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3. Cc 6 Princ Connection to Competencies

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PDF - Longitudinal Data Slides CCIP copy

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Cultural Care and Inviting Practices (Allen, 2017)

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Cultural Care and Inviting Practices (Allen, 2017)

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Research Article - Allen 2017 - Cultural Care and Inviting Practices JITP .pdf

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Self-Efficacy: Toward and Unifying Theory of Behavioral Change (Bandura, 1977)

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Self-Efficacy: Toward and Unifying Theory of Behavioral Change (Bandura, 1977)

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Utilizing Carino (Care) in Research (Duncan-Andrade)

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Utilizing Carino (Care) in Research (Duncan-Andrade)

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Article: The Power of Collective Efficacy

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Article: The Power of Collective Efficacy

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Social emotional learning pitfalls and recommendations

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Prioritising happiness and kindness influences how we approach everything - including our personal lives, families, communities, schools and workplaces. It also shapes our views on public policy and helps us to consider the wellbeing of future generations too.
We have no religious, political or commercial affiliations and welcome people of all faiths (or none) and all parts of society. Our members make a simple pledge: to create more happiness and less unhappiness in the world.

Our patron is The Dalai Lama.

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Action for Happiness is a charity that promotes a happier and more caring society. We promote how to be happy, kindness, connection & wellbeing

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Infographic: What is Equity, Inclusion and Belonging in Pennsylvania Schools? (PDF)

EIB Common Language (PDF)

In a vacuum, equity simply means "the quality of being fair and impartial."

Equity is a word that is heard frequently in academic and political spheres, as vested partners continue the process of examining our communities to eliminate the barriers inherent to our systems. However, a thorough examination of current and historical events reveals that there is much more work to be done in this field.

Equity is ambiguous in the sense that it is without great impact if left alone by itself. An institution and those that work to support it may have the ideal of equity on their minds, but the issue often comes with its execution not as a lofty ideal, but rather a daily practice; a word that lives on the ground in our societies and communities. It is in the active and intentional viewing of the systems in which we operate with a lens focused on equity that we connect the ideal to practice and establish lasting systemic change.

As equity applies to educational systems, it has not been achieved. Though much critical work has been and continues to be done, we still see the outcomes of an inequitable educational system in the lives of the children of marginalized communities. The job of any equitable educational system is not to demand the rising of a community to the standards of the system, but rather to self-examine, to identify what gaps exist in the provisions of that institution that inhibit a community's rise.

In Pennsylvania, equity has been defined as "every student having access to the educational resources and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, religion, sexual orientation, gender identity, family background and/or family income ( www.ccsso.org)." Additionally, the Pennsylvania Department of Education (PDE) has noted that "to do their best, students must feel safe at school. A healthy and safe environment can help students thrive, and every student, regardless of race, ethnicity, sexual orientation, gender identity or expression should be provided the opportunity to learn - free from discrimination, fear, or harassment."

The purpose of the Equitable Practices Hub is to establish a coherent collection of resources that an educational community may use in promoting intentional equity in their communities. The resources have been hand-picked and reviewed, and represent best practices, models, and guidance from all their component parts. They are here divided into the following pillars seen below, which can then be applied to three different spheres, also below.

Pillars

General Equity Practices: How can our educational community consider global equitable practices in our specific context?

Self-Awareness: What is the role of educators, staff, - or more broadly, YOU - in shaping the educational community towards greater equity?

Data Practices: How might our educational community use our own specific data in order to drive equity efforts within our community?

Family/Community Engagement: What is the role of the educational community beyond the school in driving educational equity efforts?

Academic Equity: How might what we teach, practice, and enforce shape educational equity? How are we providing academic access and opportunity?

Disciplinary Equity: Does our system of discipline reflect equity among all student subgroups?

Spheres

District/School: In what way can the school district or an individual school become more equitable across their systems?

Classroom: What can teachers do, in manners of curriculum, discipline, pedagogy, and classroom culture in order to become better proponents of equity?

Individual: What can an individual, be it a teacher, administrator, student services professional, caregiver, or student, do to promote equity in their educational community?

