Integrating Responsible Decision-Making in the Class

Introduction

Refers to making healthy decisions based upon ethical standards, morals, social norms, respect for others, choice making, considering advantages and disadvantages, and ramifications of actions. It involves making constructive choices about personal behaviors and social interactions across various settings. It requires those to consider ethical standards, safety, and norms and be able to weigh out the consequences of choices (Weissberg, 2016).

According to Durlak, Weissberg, and Pachan (2010), schools can teach social and emotional skills following the acronym SAFE including:

1. Sequenced: Connected and coordinated sets of activities that promote skill development.
2. Active: Active forms of learning that are experiential and help students learn and practice new skills.
3. Focused: Emphasis on developing personal and social skills.
4. Explicit: Targeting specific social and emotional learning skills. Responsible decision-making skills are imperative for graduates. They will have more independence, responsibility, and autonomy post-graduation. They will be expected to make healthy choices in their best interest and others’ best interest, regardless of their newfound freedom.

Integrating Responsible Decision-Making in the Class

References and Recommended Reading

• Collaborative for Academic, Social and Emotional Learning (2003). Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL. Retrieved from: https://casel.org/safe-and-sound-guide-to-sel-programs/
• Collaborative for Academic, Social and Emotional Learning (2013). The 2013 CASEL Guide: Effecitive social and emotional learning programs-preschool and elementary school edition. Chicago, IL. Retrieved from: https://files.eric.ed.gov/fulltext/ED581699.pdf
• Collaborative for Academic, Social and Emotional Learning (2015). The 2015 CASEL Guide: Effective social and emotional learning programs-middle and high school edition. Chicago, IL. Retrieved from:  https://static1.squarespace.com/static/5532b947e4b0edee99477d27/t/5d0948b6a78e0100015f652f/1560889545559/CASEL+Secondary+Guide+2015.pdf
• Collaborative for Academic, Social and Emotional Learning (2015). CASEL schoolkit: A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL.
• Collaborative for Academic, Social and Emotional Learning. (2017). Teaching Activities to Support the Core Competencies of SEL. Chicago, IL. Retrieved from:  https://casel.org/sample-teaching-activities-to-support-core-competencies/
• Collaborative for Academic, Social and Emotional Learning.  (2018). Core SEL  Competencies. Chicago, IL. Retrieved from: https://CASEL.org/core-competencies/  
• Collaborative for Academic, Social and Emotional Learning.   (2022). Introductiont to SEL Workbook. Chicago, IL. Retrieved from: https://import.cdn.thinkific.com/448774/courses/1815374/IntroductiontoSELworkbook112022-221213-164933.pdf
• Collaborative for Academic, Social and Emotional Learning.   (2020). CASEL’s SEL Framework.Chicago, IL. Retrieved from: https://casel.org/casel-sel-framework-11-2020/?view=true
• Collaborative for Academic, Social and Emotional Learning.   (2017). Examples of Social and Emotional Learning in Elementary English Language Arts Instruction. Chicago, IL. Retrieved from: https://casel.org/sel-in-elementary-ela-8-20-17/?view=true
• Collaborative for Academic, Social and Emotional Learning.   (2017). Examples of Social and Emotional Learning in High School English Language Arts Instruction. Chicago, IL. Retrieved from: https://casel.org/sel-in-high-school-ela-8-20-17/?view=true
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–32. Retrieved from http://casel.org/wpcontent/uploads/Meta-Analysis-Child-Development-Full-Article1.pdf
• Weissberg, R. (2016). Why social and emotional learning is essential for students. Retrieved from https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta
• https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencies/
• https://www.weareteachers.com/21-simple-ways-to-integrate-social-emotional-learning-throughout-the-day/
• https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencies/