자연주의적 탐구조사(Naturalistic Inquiry)

The present historical moment may seem a particularly inopportune time to review Bowling Alone, Robert Putnam's latest exploration of civic decline in America. After all, the outpouring of volunteerism, solidarity, patriotism, and self-sacrifice displayed by Americans in the wake of the September 11 terrorist attacks appears to fly in the face of Putnam's central argument: that \"social capital\" -defined as \"social networks and the norms of reciprocity and trustworthiness that arise from them\" (p. 19)'has declined to dangerously low levels in America over the last three decades. However, Putnam is not fazed in the least by the recent effusion of solidarity. Quite the contrary, he sees in it the potential to \"reverse what has been a 30to 40-year steady decline in most measures of connectedness or community.\"' As an example of how the current \"war on terrorism\" could generate a durable civic renewal, Putnam points to the burst in civic practices that occurred during and after World War II, which he says \"permanently marked\" the generation that lived through it and had a \"terrific effect on American public life over the last half-century.\" 3 If Americans can follow this example and channel their current civic

Bowling alone: The collapse and revival of American community

Emotion and Adaptation

Trust: The Social Virtues and the Creation of Prosperity

It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.

/pdf/a-meta-analysis-of-the-cognitive-and-motivational-effects-of-2hxl2cnuc5.pdf

A meta-analysis of the cognitive and motivational effects of serious games

institutions that deliver a package of knowledge and skills to a homogenous group of students. They are diverse communities with a wide range of physical capital (buildings, books and other resources), human capital (knowledge and skills) and social capital (relationships and connections between people). There is now a strong body of evidence (Blum & Libbey, 2004; Plagens, 2011) to support the notion that social capital – defined here as expectations and interactions that promote trust, respect, value, and collaboration – impacts significantly on the quality of the learning environment and specifically the wellbeing of both students and staff. A survey by Wellbeing Australia (December, 2011) found that of 466 respondents, 85.9 per cent, strongly agreed and a further 12.1 per cent agreed that a focus on student wellbeing enhanced an effective learning environment and 74.5 per cent strongly agreed and a further 21.9 per cent agreed that a focus on teacher wellbeing also promotes student wellbeing. 73.9 per cent of respondents were teachers of whom 20.5 per cent were school principals. These educators considered wellbeing issues critical to academic outcomes as well as promoting mental health (97.6 per cent) and pro-social behaviour (98.5 per cent) – combining ‘strongly agree’ and ‘agree’. These views on links between teacher wellbeing and student outcomes are supported by other evidence. Three dimensions of teacher wellbeing: feeling valued and cared for, feeling overloaded, and job stimulation and enjoyment were measured in a major study involving 24,100 staff in 246 primary schools and 182 secondary schools in the UK (Briner & Dewberry, 2007). These were analysed to explore relationships between teacher wellbeing and pupil performance. Although many factors impacted on Statutory Assessment Tests (SATs), eight per cent of variation in both primary and secondary schools were attributable to teacher wellbeing. Surprisingly, SATs scores in all subjects were associated with average teacher wellbeing scores. The authors advise caution in the interpretation of their findings as how teachers feel about their work may be bi-directional – improved student performance is likely to also increase their feelings of efficacy and wellbeing.

https://www.sueroffey.com/wp-content/uploads/import/32-Roffey%20ECP29-4.pdf

Pupil wellbeing - Teacher wellbeing: Two sides of the same coin?

