Collaboration to Promote Social-Emotional Learning: Promoting Resilience during the COVID-19 Pandemic

Autor/inn/en	Kruczek, Theresa; Sander, Janay; Smithson, Jenny; Paul, Jess
Titel	Collaboration to Promote Social-Emotional Learning: Promoting Resilience during the COVID-19 Pandemic
Quelle	In: School-University Partnerships, 15 (2022) 2, S.29-36 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Social Emotional Learning; COVID-19; Pandemics; Resilience (Psychology); Mental Health; Allied Health Personnel; School Personnel; Professional Development; Success; Multi Tiered Systems of Support; College School Cooperation; School Counseling; School Districts; Trauma Informed Approach; Indiana + Suchen Sie Ihr Suchwort? Psychohygiene; Schulpersonal; Erfolg; School counselling; Pädagogische Beratung; School district; Schulbezirk
Abstract	A long-standing, traditional teacher professional development relationship was expanded to involve school mental health professionals in supporting the implementation of a Multi-Tiered System of Support (MTSS) and fostering social-emotional learning district-wide. The ultimate goal of the collaboration was to foster a balanced focus on social-emotional, behavioral, and academic student success throughout the district. The goal for the first year of the collaboration was to develop and support MTSS within the context of the American School Counseling Association's National Model for Comprehensive School Counseling and the National Association of School Psychologists Practice Model. This paper describes the partnership and how the infusion of SELinformed the school district's responses to the pandemic. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01