Before You Begin

Prior to engaging in reviewing and using the resources in the virtual hub, it is recommended users consider accessing the Mid-Atlantic Equity Consortium (MAEC) - Criteria for an Equitable School Tool (PDF) as a starting point in understanding the current status of their district/school.

Once completed by a core district or school team, a companion action planning guide (Word) has been developed to support action steps in alignment with the Pennsylvania Department of Education (PDE) Equity Pillars of Practice. This companion guide may be helpful for teams to determine immediate, short-term and long-term priorities.

Using the Equity Pillars of Practice may also serve as a way to develop subcommittees in supporting specific efforts district or school wide.

Take a virtual tour of the Equitable Practices Hub via an interactive webinar. (YouTube)

Download a flyer that describes the Equitable Practices Hub. (PDF)

If you have any questions regarding this process, please feel free to contact your local intermediate unit equity point of contact.

Explore

Note: links shared that take users beyond the Pennsylvania Department of Education's website to a non-PDE website, organization, product, process, service, manufacturer, or company does not constitute endorsement or recommendation by PDE, and, PDE is not responsible for the content featured on any of the sites or pages referenced.

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Creating healthy and safe environments for every student.

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About

Paul Ekman is an American psychologist who is a pioneer in the study of emotions and their relation to facial expressions. He has gained a reputation as "the best human lie detector in the world". Eve Ekman is currently a Post Doctoral Scholar at UCSF's Osher Center for Integrative Medicine. Ekman's research interests were inspired by her experience as a medical social worker in the emergency department of San Francisco General Hospital coupled with her training in the applied emotion regulation and mindfulness intervention: Cultivating Emotional Balance, CEB.

Donate

This project was generously supported by the Dalai Lama Trust. To give back, and to help bring more emotion awareness to the world, consider donating here.

Additional Resources

Here are some of the publications that guided us, or that you might be interested in seeking out to learn more.

Personality Trait

Each emotion has a corresponding personality trait that represents a longer term manifestation of an emotion.

Psychopathology

Each emotion relates to distinct psychopathologies, which describe a persistent behavior that interferes with one's ability to function.

Signal and Message

Description of what signals are

Partially-Charted Emotions

Half or less than half of emotion scientists believe there is convincing evidence that each of the following is an emotion.

The Scientific Basis For This Work

The Emotions Atlas is based on the consensus among scientists (in the choice of the five emotion continents and the relationship of emotions to moods, personality and psychopathology), the work of a few scientists who focused on the naming of states within emotions, dictionary definitions in the glossary, and theory or best guesses about the actions for each state and whether they are constructive or destructive. For more information, see "What Emotion Scientists Agree About", by Paul Ekman Perspectives in Psychological Science, in press.

Emotional Episode Timeline

Impediments and Antidotes

Here are some ways to counteract emotional states. Impediments apply to blocking a positive emotion, antidotes apply to reversing negative ones.

Intrinsic or Intentional?

Actions can be intrinsic (take place without intent) or intentional (active attempt to enact change) or both.

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The Atlas of Emotion is a tool to help people better understand what emotions are, how they are triggered and what their effects are, and how to become aware of emotions before acting on them.

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MiddleWeb is all about middle school & the middle grades — with a sharp focus on teaching and learning in grades 4-8. Join us, learn about our 5 streams of content, and find out how to get involved.

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MiddleWeb is all about middle school & the middle grades - with a sharp focus on teaching and learning in grades 4-8. Join us, learn about our 5 streams of content, and find out how to get involved.

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MiddleWeb is all about middle school & the middle grades - with a sharp focus on teaching and learning in grades 4-8. Join us, learn about our 5 streams of content, and find out how to get involved.

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Made by Minnesota Educators The creators of the curriculum, a group of educators at the St. Croix River Education District, started building Be Good People over Zoom sessions in April 2020. We are honored that this humble "quarantine project" is now supporting students across the world! If you

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"My Overcoming Obstacles" is our unique online platform that gives you the ability to truly make Overcoming Obstacles your own. With our easy-to-use tools, you can customize every part of an Overcoming Obstacles lesson, down to each word.