This article has two broad objectives: (a) It reviews the theoretical and practical literature on the use of games to facilitate social and emotional learning (SEL). (b) Based on this review, it argues that games are a powerful way of developing social and emotional learning in young people. In addition, we draw on our collective experience as educational psychologists to identify effective practice when using games to teach SEL. The social and emotional skills needed to play successfully with others are those needed to succeed at work and in adult life. Prosocial skills involve regulating negative emotions, taking turns and sharing, support orientations to others that are fair, just, and respectful. The natural affiliation between children, play, and the desire to have fun with others makes games an ideal vehicle for teaching SEL. Circle Time games are used to support universal programs for teaching SEL to whole classes. Therapeutic board games provide an effective intervention for young people who have been targeted for further guided practice in small group settings. Verbatim quotations from students and teachers demonstrate ways in which SEL has generalized to real-life situations. The role of facilitator is crucial to the success of this approach, both in modeling appropriate skills and making the learning connections for students. In this article, facilitation and debriefing are deconstructed and the value of collaborative, rather than competitive, aspects of games highlighted.

/pdf/promoting-social-and-emotional-learning-with-games-1rdgwnqy5k.pdf

Promoting Social and Emotional Learning With Games

/pdf/scoping-study-into-approaches-to-student-wellbeing-final-3gczt1apvj.pdf

Scoping Study into Approaches to Student Wellbeing: Final Report

with changing emphasis. The focus on subjective well-being where people feel good and function well grew out of a ‘health and well-being’ perspective. There has been some justifiable criticism of what has been labelled ‘happyology’ and the narrow focus on subjective well-being is slowly being replaced by a broader view that also encompasses issues of equality and the qualities of organisations and communities (Barnes & Roffey, 2014; Prilleltensky & Prilleltensky, 2006), and indeed whole societies (Burns, 2010; Wilkinson & Pickett, 2010). Positive psychologists now routinely discriminate between hedonistic well-being (briefly conceptualised as feeling good) and eudaimonic well-being (having virtue, doing good). There is recognition that well-being is the outcome of complex and interactive predispositions, experiences, processes and values. This is in constant ebb and flow in a nested ecological framework from the microlevel – what happens in the everyday – to the macro level – socio-political and cultural determinants (Bronfenbrenner, 1979). We are now much more aware of contributory factors and therefore more able to identify and implement practices and processes that foster both individual and community well-being. Huppert and So (2011) carried out a major study in 23 European countries with 43,000 adults identifying the main elements of well-being. Their findings have influenced the theory presented in Seligman’s (2011) book entitled Flourish. He no longer emphasises ‘authentic happiness’ but asserts that the core features of well-being are positive emotions, engagement, relationships, meaning and achievement. Within this he includes self-esteem, optimism, resilience, vitality and self-determination. The European country that best meets the criteria for flourishing is Denmark – a country where there is least difference between the haves and have-nots: 33 per cent of its citizens are doing well, compared with just 18 per cent in the UK and only six per cent in Russia. Since 1970 the UK’s gross domestic product has almost doubled but life satisfaction has increased only marginally. Although poverty

https://www.sueroffey.com/wp-content/uploads/2014/02/2015-Becoming-an-Agent-of-Change-for-Wellbeing.pdf

Becoming an agent of change for school and student well-being

Emotional literacy is a values-based concept that incorporates not only individual knowledge and skills but also the processes and practices in an organisation which demonstrate and develop relational values, such as respect, inclusion, compassion and fairness. These values are being promoted in education through the Framework for Values in Australian Schools (Commonwealth of Australia, 2005). This paper summarises research on the intra- and interpersonal capacities of school leaders and the impact of their relational values, skills and leadership style on the ethos of their schools. The author presents findings of a qualitative research project on the development of emotional literacy in Australian schools, specifically exploring the role of the principal in moving forward their vision of a caring community. Findings suggest that an eco-systemic model is useful in the conceptualisation of the bi-directional and interactive factors that create the culture of 'how we think about and relate to each other here' and the affective elements associated with this. Positive discourses of care and community are facilitated where teachers feel included, respected and valued and where leaders model high expectations for intrapersonal and relational behaviour.

https://www.sueroffey.com/wp-content/uploads/2014/02/2007-SR-Leadership-article.pdf

Transformation and Emotional Literacy: The role of school leaders in developing a caring community

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