Social and emotional proficiency is the ability to comprehend, manage, and pass on the social and emotional characteristics of one’s life and activities; in a mode that promotes the thriving management of life tasks such as learning, relationship building, problem solving and adjusting to the complexities of development and growth. Some of the skills nurtured under this area include self consciousness, the control of impulsive behavior, being able to cooperate with others and the ability to show care for oneself and the others around them. Additionally, social learning can be referred to as being the process through which children in interaction with adults expand the attitudes, skills, and values essential towards attaining emotional and social competence (Collaborative for academic, social and Emotional learning, 2003).
The person centered approach may yield the best of results from the social and emotional programs among middle-school level students, as it centers on making the learners become self conscious and cognizant, able to arrive at liable decisions and developing effective self and relationship management. This approach can highly be considered as one that is effective and good because it is clear that children being individuals still undergoing development; there is a highly felt need that their development be accompanied by the values and skills of being self cognizant and aware of others, ethics and respect for others; and the capability to make responsible choices towards situation and the daily activities to be met (N M S A, 2003, P. 10, 11) (Haynes, Ben-Avie & Ensign, 2003).
Some other reasons as to why this approach is highly effective are that it enables the learner to be socially alert and capable of self and relationship management. An example to back this approach is that from the work “this we believe”; it is clearly indicated that for an educational approach to be effective for adolescents it has to be responsive of development, empowerment, challenges and equitability in its areas of coverage. This is the case as through these engaging aspects the adolescents will develop the desired values of environmental, self and other people management (N M S A, 2003, P. 11, 12).
The other approach that can be effective for usage at the middle-school level of education is the environmental focus of SELs; where the emphasis is on social-emotional environment factors during the pursuit of creating a favorable caring, conducive, supportive, safe environment; where success can be cultivated. From the work “this we believe”; it is evident that this is supported, as it is argued that this education should constitute the curriculum accompanied by a well laid set of instructions and assessment employed into the environmental media. This can further be argued for; as the instructions, checks and balances ensure that effective corrective and change measures are employed towards attaining a wholesome social and ethical education (N M S A, 2003, P. 14) (Pasi, 2001).
Having discussed the different approaches that can be used in the social and education of adolescents; it is clear and evident that the realization of the effective wholesome education desired can not be realized without the contribution of the different players within the society. These players in this case include the parents, learners, workers like teachers and other supporting agents.
Collaborative for academic, social and Emotional learning. (2003). Safe and sound: An
Educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Author.
Haynes, M., Ben-Avie. M. & Ensign, J. (Ed.). (2003). How social and emotional development
Add up: getting results in Math and science education. New York: Teachers College Press.
National Middle School Association. (2003).This We Believe: Successful Schools for Young
Adolescents: A Position Paper of the National Middle School Association Westerville: National Middle School Association Publishers.
Pasi, J. (2001). Higher expectations: promoting social emotional learning and academic
achievement in your school. New York: Teachers College Press.