This book is an introduction to communication, affect, and learning in the classroom. The book was originally created as a way to introduce K-12 educators to instructional communication, but has been expanded to help College/University professors and Talent Development professionals as well.
Social Emotional Learning
This resource provided information about Howard Gardner's Multiple Intelligence Theory. this theory provides insights into the eight different levels of giftedness that students could possess and provides an explanation of each level. Additionally, there is information from the National Association for Gifted Children and a video introduction from Howard Gardner about his multiple intelligence theory.
The Social and Emotional Learning in Washington State Schools: Building Foundations and Strategies module is designed to be a part of the Office of Superintendent of Public Instruction's (OSPI) professional learning constellation of topics. It can be used by Washington Educational Service Districts (ESD) and LEAs for administering clock hours. Clock hours are not available to individuals who take the course on their own.
This module is designed for educators, administrators, school staff, others professionals and parents who interact with youth as a means to help them build and improve their understanding of social emotional skills.
Structure of the Module
This online module has been designed in six distinct learning segments.
Learning Segment 1: Introduction to SEL
Learning Segment 2: Embedding SEL Schoolwide
Learning Segment 3: Creating a Professional Culture Based on SEL
Learning Segment 4: Integrating SEL into Culturally Responsive Classrooms
Learning Segment 5: Trauma Informed Social Emotional Learning
Learning Segment 6: Identifying and Selecting Evidence-Based Programs
Although the online module can be completed by an individual, the learning is significantly more impactful if it is done collectively by those who will be implementing SEL. Throughout the online module, suggestions on ways in which to engage in the learning in a group setting are provided.
Completing the Module
Registration on the OSPI Moodle is required to take the course.
Cover image by congerdesign from Pixabay
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan
By the end of this section, you will be able to:Explain the major theories of emotionDescribe the role that limbic structures play in emotional processingUnderstand the ubiquitous nature of producing and recognizing emotional expression
Supporting the Emotional Needs of the Gifted (SENG) is a national resource for exclusively social-emotional support. Founded in 1981 following the suicide of a gifted student attending the University of Michigan, the late James T. Webb. Unique to other resources presented, SENG offers a mental health provider directory and local parent groups, Seng Model Parent Groups (SMFG), listed by state. Facilitators who run the SMFG meetings support and guide parents through discussion groups as they struggle to parent their complex children.Three membership options are available: $99.00/annually, $12.00/monthly, or $12.00 trial membership. Membership carries many perks, ranging from discount codes to online support groups and conferences and more, as well as free subscription to SENGVINE. Supporting emotional needs of the gifted. (n.d.). Retrieved April 15, 2020, from https://www.sengifted.org/
This module provides a overview of the power of teaching with a trauma-informed lens. The content was created by the faculty members at the following institutions: Chicago State University, Olive-Harvey Community College, South Subrurban College and Prairie State College. The module was designed to be added to the child development course or other introdcutory educationals course that are taken by education majors. The module was developed by Dr. Ty Jiles, Chicago State University, Professor Mario Wright Olive Harvey, Dr. Donna Walker, South Suburban Collge and Dr. LaTia Collins, Prairie State College. The module is designed to enhance the instructional skills and confidence for pre-service teachers and teacher candidates at minority-serving institutions. The module offers a multicultural narrative as it relates to trauma-informed teaching practices and includes the following: 1) Engaging all students in the learning process, 2) Classroom environment, 3) Planning instruction and learning design for all students, 4) Developing as a professional.
Modules related to trauma-informed practice and systems change developed through the SJSU School Work emphasize active and experiential learning. Although the modules were designed for use with intermediate (MSW program) audiences, they are easily be adapted to courses or trainings for beginning or advanced audiences. The modules may be used independently or in conjunction with existing publicly available didactic materials (see Curriculum Resource Review document for recommended materials). The modules were developed Ryan Pickrell, Principal and Owner of Family Restoration Consulting, with Laurie Drabble, Professor, San Jose State University School of Social Work, and include the following: 1) building resilience in the context of cultural humility, 2) self assessment, 3) adaptive ways of addressing trauma across cultural differences, 4) principles of trauma-informed care, 5) developmental perspectives, 6) trauma-informed systems change, and 7) creating effective and sustainable trauma-informed practice.