Search Results

You are looking at 1 - 10 of 21 items for :

  • "social and emotional learning" x
  • All content x
Clear All
Restricted access

Barrie Gordon, Jenn M. Jacobs, and Paul M. Wright

This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly aligned with the social and emotional learning (SEL) theoretical framework. The study sought to identify the learning(s) that occurred and the impact of participation for participants. The key findings were that 1) the pedagogical approach and strategies of TPSR when implemented with a high level of fidelity align strongly with the SEL framework; 2) the structure and design of this TPSR based program was an important ingredient in the school’s overall approach to supporting SEL among students, and 3) a number of SEL outcomes were identified as a result of participation in this program.

Open access

Paul M. Wright and David Walsh

around the globe. Perhaps, as Wright ( 2009 ) observed, as the margins of what is valued in this field continue to shift, we can better appreciate Don’s innovation and contribution. Consider, for example, how the current surge of interest in social and emotional learning in physical education invokes so

Restricted access

Dawn Anderson-Butcher

) and social and emotional learning (SEL; Elias et al., 1997 ; Ross & Tolan, 2018 ). The PYD perspective involves aligning internal strengths with external assets and opportunities in the environment, as well as reducing risk factors such as involvement with antisocial peers, rebelliousness, and

Restricted access

Amparo Escartí, Ramon Llopis-Goig, and Paul M. Wright

-Gunn, 2003 ). In the psychosocial literature, these competencies are called “life skills,” and these types of programs are found under the rubric of positive youth development programs or social and emotional learning programs ( Graczvk & Weissberg, 2003 ). Within models-based practice in physical education

Restricted access

Shirley Gray, Paul M. Wright, Richard Sievwright, and Stuart Robertson

, 2011 ; Taylor, Oberle, Durlak, & Weissberg, 2017 ). It is in the interest of all teachers and their learners therefore to develop knowledge and strategies that might nurture and promote social and emotional learning in schools, and specifically in PE ( Jacobs & Wright, 2014 ). Teaching personal and

Restricted access

Eishin Teraoka, Heidi Jancer Ferreira, David Kirk, and Farid Bardid

development” OR “emotional wellbeing” OR “emotional well-being” OR “emotional benefit” OR “motivation” OR “perceived competence” OR “perceived physical competence” OR “physical self-concept” OR “attitude” OR “interest” OR “enjoyment” OR “pleasure” OR “body image” OR “social and emotional learning” OR

Restricted access

* Renee Brown * Lindsey R. Smith * 10 2016 35 4 349 357 10.1123/jtpe.2016-0089 Social and Emotional Learning Through a Teaching Personal and Social Responsibility Based After-School Program for Disengaged Middle-School Boys Barrie Gordon * Jenn M. Jacobs * Paul M. Wright * 10 2016 35 4 358 369

Open access

David S. Walsh and Paul M. Wright

influenced by societal needs and movements ( Wright & Walsh, 2015 ). As explained by Jacobs and Templin ( 2020 ) in this issue, Don’s work spanned five decades that saw dramatic shifts in his field and in society. Currently, there is a surge of interest in social and emotional learning ( Jacobs & Wright

Restricted access

Paul M. Wright, Lauriece L. Zittel, Tawanda Gipson, and Crystal Williams

relationships and explore the impact of well-designed physical activity programs on a range of school readiness indicators including physical development and social and emotional learning ( Durlak et al., 2011 ; Jacobs & Wright, 2014 ; Taylor et al., 2017 ). Regarding connections between cognitive development

Restricted access

Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth

methodological rigor and implementation fidelity (see Pozo, Grao-Cruces, & Pérez-Ordás, 2018 for a recent review). Best practices for professional development (e.g.,  Gray, Wright, Sievwright, & Robertson, 2019 ), alignment with social and emotional learning (e.g.,  Gordon, Jacobs, & Wright, 2016 ), and better