1. Social Emotional Learning
(SEL)
Marcia Ramstrom, School Counselor

2. What You Will Learn
• Social Emotional Learning (SEL)
• Where behavior comes from
• Trauma-Informed Practices (TIPs) in
education
• How to use SEL and TIPs to address
students’ most challenging behaviors
• Second Step Curriculum

4. Quiz
• What do schools teach?
• What do you want most for your children?

5. Best of Both Worlds
Imagine that schools could, without
compromising either, teach both the skills of
well-being and the skills of achievement.

6. Social Emotional Learning

7. Social Emotional Learning
The process through which children and
adults acquire and effectively apply the
knowledge, attitudes, and skills necessary to
understand and manage emotions, set and
achieve positive goals, feel and show
empathy for others, establish and maintain
positive relationships, and make responsible
decisions.

9. Rules Without Relationships =
Rebellion
SEL is based on the understanding that the
best learning emerges in the context of
supportive relationships that make learning
challenging, engaging, and meaningful.
Teaching Without Relationships
Results in NO LEARNING

10. • These skills are critical to being a good student,
citizen, and worker
• Many unwanted behaviors can be prevented or
reduced when multiyear, integrated efforts are
used to develop students' social and emotional
skills
• This is best done through effective classroom
instruction and student engagement in positive
activities in and out of the classroom

11. C
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12. Self-awareness
The ability to accurately recognize one’s
emotions and thoughts and their influence on
behavior.
Includes accurately assessing one’s strengths
and limitations and possessing a well-
grounded sense of confidence and optimism.

13. Self-management
The ability to regulate one’s emotions,
thoughts, and behaviors effectively in different
situations.
Includes managing stress, controlling
impulses, motivating oneself, and setting and
working toward achieving personal and
academic goals.

14. Social Awareness:
The ability to take the perspective of and
empathize with others from diverse
backgrounds and cultures, to understand
social and ethical norms for behavior, and to
recognize family, school, and community
resources and supports.

15. Relationship Skills
The ability to establish and maintain healthy and
rewarding relationships with diverse individuals
and groups.
This includes communicating clearly, listening
actively, cooperating, resisting inappropriate
social pressure, negotiating conflict
constructively, and seeking and offering help
when needed.

16. Responsible Decision Making
The ability to make constructive and respectful
choices about personal behavior and social
interactions based on consideration of ethical
standards, safety concerns, social norms, the
realistic evaluation of consequences of various
actions, and the well-being of self and others.

17. Second Step for SEL

18. Behavior
As a group, come up with the top 5 most
challenging behaviors you deal with as a
teacher.

19. Thoughts,
Feelings &
Behaviors
Triad

20. Positive Thoughts

21. ABC Model & Entering the Triad

22. The Brain’s CEO

23. Executive Functioning Skills
The essential self-regulating skills that we all use
every day to accomplish just about everything.
They help us plan, organize, make decisions,
shift between situations or thoughts, control our
emotions and impulsivity, and learn from past
mistakes.

24. How To Help Students With
Negative Behavior Due to
Deficits in Executive
Functioning Skills
How to help educators who are
experiencing enormous stress related to
these behavior problems.

25. What We Know
• School discipline is broken
• Tightening the vise HAS NOT worked
• Students WANT to succeed
• Teachers do their best with what they
know and need help understanding and
helping kids with challenging behavior

26. Dramatic Shift
• Improvement in understanding the factors
that set the stage for challenging
behaviors in kids
• Creating mechanisms for helping these
kids that are predominantly proactive
instead of reactive

27. Challenging Behavior
• Students with social, emotional and
behavioral challenges LACK IMPORTANT
THINKING SKILLS
• Kids do well IF THEY CAN
• When the demands being placed on a kid
EXCEED his capacity to respond
adaptively

28. Lagging Skills =
Challenging Behavior

29. Bruce Perry – Trauma & The Developing
Brain I

30. Bruce Perry – Trauma & The Developing
Brain II

31. County & State Abuse Stats
Substantiated Cases of Child Abuse and Neglect, by Type of Abuse: 2014

32. County & State Abuse Stats
Substantiated Cases of Child Abuse and Neglect, by Type of Abuse: 2014

33. Creating Trauma Informed
Schools

34. “An ounce of prevention is worth
a pound of cure.”
Benjamin Franklin

35. The Art of SEL

36. Second Step for SEL

37. Second Step Curriculum

38. Helping Them Heal

39. Letters From Teddy

40. Conclusion
View the difficulties of behaviorally challenging
students through more compassionate, accurate,
productive lenses.
See our students benefitting from these practices
that are non-adversarial, non-punitive, proactive,
collaborative and relationship-enhancing.