학업수월성 지향 학교에서 사회정서학습의 필요성과 지속가능성에 관한 고찰
An Inquiry into the Necessity and Sustainability of Social and Emotional Learning in Schools Pursuing Academic Excellence
초록
이 연구의 목적은 아동․청소년의 사회정서적 유능성을 증진시킴으로써 문제행동을 예방하고 학업수행을 향상시키는데 효과적인 접근으로 알려진 사회정서학습의 개념을 소개하고, 학업수월성을 지향하는 국내 학교장면에 사회정서학습을 도입․적용할 필요성과 지속적으로 실시할 가능성을 고찰하는데 있다. 이를 위하여, 이론적 문헌, 경험적 연구, 구조화된 사회정서학습 커리큘럼, 미국의 사회정서학습 법령과 싱가포르의 사회정서학습 사례, 우리나라 교사들이 개발한 사회정서학습 지도안을 검토하였다. 그 결과, 사회정서적 유능성의 5개 구성요인(자기인식, 사회적 인식, 자기관리, 대인관계 기술, 책임 있는 의사결정)과 개념정의(학생들의 사회정서적 유능성을 증진시키기 위한 학교기반의 다양한 예방 및 개입 서비스를 통합하고 조율하는 과정)가 우리의 학교현장에 적용가능하며 적절한 것으로 판단되었다. 또한 학교차원에서 사회정서학습을 시행하는 과정은 준비단계, 계획단계, 실시단계를 거치며, 6가지의 지속가능성 요인을 포함하는 것으로 확인되었다. 사회정서학습의 실시방법은 개인중심의 접근(기술훈련)과 환경중심의 접근(풍토조성)으로 구분되는데, 사회정서학습 커리큘럼을 집단상담으로 실시하는 방법에 비해 사회정서학습을 교과학습과 연계하는 방법이 학업수월성을 지향하는 학교현장에 지속적으로 적용될 가능성이 높은 것으로 추론되었다. 사회정서학습은 학생의 학교관련 태도와 행동 및 학업수행에 긍정적 영향을 미치며, 교사의 수업효능감과 교수방법을 향상시키는데 효과적인 것으로 밝혀졌다. 이러한 효과를 확보하려면, 사회정서학습의 도입과 지속적인 적용을 방해하는 요인들을 미리 확인하고 이에 대한 대응방안을 모색해야 할 필요가 있을 것이다. 마지막으로, 사회정서학습의 의의, 효과적이며 지속적인 시행을 위한 노력, 교실수업과 연계하는 현실적 방안, 후속연구를 위한 제언을 논의하였다.
- keywords
- 사회정서학습, SEL, 사회정서적 유능성, 학교기반의 예방, social and emotional learning, SEL, social-emotional competence, school-based prevention, social and emotional learning, SEL, social-emotional competence, school-based prevention
Abstract
This study was conducted to introduce the concepts of social and emotional learning(SEL) that was found effective in enhancing social-emotional competencies, preventing problem behaviors, and improving academic performance and to examine the necessity and sustainability of schoolwide SEL in Korean school systems pursuing academic excellence. Theoretical literature, empirical studies, SEL curricula, the U.S. laws stipulating SEL learning standards, Singapore’s SEL practices, and SEL lesson plans developed by Korean teachers were reviewed. As a result, the construct of social-emotional competencies was found to consist of five components(i.e., self-awareness, social awareness, self-management, relationship skills, responsible decision-making), and SEL was defined as the strategic process of implementing many school-based prevention and intervention services designed to enhance social-emotional competencies in a coordinated and integrated manner. Such process consisting of three phases(i.e., readiness, planning, implementation) and 10 stages included six sustainability factors. Methods of implementing SEL in schools were categorized into either a person-centered approach(e.g., skills training) or an environment-centered approach(e.g., creating caring, supportive and safe climate). It was inferred that the method of infusing SEL into academic learning would be more acceptable to Korean school systems than that of implementing SEL curricula in the group counseling manner. Prior empirical research showed that schoolwide SEL would improve students’ school-related attitude, behavior, and academic performance as well as teachers’ self-efficacy and teaching practices. For such positive outcomes, it would be necessary to identify roadblocks to implementing schoolwide SEL in advance and to prepare plans to break through them. Finally, the significance and challenges for adopting and implementing SEL in Korean school systems were discussed and suggestions for further research were made.
- keywords
- 사회정서학습, SEL, 사회정서적 유능성, 학교기반의 예방, social and emotional learning, SEL, social-emotional competence, school-based prevention, social and emotional learning, SEL, social-emotional competence, school-based prevention
참고문헌
김지하 (2011). 초등학교 국어과 <듣기․말하기> 수업의 사회정서학습 지도안. 사회정서학습 프로그램 발표회. 6월 15일. 광주광역시: 전남대학교.
