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From Dr. Tamar Chansky Creator of Worrywisekids.org

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Kids don’t want to make themselves miserable (or you either), but for some kids when faced with a disappointment (whether large or barely perceptible to the adults around them) their thinking takes a non-stop flight to disaster and there is no turning back. Whether it is striking out in baseball, not getting the A on their book report, or being left out of a friend’s sleepover, these disappointments change everything in a child’s mind. There are no isolated events. When things go wrong they begin a new page in their history-everything is wrong, it can’t improve so they shouldn’t try, and maybe even... they are a terrible person and they deserve it anyway!

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Asperger Experts - Help & Hope From Those Who’ve Lived It

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Need help with High Functioning Autism or Asperger’s? Learn best practices & mistakes to avoid directly from those who’ve been there and lived it.

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Socialthinking - The Zones of Regulation Downloadable Reproducibles

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School culture can transform through practical implementations of multi-tiered systems of support (MTSS) and response to intervention (RTI) programs like positive behavior intervention and support (PBIS) and social and emotional learning (SEL).

Promoting a positive school culture can create a safe and happy learning environment where students and staff can thrive.

Get your copy of Three Steps for Social-Emotional and Behavioral MTSS & RTI to learn about three straightforward steps for effectively implementing MTSS and RTI for social-emotional and behavioral skill development.

This eBook explores:

How to proactively identify and address the varied needs of students

The fundamentals of a data-driven MTSS and RTI approaches like PBIS and SEL

The best tools for assessing, intervening, and monitoring social-emotional skills and behavior

Ready to Learn More?

Watch an on-demand demo or request a live walkthrough for your team of any of our solutions.

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Three Steps for Social-Emotional and Behavioral MTSS & RTI

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Discover three straightforward steps for effectively implementing MTSS and RTI for social-emotional and behavioral skill development.

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Social Emotional Learning: Not Just for Kids | Cult of Pedagogy

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Maybe we don’t need an SEL curriculum or skills block. Maybe all we need is to model the competencies we wish to see in our students every day.

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Core Competencies SEL | Social-Emotional Learning | PBS LearningMedia

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Learn the core competencies of social and emotional learning (SEL), including practical examples for the classroom and the home.

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Social-Awareness | Social-Emotional Learning | PBS LearningMedia

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Discover ways to help children develop social awareness and learn empathy by putting themselves in another's shoes: recognizing emotions, appreciating diversity and showing respect for others.

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The MindCAP Center | Unleashing the Limitless Potential of Every Person

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The MindCAP Center in Fort Wayne offers clients of all ages advances in cognitive, emotional, and social skills. From ADHD to Brain Injury, from Autism to Aging, from PTSD to Genetic Conditions, it's never too late for hope. Our tools and techniques can help identify and enhance every person's learning potential.

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Interpreting Plutchik's Wheel of Emotions

Primary: The eight sectors are designed to indicate that there are eight primary emotions: anger, anticipation, joy, trust, fear, surprise, sadness and disgust.

Opposites: Each primary emotion has a polar opposite. These are based on the physiological reaction each emotion creates in animals (including humans... Plutchik studied animals!):

Joy is the opposite of sadness. Physiology: Connect vs withdraw

Fear is the opposite of anger. Physiology: Get small and hide vs get big and loud

Anticipation is the opposite of surprise. Physiology: Examine closely vs jump back

Disgust is the opposite of trust. Physiology: Reject vs embrace

Combinations: The emotions with no color represent an emotion that is a mix of the 2 primary emotions. For example, anticipation and joy combine to be optimism. Joy and trust combine to be love. Emotions are often complex, and being able to recognize when a feeling is actually a combination of two or more distinct feelings is a helpful skill.

There are also tertiary feelings, not shown on the feelings wheel, that are a combination of 3 (and maybe some feelings have 4 or more parts? Let us know what you think in the comments below),

Intensity: The cone's vertical dimension represents intensity - emotions intensify as they move from the outside to the center of the wheel, which is also indicated by the color: The darker the shade, the more intense the emotion. For example, anger at its least level of intensity is annoyance. At its highest level of intensity, anger becomes rage. Or, a feeling of boredom can intensify to loathing if left unchecked, which is dark purple.