Maybe you want to change a starter activity, so it ties into something unique about your school? Or perhaps you want to take one of our decision making lessons and align it with an historical event that your students are learning? Whatever you need, "My Overcoming Obstacles" is here for you to use however and whenever you want. It's simple, intuitive, and-like all of our other resources-100% free.

Click Here To Try It Out!

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Overcoming Obstacles - Overcoming Obstacles - Free K-12 Life Skills Curriculum

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Overcoming Obstacles is a free, award-winning, and research-based curriculum for Elementary, Middle & High School Students. Learn More & Download for Free.

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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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The Prepare Curriculum

The Prepare Curriculum presents a series of 10 course-length interventions grouped into three areas: reducing aggression, reducing stress, and reducing prejudice. This well-researched manual has been revised and expanded to include updated materials, procedures, and 93 supplementary exercises.

This program is designed for use with middle school and high school students and can also be adapted for use with younger students. The 93 supplementary exercises involve games, role plays, reading and writing, drawing, brainstorming, group discussion, relaxation, tape recordings, photography, and other hands-on activities. The book examines important issues such as behavior management, assessment, motivation, and transfer and maintenance of skills.

Shown below are two episodes of Prosocially Yours, a podcast produced by Research Press. One episode features co-editor Mark Amedola and the second podcast features co-editor Dr. Robert Oliver. For Research Press, host Elizabeth Hess interviews both editors about their work and their work with Dr. Arnold P. Goldstein, psychologist and author of The Prepare Curriculum, creator of Skillstreaming and developer of key principles in Aggression Replacement Training.

Introduction

Part I-Aggression Reduction

Skillstreaming, Skillstreaming Skills for Adolescents, Skillstreaming Checklists and Grouping Chart, Supplementary Exercises

Situational Perception Training, Supplementary Exercises

Anger Control Training, Supplementary Exercises

Moral Reasoning Training, Moral Reasoning Problem Situations, Supplementary Exercises

Part II-Stress Reduction

Stress Management Training, Supplementary Exercises

Problem-Solving Training, Supplementary Exercises

Recruiting Supportive Models, Supplementary Exercises

Part III-Prejudice Reduction

Empathy Training, Supplementary Exercises

Cooperation Training, Supplementary Exercises

Understanding and Using Groups, Supplementary Exercises

Prepare Curriculum Delivery

In-service training or workshops can be provided for your school, facility, or organization. For more information and available dates, please contact:

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The Prepare Curriculum, developed by Dr. Arnold P. Goldstein, presents a series of 10 course-length interventions grouped into three areas: reducing aggression, reducing stress, and reducing prejudice.

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Motivate teens to explore with their peers how we each engage in social interpretations of others' actions and reactions based on "hidden" group expectations. Use this highly engaging game to stimulate peer-based discussions regarding a wide array of teen-friendly social situations that engage students in social problem solving. With this revised teen edition, teachers, clinicians, parents, caregivers, and other interventionists encourage students to move away from talking about how they feel based on how others behave. Instead, they explore how the power of their own social interpretations might impact their actions and reactions if they find themselves in a similar situation. This fun card game fosters authentic discussions about social problem solving for responsible decision making.

The goal of the game is to encourage discussion about each player's perception and interpretation of the actions and reactions described on the Prompt cards. The new Social Interpretation Scale helps players determine and vote on how they perceive another's choice of actions and reactions will affect how they think and feel. Extra Challenge cards provide players with an opportunity to also share how they might personally participate in different situations within the social world.

Should I? or Shouldn't I? What Would Others Think? Revised Edition for Teens leads to greater self-awareness and social awareness when players talk to each other about their shared social expectations, all of which can foster development of social competencies. For kids of developmental ages 12-18, this game makes thinking and talking about social interpretation of actions and reactions fun and allows players to explore their own thoughts, perspectives, problem solving, and response choices within a safe and consequence-free environment.
What's different about this revised teen edition
The game is largely identical to the original edition released in 2013, with these exceptions:

Most significant update-the Behavior Scale is significantly revised and renamed the Social Interpretation Scale. It provides a series of options and emojis to assist players with voting choices. (See below to contrast the old scale vs. the new scale.)

