知道

As a school-age staff member, supporting social and emotional competence is a major part of your job. Appropriately, we spend the bulk of our time with children promoting positive interactions, helping solve problems, and responding to intense emotions. We are promoting positive social and emotional skills in every interaction we have with a child. Recent reviews of research suggest that focusing on social and emotional competence in school-age programs (i.e., out-of-school time) increases children’s self-perceptions, positive social behaviors, and academic achievement. It also results in a significant reduction in problem behavior. Researchers at the Center for the Study of Social Policy found an additional benefit of such an emphasis on social and emotional competence: It decreased the amount of child abuse and neglect in families. Parents with children in exemplary programs reported that the skills their children learned related to anger management and violence prevention directly affected the way parents and children interacted. When children expressed their emotions appropriately, parents began to see their children differently.

什么是社会和情感能力？

社会和情感能力是与他人互动的能力，规范自己的情绪和行为，解决问题，有效地沟通。社会和情感能力的儿童（社会政策研究中心，2013年）：

• 健康自尊
• Self-confidence
• Self-efficacy
• Self-control
• Personal agency
• Patience
• 坚持
• 解决冲突技能
• Communication skills
• Empathy
• Social skills
• 道德

Children who have these characteristics are not just successful in classrooms. They are successful in life. There is strong research evidence that social and emotional development contributes to development across domains: cognitive, physical, communication. In many ways, social and emotional development opens the door to richer and deeper learning. Furthermore, supportive relationships are the foundation of positive youth development. These relationships influence how children and youth engage with you and with the program, so they have a direct effect on your program’s impact. Helping children develop the skills necessary to form these types of relationships makes sense.

这与防止儿童滥用和忽视在中心环境中有什么关系？答案很简单：当你看到每个互动作为建立积极关系的机会时，你更有可能积极地观看儿童。您更有可能看到行为作为沟通：

• 在另一个孩子的6岁的人“Tattling”说，“我们需要你的帮助。”
• The 9 year old who tells you long stories about his favorite video game is saying, “Please pay attention to me.”
• 在错过目标后，11岁的人在围栏后扔在篱笆上，“我沮丧。”

This makes you less likely to become frustrated or overwhelmed. You are more likely to make good decisions about responding to behaviors that challenge you. These decisions help strengthen your relationships with children, and these relationships prevent child abuse and neglect in your program.

There are three main ways school-age programs promote social and emotional competence (Crosson-Tower, 2003):

• 教学识别和处理情绪
• 教学认识和解决社会问题
• 支持孩子，因为他们制作并保持朋友

您可以通过探索引用和资源部分中的链接来了解这些概念的大量概念。您还将在指导和社交课程中了解更多内容。以下是这三个概念的简要介绍。

情绪素养

情绪素养是能够识别自己和他人的情绪。这也是表达和规范情绪的能力。促进情绪素养使用自然机会每天都使用自然机会来谈论情绪。成年人标记自己的情绪和孩子的情绪。他们帮助孩子认识到自己和他人的情绪。成年人还提供具体的策略来帮助孩子地址并适当地表达他们的情绪。例如，当他们生气而不是抨击时，计划可以教孩子们“停下来思考”。

Read the following statements from staff members that help build emotional literacy:

• “克拉伦斯，我可以告诉你真的沮丧，即所有的计算机都被拍摄了。你能做什么，直到一个有空？“
• “I wonder how it would feel if someone said that to you….”
• “I’m really excited about going bowling with you guys tomorrow.”
• “When I get angry, I step away and take some deep breaths.”

It is also important to help school-age children continue developing empathy. Empathy is the ability to take on another person’s perspective. You can do this by describing your own and other children’s emotions. You can also ask school-age children to think about how they would feel in certain situations. Encourage reflection, critical thinking, and compassion. Teaching empathy is a powerful way to prevent violence. People who understand the emotions of others are less likely to commit violence. This means that teaching children empathy can help prevent violence between children. Teaching empathy also refreshes your own mental and emotional health, which can prevent child abuse and neglect in school-age programs.

Problem-Solving and Conflict Mediation

All of us experience problems. Our success lies in how we deal with those problems. The skill of successfully navigating complex social situations does not necessarily come naturally. In programs that foster social and emotional competence, children are taught specific strategies for solving social problems. They may learn to recognize they have a problem, think of solutions, think about what would happen, and give it a try. Adults may also help children generate solutions to try. In many programs, problem-solving steps are posted on the walls so children can refer to them. The four steps often include:

1. 定义问题（我的问题是什么？）
2. 生成替代解决方案（我可以尝试什么？）
3. 选择最佳解决方案，制定计划，并执行它（我该怎么办？它是公平吗？它解决了问题吗？）
4. 评估结果（是我解决的问题？）

Helping school-age children learn to solve problems is a critical skill for life. It helps build resilience and mental flexibility. Make sure you model these skills yourself during your daily interactions with co-workers and families.

