Equipos transfuncionales

Educators, parents, and policymakers have become increasingly aware that in addition to the mastery of educational subjects, school achievement includes a comprehensive display of capabilities and behaviors. Non-fatal student discriminations (these are thefts and assaults) at school are serious but rare (Flaxman, 2001). However, according to The National Center for Educational Statistics and Bureau of Justice report, Indicators of School Crime and Safety in 1998, about 8% of all 6th graders to 12th graders stated being preys of criminal incidents and 7% of students stated being threatened with weapons. About 16% of public school principals reported a number of serious disciplinary problems at their respective schools (Kaufmanet, Plotsky, Nemeroff & Charney, 2000). About 11% of school board leaders report that school violence is a major concern in their districts (Hess, 2002). Information on antisocial behavior in school shows that students‘ gender, age, and race are linked with the incidence of fatal and nonfatal violent incidents. Male students are significantly more likely to bully others, be involved in fights, be threatened or injured with weapons, consume alcohol and smoke marijuana, and be involved in other delinquent and criminal offenses (Kaufman et al., 2000; Nansel et al., 2001).

In order for children to prosper during their school careers, there needs to be a positive interaction of many factors and a partnership between all the people and structures involved in a child‘s learning process. Academic success must go hand-in-hand with the attainment of qualities such as honesty, cooperation, fairness, respect for others, kindness, trustworthiness, the skill to resolve conflict, and the awareness to comprehend why such personality qualities are important (National Conference of State Legislatures, 2002).

Children who take part in early childhood platforms including certain family components, showed less delinquent behavior later in life as opposed to those who did not for example 40% less arrests for violent wrongdoings (Reynolds, 2000) were recorded. Likewise, teenagers who are equally supported at home and at school show more optimistic outlooks about school, superior attendance and conduct, and better class preparation (Henderson & Mapp, 2002). Positive conduct at school is linked to positive learning outcomes (Haynes, Ben-Avie & Ensign, 2003).

Successful students not only perform better intellectually, but they are dedicated to lifelong learning, they also show accountable and respectful social behaviors, practice safe and positive health habits, and are involved with family, school and community activities (Greenberg et al., 2003). Most parents want their children to be safe and healthy. But executing that desire can be a demanding and challenging struggle. A survey of American‘s health habits has indicated that American parents and children are more overweight, more stressed, they are less active, they pay less attention to food intake than ever before (Richter et al., 2000). The most serious health and social complications facing humans today have their origins, and possible solutions, in health behaviors developed in childhood and adolescence (Spruijt-Metz, 1999).

There is currently also a growing awareness in the U.S.A among educators and policymakers about the importance of social and emotional development for successful student performance in pre-school and elementary school contexts (Camilli, Vargas, Ryan & Barnett, 2010; Denham & Weissberg, 2004).

Social and emotional learning (SEL) involves the processes of developing social and emotional competencies in children. SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning

challenging as emphasized by the strength theory. Every child, regardless of his or her personal and family situation, has strengths that are unique to the individual.

Nurturing the academic and social–emotional development of every student is the primary concern of teachers, school administrators, and policy makers, nonetheless a large group of students in U.S.A schools are falling behind (Meyer, Madden & McGrath, 2004). Schools will be most effective in their educational mission when they incorporate efforts to promote children‘s academic, social and emotional learning (Zins, Weissberg, Wang & Walberg, 2004). Educators, parents, and policymakers who know that the core SEL competencies are necessary for effective life functioning also recognize that these skills can be imparted. Literature indicates that school-based SEL programs can encourage and enhance students‘ connection to school, constructive behavior, and educational success (Durlak, Weissberg & Dumnicki, 2011).

Social and emotional learning has been revealed to increase mastery of subject material and drive to study; decrease nervousness, improve attention, and improve study skills; and increase commitment to school and the time devoted to school work. Social and emotional learning has also been shown to improve attendance and graduation rates, as well as constructive employment, while at the same time, it reduces suspensions, dismissals, and grade retention (CASEL, 2003; Zins et al., 2004).

Effective SEL programming begins in preschool and continues through high school. Classroom teachers can support students to cultivate social and emotional capabilities by directly teaching these skills, by using appealing curriculum materials, and by instigating specific instructional and classroom-management practices (Cohen, 2006; Durlak et al., 2011; Weare & Nind, 2011; Zins, Bloodworth, Roger, Weissberg & Walberg, 2004).

Social and emotional skills are critical to being a good student, citizen, worker and many different risky behaviors (for example., drug use, violence, bullying and dropout) can be prevented or reduced when multi-year, integrated efforts develop students‘ social and emotional skills. This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation ((Bond & Carmola-Hauf, 2004; Hawkins, Smith & Catalano, 2004). Children‘s social-emotional abilities encourage peer relationships and more progressive social skills be likely to achieve at higher levels at school (Baker, 2006).

SEL programs are to promote students‘ self-awareness, self-management, social-awareness, relationship, and responsible decision-making skills as well as to improve student attitudes and beliefs about self, others, and school. These, in turn, provide a foundation for better adjustment and academic performance as reflected in more positive social behaviors and peer relationships, fewer conduct problems, less emotional distress, and improved grades and test scores (Durlak et al., 2011; Greenberg, Weissberg & O‘Brien, 2003).

As stated by Sharma (1998) the strengths perspective includes the accurate assessment of one‘s strengths and limitations and possessing a well-grounded sense of confidence and optimism. Therefore, CASEL (2013) agrees with above author by identifying five interrelated sets of cognitive, affective, and behavioral competencies necessary for students to improve their social and emotional learning. The five competency clusters for students are:

 Self-awareness: The ability to accurately recognize own emotions and thoughts and its influence on behavior;

 Self-management: The ability to regulate one‘s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses,

motivating one self, and setting and working toward achieving personal and academic goals;

 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;

 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;

 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.

The five sets of SEL competencies are important from very early in life but are especially relevant as children begin to spend time with adults outside the home and to socialize with peers. Social and emotional skills play a role in determining how well-equipped children will be to meet the demands of the classroom. They also help determine whether students are able to engage fully in learning and benefit from instruction (Campbell & Von Stauffenberg, 2008; Denham, Brown & Domitrovich, 2010).