Game Instructions and Teaching Guide are updated with latest teaching around the Social Emotional Chain Reaction (SECR) to explore each person's role in the social evaluation process when participating in the social world.

The Social Thinking Vocabulary glossary section has been removed from the Teaching Guide.
The core game play instructions and all the decks (100 Prompt and 50 Challenge cards) have not changed. How the new scale shifts focus from one's behavior to engagement in social interpretation Social emotional learning benefits of the game
Game play offers abundant opportunities to practice Social Thinking Methodology concepts, perspective taking, and problem solving and discuss with peers and a facilitator how our individual choices affect those around us.

The game is based on the Social Thinking Methodology and vocabulary developed by Michelle Garcia Winner and Pamela Crooke and outlined in their many books, training courses, and articles.
Object of Game
One player reads aloud a social situation, then all players rate their social interpretation of the person(s) in that situation on a 5-point scale. Players then compare how their ratings match or don't match those of the other players. The object of the game is to rate their social interpretation similarly to other players, given shared social expectations. Players score points when their rating is in alignment with most other players. The player with the highest score wins.
About the Game
During the middle and high school years, tweens and teens are being increasingly exposed to both academic and non-academic tasks and situations that require them to use their social thinking/social problem-solving abilities. This time of development is uncomfortable and anxiety producing for many as they seek to establish themselves as independent social entities who desire to be included by others, even if they don't want to admit it.

The Should I? or Shouldn't I? game is designed to give teens a fun and motivating way to recognize the power of one's social interpretation of others' actions and reactions, practice taking the perspectives of others, and discuss relevant teen issues in a nonjudgmental setting. Questions posed on the Prompt and Challenge cards address a wide variety of teenage-related situations: interacting at home, at school, at a friend's home, the mall, the grocery store, at a party or the library, at the movies or on a date.

While the Should I? or Shouldn't I? game can be a tremendous help to individuals with social learning differences, it also encourages greater self-awareness of social expectations and related social competencies for any teen player.
Contents
Game Instructions
Prompt Card Deck with 100 cards
Challenge Card Deck with 50 cards
6 sets of Voting Cards (numbers 1-5 in each set)
6 copies of the Should I? or Shouldn't I? Social Interpretation Scale
Teaching Guide
Ages and Players
Game questions, events, and scenarios are geared toward individuals ages 12-18
1 to 6 players
An adult facilitator (parent, educator, therapist, or other engaged adult) who guides the game and is also one of the players
Therapeutic Uses
The Should I? or Shouldn't I? game is best suited for individuals with solid to high expressive and receptive language skills and who have emerging awareness of how the social world works . It requires players to use perspective taking on two levels. First, they must think about the situation posed on the Prompt card, the social expectations in that situation, to determine how to "rate" their interpretation on the Social Interpretation Scale. Second, players will also compare their rating to those of the other players to learn if their own social expectations and social interpretations align with what others in the group agree would be an expected response.

The game can be played within various settings: a clinical setting as a therapeutic tool, in a regular education classroom to discuss different perspectives, social learning groups to practice skills, and at home with parents and teens.

To gain maximum benefit from the game, the facilitator should have a working knowledge of the Social Thinking Methodology framework and the Social Emotional Chain Reaction (SECR).
The Should I? or Shouldn't I Social Interpretation Scale
A basic component of the game is the Should I? or Shouldn't I? Social Interpretation Scale, a tool that further extends to players a common language to think about their own social interpretation of others' actions and reactions and their related emotional response. The scale included in this revised teen edition has a five-point format and was inspired by the work of Kari Dunn Buron and Mitzi Curtis and their book, The Incredible 5-Point Scale (2003).
Want More Cards? Check out the Expansion Pack!
Get 200 new Prompt cards and 100 new Challenge cards with the Should I? or Shouldn't I? Middle & High School Expansion Pack. These 300 additional cards cover various age-related situations encountered at school, home, and in the community.