This is an important rule about emotions to be aware of in relationships: If left unchecked, emotions can intensify. Herein lies the wisdom of enhancing your emotional vocabulary: it's the bedrock of effectively navigating emotions.

Plutchik's wheel of emotions helps us look at literacy through a broader lens. Literacy means "a person's knowledge of a particular subject or field." So enhancing emotional literacy means not only having words for emotions, but understanding how different emotions are related to one another and how the tend to change over time.

You can read Robert Plutchik's explanation of his model of emotions in an article that was originally published in American Scientist in 2001 and can be read on Springer International Publishing AG.

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Plutchik's Wheel of Emotions: Feelings Wheel

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Plutchik's wheel of emotions helps you visualize the spectrum of emotions and how they relate to each other - a great tool for enhancing emotional literacy.

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The Emotional Intelligence Network * Six Seconds

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The international nonprofit organization supporting emotional intelligence, authority for emotional intelligence information and development globally

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Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. In other words: It's how students learn the skills of emotional intelligence.

Why it Matters

There is overwhelming evidence that our children are facing major social, emotional and mental health obstacles to succeeding at school.

21% of teens in the United States reported being bullied on school property 10.4% of teens reported being hurt by someone they were dating 17% of students had seriously considered suicide (CDC, 2013 Youth Risk Factors)

Adding to or exacerbating these problems is the issue of childhood stress, whether from conflict at home, peer pressure, grade pressure, or over-scheduling. Not only can this affect learning in the present, but sustained high levels of cortisol associated with stress can damage the hippocampus, an area of the brain responsible for learning and memory. These cognitive deficits can continue into adulthood (Childhood Stress and Development, CDC, 2008).

The aim of most SEL programs is to promote self-awareness, self- management, social-awareness, relationships and responsible decision-making skills and to improve student's relationships to their school community and broader world.

Read Six Seconds' Case for EQ in Schools 2016 for up-to-date research and best practices.
Six Seconds Focuses on "5 Barometers of Life" Outcomes for Youth

These five outcomes are measured by the Six Seconds Emotional Intelligence Assessment - Youth Version. Emotional intelligence scores on the SEI-YV are highly correlated with scores on these SEI-YV outcomes. In addition, emotional intelligence (in our model) is a learnable skillset. This suggests that to improve these outcomes, we should ensure students develop the skills of emotional intelligence.

SEL/EQ creates an atmosphere where academic performance can thrive, where more positive adult to student and peer to peer relationships flourish, where fewer conduct problems arise, and where lowered stress leads to improved grades and test scores. An effective and well-implemented SEL program can transform a school into a place where children (and the adults who support them) are engaged, curious, safe, and thriving personally and academically.

Six Seconds helps educators create school-wide SEL programs that are integrated, customized and living - so they weave throughout culture and structure of the school or organization. Schools that teach SEL have lower rates of conflicts, fights, violence and trips to the principal's office and higher rates of academic achievement ( here is the evidence). Six Seconds is committed to research to deepen our understanding and practice of SEL. A recent study of middle school students and school climate is an example of our attention to ground-breaking research.

Academic Research Links SEL to Positive Outcomes

There have been hundreds of academic studies linking SEL to improved learning outcomes and better school climate . A meta-analysis of 213 rigorous studies of SEL in schools ( Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011) linked quality SEL instruction to higher academic performance (11 percentile points higher than students not receiving SEL instruction), fewer disruptive behaviors such as aggression, delinquent acts, improved attitudes and behaviors and reduced reports of depression,stress, and anxiety from students and their counselors. ( Read more published studies on SEL)

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Social Emotional Learning (SEL) Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

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Viewing your child through the lens of executive function

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When a child is struggling it can be a useful framework for knowing how to help.

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The executive functions all serve a "command and control" function; they can be viewed as the "conductor" of all cognitive skills.

Executive functions help you manage life tasks of all types. For example, executive functions let you organize a trip, a research project, or a paper for school.

Often, when we think of problems with executive functioning, we think of disorganization. However, organization is only one of these important skills.

The term "executive functioning" has become a common buzzword in schools and psychology offices. This is more than just a passing fad. In fact, neuropsychologists have been studying these skills for many years. We believe that the focus on executive functioning represents a significant advancement in our understanding of children (and adults!) and their unique profile of strengths and weaknesses.

A Formal Definition of Executive Functioning

Now (drum roll please), here is a formal definition of executive functioning:

The executive functions are a set of processes that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.

What mental control skills are covered under this umbrella? Different researchers and practitioners have their own favorite lists, although the overall concept is basically the same. We use the list proposed by Drs. Gerard A. Gioia, Peter K. Isquith, Steven C. Guy, and Lauren Kenworthy. These psychologists developed their understanding of executive functions through sound research and created a rating scale that helps parents, teachers, and professionals understand a particular child and think more specifically about how to help.

Before looking at the list of specific characteristics encompassed by the broad category of executive functions, we'd like to provide an example that makes the concepts more concrete.

Understanding Executive Functions by Looking at Life without Them

Thinking about what life is like for someone with weak executive functioning gives us a better understanding of the way these core skills affect our ability to manage life tasks. In the interest of making the concepts immediately relevant and meaningful, our example focuses on an adult, since we assume that most people reading this book are adults, too. Throughout the rest of the book we've included mostly examples of executive functioning in younger people.

The Road Trip without a Map

We'd like to tell you a story about our friend, Robin, who lives life without the benefit of strong executive functioning. Robin is a composite of many individuals we have known, and she struggles with weaknesses in executive skills, despite her well-intentioned efforts to reform herself.

One day in May, Robin gets a phone call from her Aunt Sue in Merryville, Missouri. Aunt Sue is planning a family reunion in July, and she wants to know if Robin and her family can come. All of the extended family will be there. The little town will be overrun with relatives and it is going to be a great corralling of the family from all across the United States. Robin is excited at the prospect and eagerly says, "Of course we'll be there! We wouldn't miss it!"

Aunt Sue gives Robin all the particulars, including the dates of the reunion and places to stay. Robin rummages around in the kitchen junk drawer for a pencil while her aunt talks, but she never does find one with a point on it. She promises to herself to find a pencil and write down all the details just as soon as she gets off the phone. But by the time she hangs up, she can't remember the specifics. She makes a mental note to call back soon to get the dates.

That evening, Robin excitedly tells her husband and two children about the reunion. Her husband asks when it will take place. "Some time in July. I don't remember exactly." He says, "Well, please find out this week because I have to request vacation time at work." Their fifteen-year-old son exclaims, "Hey, I thought July was when I was supposed to go to Band Camp!" "Didn't you remember?" Robin's daughter practically shouts, "I'm going to Ocean City with Julie and her family sometime in July." Robin blows up at them all, yelling, "Why are you all being so negative? This is supposed to be fun!"

About once a week, Robin's husband reminds her to get the information about the reunion. She promises to do so. (And she really means to get around to it!) Finally, in June, Robin's husband gets very annoyed and says, "Do it now! I'm going to stay right here in the kitchen until you call!" Robin makes the call and gets the dates as well as the other particulars. Her husband harrumphs around the house the rest of the evening because now he has only three weeks left before the requested time-off. Luck is on their side, though, because he manages to arrange the vacation around work, and the reunion dates do not conflict with the kids' activities.

Over the next three weeks, thoughts about the trip float through Robin's head from time to time. She thinks about how the kids will need to have things to do in the car since it's a long trip. She thinks about taking food and snacks for the ride. She thinks about getting her work at the office cleared up in advance so she can be free of commitments for the vacation. She thinks, "I really should take care of that stuff."