박인우 (1995). 효율적 집단상담 프로그램 개발을 위한 체계적 모형. 지도상담, 20, 19-40. 계명대학교 학생생활연구소.
손경원 (2009). 초등학생들의 책임 있는 의사결정능력 함양 방안 개발. 한국철학논집, 25, 99-135.
윤숙영 (2011). 고등학교 국어과 <규중칠우쟁론기> 수업의 사회정서학습 지도안. 사회정서학습 프로그램 발표회. 6월 15일. 광주광역시: 전남대학교.
이상민 (2008). 중․고생을 위한 시민의식함양 학급단위 상담프로그램의 활용. 2008 한국심리학회 연차학술발표대회 논문집.
이인재 (2009). 초등학생들의 사회․정서적 능력 함양을 위한 이론적 토대 연구. 한국철학논집, 25, 7-40.
지준호 (2009). 초등학생들의 자기인식 및 자기관리 능력 함양 방안 연구 - 유학의 가치․덕목을 중심으로. 한국철학논집, 25, 41-70.
질병관리본부 (2010). 제5차(2009년) 청소년건강행태온라인조사 통계. 서울: 질병관리본부.
차명정, 천성문 (2011). 중학교 도덕․사회 교과와 연계한 갈등해결 프로그램의 개발과 효과. 한국교육논단, 10(2), 27-46.
최복희 (2009). 초등학생들의 대인관계 기술 함양을 위한 통합적 적용방안 연구. 한국철학논집, 25, 71-98.
Academic, Social, and Emotional Learning Act of 2009, H.R. 4223, 111th Cong. (2009).
Adelman, H. S., & Taylor, L. (2000). Moving prevention from the fringes into the fabric of school improvement. Journal of Educational and Psychological Consultation, 11, 7-36.
Brandt, R. (2003). How new knowledge about the brain applies to social and emotional learning. In M. J. Elias, H. A., Arnold, & C. S. Hussey (Eds.), EQ + IQ = Best leadership practices for caring and successful schools (pp. 57-70). Thousand Oaks, CA: Corwin Press.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5, Article 15, 1-111.
Clouder, C., Dahlin, B., Diekstra, R., Berrocal, P. F., Heys, B., Lantieri, L., & Paschen, H. (2008). Social and emotional education. An international analysis. Spain: Fundacion Marcelino Botin.
Cobia, D. C., & Henderson, D. A. (2007). Developing an effective and accountable school counseling program (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Collaborative for Academic, Social, and Emotional Learning. (2006). Sustainable schoolwide social and emotional learning (SEL): Tool kit. Chicago, IL: Author.
Collaborative for Academic, Social, and Emotional Learning (2007). The benefits of school-based social and emotional learning programs: Highlights from a forthcoming CASEL report. Retrieved February 22, 2011, from www.casel.org/ downloads/metaanlaysissum.pdf
Collaborative for Academic, Social, and Emotional Learning. (2011a). Definition of SEL. Retrieved March 27, 2011, from http://casel.org/why-it- matters/what-is-sel/
Collaborative for Academic, Social, and Emotional Learning. (2011b). SEL across the globe. Retrieved May 5, 2011, from http://casel.org/ policy-advocacy/sel-across-the-globe/
Collaborative for Academic, Social, and Emotional Learning. (2011c). SEL skills & competencies. Retrieved March 27, 2011, from http://casel. org/why-it-matters/what-is-sel/skills-competencies
Collaborative for Academic, Social, and Emotional Learning. (2011d). SEL standards and policies. Retrieved March 25, 2011, from http:// www.casel.org/standards/print.php?url=standards/policy.php
Committee for Children. (2008a). Second Step: Student success through prevention. Grade 6: Stepping up. Seattle, WA: Author.
Committee for Children. (2008b). Second Step: Student success through prevention. Grade 7: Stepping in. Seattle, WA: Author.
Committee for Children. (2008c). Second Step: Student success through prevention. Grade 8: Stepping ahead. Seattle, WA: Author.
Cowen, E. (1994). The enhancement of psychological wellness: Challenges and opportunities. American Journal of Community Psychology, 22, 149-179.
Cowen, E. (1999). In sickness and in health: Primary prevention’s vows revisited. In D. Cicchetti & S. L. Toth (Eds.), Rochester symposium on developmental psychopathology: Developmental approaches to prevention and intervention (Vol. 9, pp. 1-24). Rochester, NY: University of Rochester.
Developmental Studies Center. (2009). Caring school community. Oakland, CA: Author.
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), 405-432.