Looking for something for younger kids? Check out the Should I? or Shouldn't I? What Would Others Think?™ Elementary School Edition Game and Expansion Pack!

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Should I? or Shouldn't I? What Would Others Think? Revised Edition for Teens

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Revised and updated, this popular social learning card game provides the all-new Social Interpretation Scale to motivate teens to explore how they perceive, interpret, and emotionally respond to others' actions and reactions and discuss group expectations across a wide variety of social situations.

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Basic . . . .
. Accepting Criticism
Accepting "No"
.American Table Manners
Apologizing
.Dealing with Fear
Expressing Feelings
Following Directions
. Introducing Yourself
. Passing in Hallways
.Proximity
.. Accepting Consequences
.Children's Rights
.Controlling Anger
.Dominance & Submission
.Following Rules
.Good Sportsmanship
.Learning to Disagree
.Responding to Defeat
.Using Self-Control Reading Body Language
.Showing Respect
. Solving a Problem . Talking With Others. The Most Magical Words . Using Humor
. Waiting Your Turn

Disciplinary

. Adhering to Dress Codes
.Appropriate Langua
.Willingness to Try New Tasks ge .
Asking Questions
. . Being on Time. Netiquette
.. Staying on Task
.Tolerance of Differences Being in a Group Discussion
. Resisting Peer Pressure
Setting Goals

. Brainstorming
.Complying with Requests
. Getting Teacher's Attention
. Ignoring Distractions
. Listening to Others

Self-Esteem
. Accepting Compliments
.Changes in Adolescence
.Exchanging Gifts
.Expressing Success
.Giving Compliments
.Handling Embarrassment
.Helping Others
.Knowing Strengths
.Self-Defense
.Self-Improvement
.Trigger Points & Buttons

. Accepting an Apology

.Asking a Favor . Being a Good Listener . Arguing Respectfully

.. Conversational Skills
. Dealing with Bullying
.Declining an Invitation
. Expressing Empathy
.Expressing Grief
.Get Someone's Attention
.Interrupting
. Maintaining Friendships
.Making New Friends
.Media Models
. Offering Assistance
.Reacting to Rumors
. Refusing Requests . Responding to Prejudice . Responding to Teasing
.Showing Appreciation
.Teen Violence
.Visiting a Sick Friend Conflict Resolution

Teacher Recording Form

Vision Statement

. Accepting Disciplinary Actions
.Completing Agreements
.Determining Time for a Request
.Following Safety Rules
.Following Verbal Directions
.Greeting a Dog and Its Owner
.Making a Suggestion
.Reporting Emergencies
.Reporting Inappropriate Actions
.Shopping
.Showing Respectful Submission
. Theater Behavior Prevocational Skills
. Doorway Etiquette
.Interacting with Opposite Sex
.Internet Safety & Courtesy
. Interviewing Skills
.Introducing Others
.Introducing Yourself
.Making An Appointment
.Managing An Angry Person
.Personal Hygiene
.Professional Conduct
.Relaxation Strategies
.Riding an Elevator
.Telephone Etiquette
.Volunteering

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Social Skills Lesson Plans for Middle School

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Basic . . . . . Accepting Criticism Accepting "No" .American Table Manners Apologizing .Dealing with Fear Expressing Feelings Following Directions . Introducing Yourself . Passing in Hallways .Proximity .. Accepting Consequences .Children's Rights .Controlling Anger .Dominance & Submission .Following Rules .Good Sportsmanship .Learning to Disagree .Responding to Defeat .Using Self-Control Reading Body Language .Showing Respect .

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The Stop & Think Social Skills Program: Home and School

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The Stop & Think Social Skills Program: Home and School can easily be purchased through the site by adding them to your cart.