A few days before it is time to leave for the two-day drive to Missouri, she starts piling stuff into the van, including clothes and other supplies. (You can only imagine what the inside of this van looks like!)

Finally, it's time to pile the people into the van, too. On the way out of the house, one of the kids asks, "Who will be taking care of the cats while we're gone?" Robin moans, "Oh no! I forgot about that. We can't just leave them here to die and there's no one to take care of them! Now we can't go. What will we tell Aunt Sue?" Her husband takes over, and starts calling around the neighborhood until he finds a teenager who can do the pet sitting. The crisis passes. The cats will be fine.

So, they're off. Robin's husband drives the first shift. He pulls out of the neighborhood, gets onto the main highway, and then asks, "So, what's the game plan? What's the route?" Robin answers, "Missouri is west, so I know we have to go west." He looks at Robin incredulously and says, "You don't know any more details than that? Well, get out the map. We can't just head west with no more information that that!" And, of course, Robin says, "What map? I don't have a map." Robin's husband sighs and shakes his head. "Oh no! Another road trip without a map! Why didn't you tell me you were having trouble getting it all organized? I could have helped." Robin replied, "I didn't have any trouble. Everything is fine. We're in the car, aren't we? We'll get there. What are you so upset about?"

Do you think Robin had made reservations for where to stay along the way? Do you think she had planned out how much cash they would need for the trip or made it to the bank ahead of time? These and many other details, of course, had escaped planning.

A List of Executive Functions

With this example as a base, let's turn back to the question of what specific abilities are covered under the umbrella term of executive functioning. Below is the list of executive functions from Dr. Gioia and his colleagues. We've included a specific illustration of each executive function from our case study of Robin in parentheses after each definition.

1. Inhibition - The ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive." (When Aunt Sue called, it would have made sense to tell her, "Let me check the calendar first. It sounds great, but I just need to look at everybody's schedules before I commit the whole family.")

2. Shift - The ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation. (When the question emerged regarding who would watch the cats, Robin was stymied. Her husband, on the other hand, began generating possible solutions and was able to solve the problem relatively easily.)

3. Emotional Control - The ability to modulate emotional responses by bringing rational thought to bear on feelings. (The example here is Robin's anger when confronted with her own impulsive behavior in committing the family before checking out the dates: "Why are you all being so negative?")

4. Initiation - The ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies. (Robin thought about calling to check on the date of the reunion, but she just didn't get around to it until her husband initiated the process.)

5. Working memory - The capacity to hold information in mind for the purpose of completing a task. (Robin could not keep the dates of the reunion in her head long enough to put them on the calendar after her initial phone call from Aunt Sue.)

6. Planning/Organization - The ability to manage current and future- oriented task demands. (In this case, Robin lacked the ability to systematically think about what the family would need to be ready for the trip and to get to the intended place at the intended time with their needs cared for along the way.)

7. Organization of Materials - The ability to impose order on work, play, and storage spaces. (It was Robin's job to organize the things needed for the trip. However, she just piled things into the car rather than systematically making checklists and organizing things so important items would be easily accessible, so the space would be used efficiently, and so that people and "stuff" would be orderly and comfortable in the car.)

8. Self-Monitoring - The ability to monitor one's own performance and to measure it against some standard of what is needed or expected. (Despite the fact that they're off to Missouri without knowing how to get there, with almost no planning for what will happen along the way, and without a map, Robin does not understand why her husband is so upset.)

The executive functions are a diverse, but related and overlapping, set of skills. In order to understand a person, it is important to look at which executive skills are problematic for her and to what degree.

For strategies to help children with Executive Function Disorder, also excerpted from Late, Lost, and Unprepared by Joyce Cooper-Kahn, Phd. and Laurie Dietzel, Ph.D., go to:

For more information about Executive Functioning, go to:

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The term "executive functioning" has become a common buzzword in schools and psychology offices. This is more than just a passing fad. Find out what executive function is, and what specific abilities are covered under the umbrella term of executive functioning.

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.