您联系和留出您的孩子。通常，该儿童有程序的期望列表（例如，尊重，完成您的作业等）。成人审查这些期望与儿童，并监控每天都有期望。这旨在成为儿童和成年人之间的积极互动。
• Book Clubs: You might have children in the program who are interested in forming a book club that incorporates social-emotional issues. Most pre-teen literature involves social problems and emotional scenarios. You can help facilitate conversations about the plot and whether the characters used appropriate social and emotional skills.

You will learn more in the Social and Guidance courses.

See

促进社会和情感能力的节目是什么样的？观看此视频以了解。

做

促进情绪素养，您可以：

• Encourage and reinforce children for talking about their feelings.
• 注意孩子的感受，为儿童提供了一个描述它们的感受。
• 标记自己的感受。
• 通过帮助孩子们通知彼此的感受来促进同理心。

To promote problem-solving you can:

• 专门教导解决问题的步骤。
• 聘请儿童为共同挑战产生解决方案。
• 关于解决问题的视觉提醒。
• Recognize and give specific feedback to children who have solved problems.
• Help children reflect on their own problem-solving skills.
• 改变你的方法，以满足个体儿童的需求。

促进友谊，您可以：

• Provide a program in which school-age children have many opportunities to make choices about what they do and who they interact with.
• 制定明确的规则和期望的人际关系行为。强调尊重和安全。
• 谈论欺凌。帮助孩子理解为什么它发生了，他们可以做些什么来阻止它。
• 始终如一地响应儿童问题。
• 制定向计划和同行引入新儿童的系统。
• 对竞技体育和游戏进行体贴。为合作运动和游戏提供许多机会。
• Build a strong relationship with each child.