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Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education: School Staff Members’ Perspectives
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Journal Article
Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education: School Staff Members’ Perspectives
2015
Overview
Social and emotional learning (SEL) has been well researched and validated as an important
component of youth education (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias
et. al., 1997). However, much of the literature implies a very monolithic approach to SEL
interventions (Watts, Griffith, & Abdul-Adil, 1999). The current study examines a predominately
African-American urban alternative school’s unique approach to reaching students’ SEL needs.
Utilizing Consensual Qualitative Research (Hill, 2012), researchers interviewed 15 staff members
at the school, ranging from teachers to mental health professionals to community educators, to
obtain a thorough understanding of the unique approaches to SEL within urban alternative
education. Implications for educators and mental health professionals working in alternative
educational settings are discussed
Publisher
Ball State University Center for Peace and Conflict Studies and University Libraries,Ball State University,Ball State University Libraries
Subject
