111學年健康促進學校電子報-第五期

專任助理　簡于心
研究生　應昀庭

節錄自Teaching social and emotional learning in health education: application in school and community settings, by Connolly, 2022, First Edition, SHAPE America.

　　社會情緒學習(Social Emotional Learning, SEL)是一個理解與管理情緒、設定與實現目標、感受與展現出對他人的同理心、建立與維持正向關係以及做出負責任決定的過程。(CASEL, 2019)
SEL能力與美國國家健康教育標準(National Health Education Standards, NHES)的標準1以及技能表現之指標保持一致，並成為評量與指標的一部分（見圖 1.1）。表1.2比較NHES標準和SEL能力之間的相似性，使策劃者更容易將 SEL 能力與NHES標準維持一致。
雖然以技能為基礎的教學和社會情緒學習是很好的組合，但在教師培訓以及實施方式方面存在差異（預計於下一期電子報揭示）。

圖1.1　CASEL框架

表1.2　NHES與CASEL能力之對照

以技能為基礎的健康教育（美國國家健康教育標準, NHES, 2007）	社會情緒學習（美國學業與社會情緒學習組織, CASEL, 2020）
標準2 學生分析家庭、同儕、文化、媒體、科技和其他因素對健康行為的影響。	自我覺察能精準地理解情緒、想法和價值觀以及它們如何影響行為的能力。識別情緒精準的自我洞察力了解優勢與長處自信自我效能
標準3 學生展現獲取有效資訊以及產品和服務的能力以增強健康。	社會覺察對來自不同背景和文化的人有換位思考和同理的能力。理解社會和道德規範，以及識別家庭、學校與社區資源和支持的能力。換位思考／觀點取替同理心欣賞多樣性尊重他人
標準5 學生展現運用做決定的技能來增強健康。	負責任的決策根據道德標準、安全考量和社會規範對個人行為和社會互動做出有建設性選擇的能力。能夠對各種行為的後果做出現實的評估，並考慮自己和他人的福祉。辨識問題分析情况解决問題評估反思道德責任
標準7 學生展現實踐增強健康行為的能力並避免或減少健康風險。標準6 學生展現使用設定目標技巧以增強健康的能力。	自我管理在不同情境下成功調節情緒、想法和行為的能力，例如：管理壓力、控制衝動和自我激勵。設定並努力實現個人和學業目標的能力。衝動控制壓力管理自律自我激勵目標設定組織能力
標準4 學生展現運用人際溝通技巧來增強健康並避免或減少健康風險。標準8 學生展現倡議個人、家庭和社區健康的能力。	人際技巧清楚的溝通表達、傾聽、與他人合作、抵抗不適當的社會壓力、積極協商衝突以及在需要時尋求協助或提供協助的能力。溝通社會參與建立關係團隊合作

參考文獻
Joint Committee on National Health Education Standards. (2007). National Health Education Standards, Second Edition. SHAPE America.
CASEL. (2019). What’s is SEL? Retrieved from CASEL https://casel.org/what-is-sel/
CASEL. (2020). CASEL competencies. Retrieved from CASEL https://casel.org/wp-content/uploads/2019/12/CASEL-Competencies.pdf
Connolly. (2022). Teaching social and emotional learning in health education: application in school and community settings, First Edition. SHAPE America.

CASEL Social Emotional Learning Competencies

SEL is the process of understanding and meaning emotions, setting and achieving goals, feeling and demonstrating empathy for others, building and maintaining positive relationships and making responsible decisions. (CASEL, 2019)

The SEL competencies are aligned with standard 1 and skills performance indicators and become a part of assessment and instruction (see Figure 1.1). Table 1.2 demonstrates the similarities between the standards and competencies, making it easier for the planner to align the SEL competency to the standard.

Although skills-based instruction and social emotional learning are a great pair, there are differences in teacher training and how they are implemented.

Figure 1.1 The CASEL framework.

Table 1.2 The alignment of NHES and CASEL Competencies

Skills-Based Health Education (NHES, 2007)	Social Emotional Learning (CASEL, 2020)
Standard 2 Students analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.	Self-Awareness The ability to accurately recognize emotions, thoughts, and values and how they influence behavior. Identifying emotions Accurate self-perception Recognizing strengths Self-confidence Self-efficacy
Standard 3 Students demonstrate and ability to access valid information and products and service to enhance health.	Social-Awareness The ability to take perspective and empathize with people from diverse backgrounds and culture. The ability to understand social and ethical norms and to recognize family, school, and community resources and supports. Perspective taking Empathy Appreciating diversity Respect for others
Standard 5 Students demonstrate the ability to use decision-making skills to enhance health.	Responsible Decision Making The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The ability to make a realistic evaluation of consequences of various actions as well as a consideration of the well-being of self and others. Identifying problems Analyzing situations Solving problems Evaluating Reflecting Ethical responsibility
Standard 7 Students demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. Standard 6 Students demonstrate the ability to use goal-setting skills to enhance health.	Self-Management The ability to successfully regulate emotions, thoughts and behaviors in different situations such as: managing stress, controlling impulses, and self-motivation. The ability to set and work toward personal academic goals. Impulse control Stress management Self-discipline Self-motivation Goal setting Organizational skills
Standard 4 Students demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. Standard 8 Students demonstrate the ability to advocate for personal, family, and community health.	Relationship skills The ability to communicate clearly, listen, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed. Communication Social engagement Relationship building Teamwork

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