支持ing Friendship Skills

学ing how to make and keep friends is a lifelong skill. By the school-age years, most children have several close friends, and their social networks can be quite sophisticated. This does not mean that our work is done, though. During the school-age years, we can continue promoting friendships by:

• Creating positive social norms: Social norms are the habits or ways of interacting that develop amongst a group of people. You can create positive social norms through your mission statement, expectations, and reactions to everyday events.
• 确保孩子有机会所属的机会：这意味着学龄儿童感到尊重。他们有领导角色的机会，并在程序中发出声音。他们能够在计划中继续开发自己的身份。
• 提供支持关系：学龄儿童需要与工作人员和同行有联系。

In programs that foster social and emotional competence, staff members look for opportunities to promote friendship skills. They encourage and model friendly behavior. Successful school-age programs also actively prevent bullying. From stopbullying.gov, successful programs:

• 谈论欺凌。他们定义它是什么，如果你看到它是怎么办法。
• 模型如何与尊重和善意互动。孩子们做他们看到成年人所做的事情。
• 鼓励孩子做他们喜欢的事。孩子们感到放心，他们可以探索他们的兴趣，而不必害怕被欺负。如果孩子们喜欢艺术，戏剧，音乐，建筑物或任何其他爱好，他们可以自由地探索它。
• 与孩子们谈谈他们的一天：你坐在公共汽车上谁？什么是午餐？你擅长什么？开放通信线可以帮助孩子们感到安全。
• 设置明确的政策和规则。课程确保有明确的行为准则，所有儿童和青少年都有权安全和对待。如果怀疑欺凌，有关成年人应该做什么的明确政策。

当孩子们挣扎时回应

当孩子们没有上述技能时，您认为会发生什么？如果你不确定，想象一个不知道如何处理愤怒的孩子。那个孩子做了什么？如果你猜到的是，你可能是正确的。那个孩子可能对别人大喊大叫，摧毁财产，或咄咄逼人。或者，一个不知道如何处理愤怒的孩子可能会被撤回。这意味着他可能会变得安静或保持他的愤怒。这可能会对孩子造成很大的紧张和压力。下一课侧重于响应挑战的行为，但现在知道您需要帮助为需要他们的儿童开发个性化支持。你的米尔培训和课程专家PUBLICsupervisorand program team will help you (a) know who these children are and (b) how to support them. Here are a few strategies you might use in these situations:

• 社会技能组:你可能会与一个小工作group of children who have difficulties handling anger, for example. You might teach these children specific strategies to calm down, express their feelings appropriately, and think of next steps. These groups can be developed around a variety of social skills. For example, you might have a group that is working on positive ways to solve conflicts with peers or appropriate ways to get peers’ attention.
• 办理登机手续/退房手续：您可以每天与您联系和留出您的孩子。通常，该儿童有程序的期望列表（例如，尊重，完成您的作业等）。成人审查这些期望与儿童，并监控每天都有期望。这旨在成为儿童和成年人之间的积极互动。
• Book Clubs: You might have children in the program who are interested in forming a book club that incorporates social-emotional issues. Most pre-teen literature involves social problems and emotional scenarios. You can help facilitate conversations about the plot and whether the characters used appropriate social and emotional skills.

您将在社会和指导课程中了解更多内容。

看

What do programs that promote social and emotional competence look like? Watch this video to find out.

做

促进情绪素养，您可以：

• 鼓励和加强孩子谈论他们的感受。
• Notice children’s feelings and provide an opportunity for children to describe how they are feeling.
• Label your own feelings.
• 通过帮助孩子们通知彼此的感受来促进同理心。

To promote problem-solving you can:

• 专门教导解决问题的步骤。
• Engage children in generating solutions to common challenges.
• 关于解决问题的视觉提醒。
• Recognize and give specific feedback to children who have solved problems.
• 帮助孩子反映自己的解决问题。
• 改变你的方法，以满足个体儿童的需求。

促进友谊，您可以：

• Provide a program in which school-age children have many opportunities to make choices about what they do and who they interact with.
• Develop clear rules and expectations for interpersonal behavior. Emphasize respect and safety.
• 谈论欺凌。帮助孩子理解为什么它发生了，他们可以做些什么来阻止它。
• 始终如一地响应儿童问题。
• Develop systems for introducing new children to the program and to their peers.
• 对竞技体育和游戏进行体贴。为合作运动和游戏提供许多机会。
• Build a strong relationship with each child.