Ee, J. (2009). Strategies for empowering metacognition through SEL. In J. Ee (Ed.), Empowering metacognition through social-emotional learning: Lessons for the classroom (pp. 3-23). Singapore: Cengage Learning.
Ee, J. (2010, June 21). Empowering metacognition through social-emotional learning. Talk at the Collaborative for Academic, Social, and Emotional Learning, Chicago, IL.
Elias, M. J. (2009). Social-emotional and character development and academics as a dual focus of educational policy. Educational Policy, 23(6), 831-846.
Elias, M. J., Bruene-Butler, L., Blum, L., & Schuyler, T. (2000). Voices from the field: Identifying and overcoming roadblocks to carrying out programs in social and emotional learning/emotional intelligence. Journal of Educational and Psychological Consultation, 11(2), 253-272.
Elias, M. J., Zins, J. E., Weissberg, K. S., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
Harlacher, J. E., & Merrell, K. W. (2010). Social and emotional learning as a universal level of student support: Evaluating the follow-up effect of Strong Kids on social and emotional outcomes. Journal of Applied School Psychology, 26(3), 212-229.
Illinois State Board of Education. (u.d.). Illinois learning standards: Social/emotional learning (SEL). Retrieved May 11, 2010, from http://www. isbe.state.il.us/ils/social_emotional/standards.htm
Kress, J. S., & Elias, M. J. (2006). Building learning communities through social and emotional learning: Navigating the rough seas of implementation. Professional School Counseling, 10(1), 102-107.
Kusché, C. A., & Greenberg, M. T. (1994). The PATHS (promoting alternative thinking strategies) curriculum. South Deerfield, MA: Channing -Bete Co.
Marshall, J. C., & Caldwell, S. D. (2007). Caring school community implementation study: Four year evaluation report. St. Louis, MO: Marshall Consulting.
Merrell, K. W. (2007a). Strong Kids (grades 3-5): A social and emotional learning curriculum. Baltimore, MD: Paul H. Brookes.
Merrell, K. W. (2007b). Strong Kids (grades 6-8): A social and emotional learning curriculum. Baltimore, MD: Paul H. Brookes.
Merrell, K. W. (2007c). Strong Teens (grades 9-12): A social and emotional learning curriculum. Baltimore, MD: Paul H. Brookes.
Merrell, K. W. (2010). Linking prevention science and social and emotional learning: The Oregon resiliency project. Psychology in the Schools, 47(1), 55-70.
Merrell, K. W., & Gueldner, B. A. (2011). 사회정서학습: 정신건강과 학업적 성공의 촉진 [Social and emotional learning in the classroom: Promoting mental health and academic success]. (신현숙 역). 서울: 교육과학사. (원전은 2010년에 출판)
Merrell, K. M., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Evaluation of Strong Kids and Strong Teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24(2), 209-224.
National Association of School Psychologists. (2010). Model for comprehensive and integrated school psychological services, NASP practice model overview. [Brochure]. Bethesda, MD: Author.
Northeast Foundation for Children. (2007). Responsive classroom: Level Ⅰ resource book (rev.). Turners Falls, MA: Author.
Northeast Foundation for Children. (2009). Responsive classroom: Level Ⅱ resource book (rev.). Turners Falls, MA: Author.
Pasi, R. J. (1997). Initiating a program in social and emotional education. NASP Bulletin, 81(601), 100-105.
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185.
Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum. School Psychology Review, 38(4), 510-532.
Reeves, D. (2006). Leading to change. Pull the weeds before you plant the flowers. Educational Leadership, 64(1), 89-90.
Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS curriculum. Prevention Science, 7(1), 91-102.
Rimm-Kaufman, S. E. (2006). Social and academic learning study on the contribution of the Responsive Classroom approach. Retrieved June 28, 2010, from http://www.responsiveclassroom.org/pdf_ files/
Ross, M. R., Powell, S. R., & Elias, M. J. (2002). New roles for school psychologists: Addressing the social and emotional learning needs of students. School Psychology Review, 31(1), 43-52.
Schwab, Y., & Elias, M. J. (2006, November). Raising test scores: Using social-emotional learning and cognitive-behavioral techniques to increase math test performance. Symposium at 40th Annual Convention of the Association for Behavioral and Cognitive Therapies. Chicago, IL.
Velsor, P. V. (2009). School counselors as social-emotional learning consultants: Where do we begin? Professional School Counseling, 13(1), 50-58.
Ysseldyke, J. E., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., & Telzrow, C. (2006). School psychology: A blueprint for training and practice Ⅲ. Bethesda, MD: National Association of School Psychologists.
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp.3-22). New York: Teachers’ College, Columbia University.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2&3), 233-255.
- 다운로드 수
- 조회수
- 0KCI 피인용수
- 0WOS 피인용수