Jugović, Ivana and Puzić, Saša and Mornar, Mirta (2020) Developing the social, emotional and intercultural learning programme for students. In: Social, emotional and intercultural competencies for inclusive school environments across Europe: relationships matter. Studien zur Schulpädagogik (89). Verlag Dr. Kovač, Hamburg, pp. 59-82. ISBN 978-3-339-11406-8 (Print), 978-3-339-11407-5 (Online)
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Abstract
IN ENGLISH: The chapter aims to describe the development of a new school-based intervention programme for social, emotional and intercultural (SEI) learning for elementary school students. The programme was developed as part of the HAND in HAND project, which integrates two complementary approaches: one for social and emotional learning, and the other for intercultural learning. Following the recommendations of Brackett, Elbertson and Rivers (2015), the programme design is informed by a comprehensive theoretical background. The development of social and emotional competencies is founded on the CASEL model (2003), Schachter and Singer’s theory of emotion (1962), normative models of decision theory (Reyna & Farley, 2006) as well as the concepts of I-messages (Gordon, 2003), empathy (Eisenberg, Eggum, & Di Giunta, 2010), mindfulness (Kabat-Zinn, 2003) and awareness (Perls, Hefferline, & Goodman, 1958). Activities to boost intercultural learning are rooted in a critically reflexive approach to intercultural competence and understanding (Auernheimer, 2013 ; Gorski, 2008 ; Leiprecht, 2001 ; Walton, Priest and Paradies, 2013). Programme implementation is founded on respect for students’ boundaries and autonomy, while encouraging students to reflect, further supporting their SEI competencies. Providing students with SEI learning fosters their well-being as well as the respectful interpersonal and intergroup communication necessary for building an inclusive society. --------------- IN CROATIAN: U ovom poglavlju opisan je razvoj novog intervencijskog programa za socijalno, emocionalno i interkulturno učenje (SEI) za učenike osnovnih škola. Program je razvijen u sklopu projekta HAND in HAND, koji objedinjuje dva komplementarna pristupa: jedan za socio-emocionalno učenje, a drugi za interkulturno učenje. Sukladno preporukama Bracketta, Elbertson i Rivers (2015), dizajn programa temeljen je na sveobuhvatnom teorijskom okviru. Razvoj socio-emocionalnih kompetencija temeljen je na CASEL-ovom modelu (2003), Schachterovoj i Singerovoj teoriji emocija (1962), normativnim modelima teorije odlučivanja (Reyna i Farley, 2006), kao i na konceptima JA-poruka (Gordon , 2003), empatije (Eisenberg, Eggum i Di Giunta, 2010), mindfulness-a (Kabat-Zinn, 2003) i svjesnosti (Perls, Hefferline i Goodman, 1958). Aktivnosti za jačanje interkulturnog učenja ukorijenjene su u kritički refleksivnom pristupu interkulturnoj kompetenciji i razumijevanju (Auernheimer, 2013; Gorski, 2008; Leiprecht, 2001; Walton, Priest i Paradies, 2013). Provedba programa temelji se na poštivanju granica i autonomije učenika, istovremeno potičući učenike na promišljanje o vlastitom iskustvu, što dodatno podržava njihove socio-emocionalne i interkulturne kompetencije. Osiguravanje socio-emocionalnog i interkulturnog učenja kod učenika osnažuje njihovu dobrobit, kao i interpersonalnu i međugrupnu komunikaciju obilježenu poštovanjem, potrebnu za izgradnju uključivog društva.
| Item Type: | Book Section |
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| Additional Information: | Language: English. - Book editor: Ana Kozina. |
| Uncontrolled Keywords: | Social and emotional competencies, intercultural competencies, intervention programme, elementary school students (socio-emocionalne kompetencije, interkulturne kompetencije, intervencijski program, učenici osnovne škole) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology H Social Sciences > HM Sociology |
| Depositing User: | Karolina |
| Date Deposited: | 27 Feb 2020 13:10 |
| Last Modified: | 11 Apr 2024 09:46 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/879 |
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