Social and Emotional Learning or SEL is the process through which children understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
MENTAL HEALTH CREW
All students at REMS participate in Social Emotional Learning provided by the School Counselor as the universal multi-tiered level of student support within their crews. For those students who are in the Discovery Program, the School Social Worker provides these learning opportunities as part of her role. There may be times that School Counselor and School Social Worker provide a team approach integrating Social Emotional Learning based on expertise and needs of students and scheduling.
In addition, those students with identified social emotional and mental health needs can receive more intensive and targeted support through small groups and individual brief counseling services through teacher/staff referral, parent request or as part of their affective goals on an 504 Plan, IEP or ALP. These more intensive counseling services require parental consent and ongoing communication within the Multi-Tiered System of Support (MTSS) Team to ensure the student(s) are getting the support needed to be successful. These mental health support services may be provided by the School Counselor, School Social Worker, School Psychologist, and/or School Behavior Specialist. The Mental Health Team works in collaboration to meet student needs and will often work with students in the team approach.
Five Core Competencies of
Social and Emotional Learning
The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.
The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.
The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.