Social and Emotional Learning Discussion Guide
8.3.06
Intended Audience:
This lesson is appropriate for anyone working with youth in a non-formal group setting.
Objectives:
Participants will:
 Increase their understanding of the importance of social and emotional learning (SEL)
 Increase their knowledge of the core SEL competencies
 Increase their ability to create a caring, safe and participatory learning environment
 Increase their ability to role model SEL skills by assessing their own SEL skills
Timeframe: 60 - 120 minutes depending on discussions. For more in-depth discussions, consider dividing this outline into several sessions.
Supplies: Copies of HYHY SED Fact Sheet, Copies of the Assessing Your Social and Emotional Skills, markers and flip charts
Teaching Outline:
What to Teach
(content)
Introduce SEL
5 minutes
How to Teach
(process)
Today we’re going to talk about the importance of youth’s social and emotional
development. We know from research that social and emotional skills are central to
youth’s success in school, work and life. Youth who are socially and emotionally
competent are able to recognize their emotions, manage their behavior, understand
and interact effectively with others, and make responsible decisions.
The term social and emotional learning (SEL) describes both a set of core
competencies and a learning process. The competencies that have been integrated
into the Illinois State Learning Standards include: self-awareness, self-management,
social awareness, relationship skills, and responsible decision-making skills.
The process of SEL refers to the teaching of SEL competencies in a safe, caring and
participatory learning environment. SEL skills are learned best when adults role
model the skills and provide an environment that supports youth in the acquisition of
new skills.
Resources Needed
Helping You Help Youth
Enhance Their Social and
Emotional Development Fact
Sheets
Exploring your own
SEL Skills
20-30 minutes
To help you get a better understanding of SEL, take a few moments to assess your
own social and emotional skills. The five core SEL competencies include a wide
variety of specific skills. This assessment tool will help you identify all the important
aspects of social and emotional development, identify your SEL strengths, and help
you begin to think about how you role model these skills to youth.
Copies of Assess Your Social
and Emotional Skills
This assessment tool is for your reference only and will not be collected. Read
through each statement and determine how often you perform each skill. Remember
SEL is a life long process so don’t expect perfection.
Debriefing
o What did you learn about yourself? What are your strengths / weaknesses?
o What are the implications for being a SEL role model?
Five Core
Competencies
10-20 minutes
Note: Before the session begins, post five flip chart pages around the room, each with Flip charts and markers
a different core competency written on it. Leave plenty of room on each page for
additional writing. If you know you will have limited time for this lesson, ask
participants to write their definitions as they arrive and are waiting for others. Then
you can simply focus on the discussion questions below once you get to this portion
of the lesson.
Next we’re going to spend some time discussing the core competencies and their
importance. Please take the next 10 minutes to go to each station and write your
definition of each core SEL skill. You may find it helpful to refer to the skills on your
self assessment as each of those skills relate to one or more of the core competencies.
After everyone has had an opportunity to write their responses, focus your discussion
on three questions:
o What is the essence of each core competency?
o How are the skills related to one another?
o Why is each skill important for youth to develop?
Some important points you will want to make sure come out of the discussion:
o Research clearly shows that SEL skills are key to success in school, work,
and life (CASEL).
o Addressing the social and emotional needs of youth not only prepares
students to learn, but also increases their capacity to learn (Safe and Sound).
o Workforce surveys reveal that employers often value these skills more than
technical skills (SCANS).
Creating a Safe,
Caring, and
Participatory
Learning
Environment
20-30 minutes
SEL is more than teaching skills. It requires a caring and safe environment where
adults role model skills and provide opportunities to learn and practice SEL skills. In
the HYHY fact sheet, several ideas were given about how to implement SEL skill
development into the 4-H club experience. You may want to refer to the fact sheet to
get started with this exercise. Use the following questions to brainstorm ways to
create a caring and participatory learning environment that facilitates the
development of SEL skills.
Note: Pick the questions that are the most compelling to your audience or divide the
group into small groups and give each group a different question(s).
Questions for 4-H Volunteers
o In what ways do you and other adults role model effective SEL skills?
o What are the SEL strengths and challenges of the youth in your club?
o How do you welcome new members into the club? What does your club do to
help everyone feel like they belong?
o In what ways does your club foster friendships?
o What do you do to encourage and facilitate goal setting?
o How do you support youth in problem-solving, decision-making and
leadership?
o In what ways do youth reflect upon and process their experiences?
o What other ways can you facilitate the development of SEL skills?
Group Report
Ask each group to share their work.
Action Plan
Ask each participant to identify at least three things they can do to facilitate the
development of youth’s SEL skills.
Flip charts and markers
Copies of the HYHY Fact
Sheet
Closing Reflection
To close this lesson, offer the following summary and then reflect on the following
questions:
5-10 minutes
Summary
SED is a life long process of developing and refining social and emotional skills.
When we talk about SEL we’re referring to both core competencies and a process of
learning. Within the core competencies, which are defined as self-awareness, selfmanagement, social-awareness, relationship skills and responsible decision making,
are numerous other skills. Many of these are the life skills we teach in 4-H.
A growing body of research is showing that SEL skills are central to youth’s success
in school, work and life. We also know that 4-H provides numerous opportunities for
4-H volunteers to support youth’s SED. Volunteers can support youth’s SED
development by being caring adults who role model these skills, watching for
opportunities to teach these skills, and creating a safe, highly participatory learning
environment where youth feel safe to learn and practice new skills.
Reflection Questions
Share
o What’s one thing you will take away from this lesson?
Process - What
o What are the challenges of teaching SEL skills?
o What are the opportunities for teaching SEL skills?
Generalize – So what
o What are the most important SEL skills to teach?
o Why do you think it’s important to teach SEL skills to youth?
Apply – Now what
o What is one thing you will commit to that will help promote youth’s SED?
o What SEL skills will you continue to develop?
Assessing Your Social and Emotional Skills
One of the most powerful ways youth learn SEL skills is through observation. Respond to the statements
below to see what kind of role model you are for SEL skills. Remember developing and refining social and
emotional skills is a lifetime process.
SEL Skill
I can recognize and correctly label my emotions.
I can accurately read the emotions of others.
I can manage my emotions/mood.
I can take the perspective of others.
I am able to develop healthy relationships.
I avoid risky behaviors.
I communicate effectively with others.
I am self-motivated.
I am self-directed.
I am able to recognize and limit negative thoughts.
I know how I learn best.
I am able to set appropriate goals.
I have a great deal of insight about myself.
I am able to wait to get what I want.
I show empathy and compassion for others.
I am able to talk about my values.
I am skilled at self-reflection.
I am clear about who I am.
I am skilled at compromise and resolving conflict.
I know my strengths.
I know my emotional triggers.
I can manage my emotional triggers.
I know who to turn to for support or help.
I work well with others.
I am good at making decisions.
I work well under pressure.
I always think before I act.
I know how to calm myself.
I am in control of my anger.
I can express hurt without withdrawal, blame or
aggression.
I know how to ask for what I need.
I am good at managing stress in my life.
Always
Sometimes
Rarely
Never
Not
sure
Developed by Christina Foster, Youth Development Educator, University of Illinois Extension-DuPage County
University of Illinois at Urbana-Champaign College of Agricultural, Consumer and Environmental Sciences
United States Department of Agriculture - Local Extension Councils Cooperating
University of Illinois Extension provides equal opportunities in programs and employment.