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Bringing SEL to Life: Skills for the Classroom and Beyond

Through the eyes of their peers, we will introduce students to the key pillars of emotional intelligence: self-awareness, self-management, responsible decision-making, social awareness, relationship skills. Student viewers will meet other real-life students who share a pledge called "Words to Live By." Viewers will follow these students throughout their day as they explain and model how the words of the pledge help them better understand themselves, control their actions, strengthen their relationships, and use their wings to soar!

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Soar with Wings: Social Emotional Skills for School & Life

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Through the eyes of their peers, we will introduce students to the key pillars of emotional intelligence: self-awareness, self-management, responsible decision-making, social awareness, relationship skills. Student viewers will meet other real-life students who share a pledge called "Words to Live By."

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Most students yearn for that one-to-one time with a caring role model in the playroom. Primary Project is a life changing experience for our children.

School Principal

If you know a child who appears to be having challenges in the learning environment, Primary Project may be the solution.

Primary Project is a national evidence-based program that helps children in Pre-K through third grade adjust to school, gain confidence, social skills, and focus on learning. Through play, Primary Project addresses children's school adjustment difficulties and increases their chances for success.

Begun in 1957, Primary Project is the foundational program of Children's Institute. It has helped countless children since then, and continues to grow throughout New York and the nation. It identifies young children who show emerging school adjustment difficulties and provides them with one-on-one time with a specially trained and supervised paraprofessional.

Early screening detects school adjustment difficulties

Children meet weekly with highly trained and supervised paraprofessionals (called child associates) in a playroom setting

The child sets the pace with the child associate supporting and reflecting on what the child says and does to reinforce and build on the child's strengths

Ongoing consultation and program evaluation allows for continuous improvement

Ongoing training opportunities are available for teachers & educational staff, Primary Project supervisors and child associates, and Primary Project preschool sites. Contact us for more information.

COMET is Children's Institute's data management and reporting tool

Schools who implement Primary Project use COMET to screen children in the early grades and identify those who may benefit from the program, they then complete pre-post assessments on COMET to monitor progress and report on results. Having the assessment tools available online, as opposed to paper, has increased response rates up to 98% and reduced turn-out time for results from weeks to instantly!

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Most students yearn for that one-to-one time with a caring role model in the playroom. Primary Project is a life changing experience for our children. School Principal If you know a child who appears to be having challenges in the learning environment, Primary Project may be the solution.

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The Harmony Curriculum offers social and emotional learning for whole-child success. Guided by the latest research in social and emotional development, our program equips educators with on-demand, comprehensive classroom resources that support healthy relationships, promote diversity and inclusion, and encourage enthusiastic and engaged learning that can ignite positive lifelong outcomes.

No-cost (additional product offerings coming soon!)
The Harmony Curriculum, which includes all our digital resources offered at no cost, has four components: Harmony Prek-6th Grade Resources, Harmony At Home, Harmony Out-of-School Time, and Supplemental Resources including Harmony SEL Games.

Everyday Practices and Quick Connection Cards can be used to build community in grades 7-12.

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Core Curriculum:Creating Harmony for the Whole Human The Harmony Curriculum offers social and emotional learning for whole-child success. Guided by the latest research in social and emotional development, our program equips educators with on-demand, comprehensive classroom resources that support healthy relationships, promote diversity and inclusion, and encourage enthusiastic and engaged learning that can ignite positive [...]

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Social Emotional Learning (SEL) Programs • Captains & Poets

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Captains & Poets offers ground-breaking programs for Kindergarten to Gr 12 that bridges Social Emotional Learning with Inclusion initiatives.

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237,408 educators have signed up on our website so far to download lesson plans and other kindness resources. Thank you!

1+ M

Our lessons have been downloaded more than 1 million times since we introduced them in 2006.

Our lesson plans have been downloaded from 195 countries and have been translated into 12 different languages.

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Our lessons have been downloaded from educators from over 35,000 schools & school districts.

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FREE K-8 Kindness in the Classroom® Curriculum

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Download our NEW K-8 Kindness in the Classroom® lesson plans today!

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Safe and Supportive Schools (PA Dept of Education) 

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Safe and Supportive Schools (PA Dept of Education) 