Social Thinking Framework: Social Emotional Learning & Development
Social Emotional Learning & Development
Components of the Social Thinking Methodology fit within the Social, Emotional, and Academic Learning (SEAL) framework by addressing joint attention, self-regulation, and perspective taking through stories and play.
While the motivational developmental tool used with a specific student(s) may change over the years of a child’s life due to developmental shifts, the core Social Thinking Treatment Frameworks and Strategies remain the same. For example, children may use the We Thinkers! when six years old, but by 10 years old they are learning about being a Social Detective and having Superflexible strategies to guide them and by 13 years old we may use Social Fortune or Social Fate to teach a more sophisticated view of the social world. The Motivational Developmental tools are for parents and professionals to use directly with the client/student/child.
Social Emotional Learning & Development Research
Here are a few research-based concepts and frameworks representing the foundation for the Social Thinking Methodology as it relates to SEAL. We continue to learn, modify, expand, and generate new articles as it pertains to SEAL. The list below is not meant to be exhaustive by any means, but rather a resource for you!
(2005). Collaborative for Academic, Social, and Emotional Learning (CASEL). Safe and sound: An educational leaders guide to evidence-based social and emotional learning (SEL) programs.
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Brusnahan, L. S., & Gatti, S. N. (2011). Where does social-emotional well-being fit into the school curriculum. ICI UMN.
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Riggs, N. R., Jahromi, L., Razza, R., Dillworth-Bart, J. E., & Mueller, U. (2006). Executive function and the promotion of social-emotional competence. Journal of Applied Developmental Psychology, 27: 300-309.
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McClelland, C., Cameron, C. E., Wanless, S. B., & Murray, A. (2007). Executive function, behavioral self-regulation, and social-emotional competence. Contemporary Perspectives on Social Learning in Early Childhood Education, 113-137.
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Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., Rydall, P. (2004). The SCERTS model: Enhancing communication and socioemotional abilities of children with autism spectrum disorders. Brookes, Baltimore.
Payton, J., Weissberg, r., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings From Three Scientific Reviews. Technical Report: Collaborative for Academic, Social, and Emotional Learning, (NJ1).
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Motivational Developmental Tools to Support SEAL
