HN-4- Promoting Social and Emotional Health (2015)
Plan Overview:
Work Team Vision: Improved social and emotional health[1] of children, youth and adults
across Michigan.
Work Team Mission: Support and encourage positive social, emotional, mental and spiritual
health across the lifespan.
Work Team Goals:
1) Improve people’s abilities to form and maintain satisfying, healthy and supportive
relationships (in family, school, work and other community settings) connected to a healthy
sense of self.
2) Improve people’s abilities to address factors influencing social and emotional health at the
personal, interpersonal, institutional and cultural levels.
Work Team Objectives:
After completing social and emotional health programs, participants will:
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[1]
report increased knowledge about healthy relationships and settings, and demonstrate
skills and strategies for building healthy relationships and settings
improve knowledge about issues related to bullying, and demonstrate skills and strategies
that address bullying behaviors
improve knowledge about managing stress with mindfulness, and demonstrate skills and
strategies for using mindfulness techniques to manage stress
Participants will demonstrate skills and strategies for building healthy relationships and
settings
Social-emotional health and well-beinginvolves the social, mental, psychological and spiritual
aspects of an individual’s life across the lifespan. This includes forming and maintaining
satisfying and healthy relationships, taking another’s perspective, resolving interpersonal
conflict, feeling capable and whole, expressing emotions, navigating stress, having supportive
relationships, and having a positive sense of self – including developing a healthy sense of
identity around aspects related to race and ethnicity, gender, sexuality, spirituality and
abilities/disabilities. As is true for all aspects of human development, social-emotional wellbeing must be addressed at the personal, interpersonal, institutional and cultural levels.
Inputs
HN-4. Promoting
social and emotional
well-being
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Outputs
0 - HN-4-01:
Be SAFE Core
Curriculum
series sites
0 - HN-4-02:
Be SAFE Core
Curriculum
Training
workshops
0 - HN-4-03:
ABCs of
Bullying
Prevention
workshops
0 - HN-4-04:
Be SAFE
Parent/Caregi
ver workshops
0 - HN-4-05:
Be SAFErelated
webinars
Learning Outcomes
HN4-L1a: Participants
will improve
knowledge about
healthy relationships
and settings
0 - HN-4-06:
RELAX:
Alternatives to
Anger series
(includes
online)
0 - HN-4-07:
RELAX:
Alternatives to
Anger
Parent/Caregi
ver
Workshops
HN4-L1b: Participants
will improve
knowledge about
healthy relationships
and settings


HN4-L1-I1:
Knowledge
about qualities
of unhealthy
relationships
(Be SAFE
survey item
#14)
HN4-L1-I2:
Knowledge
about what
triggers their
anger (RELAX
survey item 5)
Action Outcomes
HN4-A1a: Participants
will demonstrate skills
and strategies for
building healthy
relationships and
settings

HN4-A1-I1:
Demonstrates
ways to take
care of self
when not
feeling safe (Be
SAFE survey
yes/no item 1)
HN4-A1b: Participants
will demonstrate skills
and strategies for
building healthy
relationships and
settings

HN4-A1b-I2:
Number of
participants
demonstrates
staying calm
and talking
things through
(RELAX
survey item 9)

0 - HN-4-08:
Safe Dates
series
HN4-L1c: Participants
will improve
knowledge about
healthy relationships
and settings


HN4-L1c-I3:
Knowledge
about ability to
choose how to
act toward a
dating partner
(Safe Dates
survey item 4)
0 - HN-4-09:
HN4-L1d: Participants
will improve
Nurturing
Families series knowledge about
healthy relationships
and settings

HN4-L1d-I4:
Knowledge
about pro-social
and nonviolent
methods of
stress and anger
management
(Nurturing
Families:
indicated by
improvements
in construct of
Family
Functioning
and Resiliency
on the
Protective
Factors Survey)
HN4-A1c: Participants
will demonstrate skills
and strategies for
building healthy
relationships and
settings

HN4-A1c-I3:
Demonstrates
ability to share
one’s feelings
during
disagreements
(Safe Dates
survey item 28)
HN4-A1d: Participants
will demonstrate skills
and strategies for
building healthy
relationships and
settings

HN4-A1d-I4:
Demonstrates
ability to
manage
interactions
with children
and families in
a nurturing and
effective
manner
(Nurturing
Families:
indicated by
improvements
in the construct
of Nurturing
and Attachment
on the
Protective
Factors Survey)

0 - HN-4-10:
Building
Strong
Adolescents
series
(includes
online)
HN4-L1e: Participants
will improve
knowledge about
healthy relationships
and settings

HN4-L1e-I4:
Knowledge
about teen asset
development
(Building
Strong
Adolescents –
do not report on
this item)
HN4-A1e: Participants
will demonstrate skills
and strategies for
building healthy
relationships and
settings






0 - HN-4-01:
Be SAFE Core
Curriculum
series sites
0 - HN-4-02:
Be SAFE Core
Curriculum
Training
workshops
0 - HN-4-03:
ABCs of
Bullying
Prevention
workshops
0 - HN-4-04:
Be SAFE
HN4-L2: Participants
will improve
knowledge about
issues related to
bullying

HN4-L2-I1:
Knowledge
about ways to
help someone
who’s being
bullied (Be
SAFE survey
item 21)
HN4-A1e-I4:
Demonstrates
ability to keep
track of teen’s
activities
(Building
Strong
Adolescents
survey item 7)
HN4-A1e-I5:
Demonstrates
ability to model
positive,
responsible
behavior for
teen (Building
Strong
Adolescents
survey item 8)
HN4-A2: Participants
will demonstrate skills
and strategies that
address bullying
behaviors

HN4-A2-I1:
Demonstrates
providing
positive support
to those
involved in
bullying
situations (Be
SAFE survey
yes/no question
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


2)
Parent/Caregi
ver workshops
0 - HN-4-05:
Be SAFErelated
webinars
0 - HN-4-11:
Stress Less
with
Mindfulness
series
0 - HN-4-12:
Mindfulness
for Children
one-time
presentation
HN4-L3: Participants
will improve
knowledge about using
mindfulness to manage
stress.
0 - HN-4-13:
Conference
and other onetime
presentations
(Be SAFE,
RELAX,
Nurturing
Families,
Building
Strong
Adolescents,
Stress Less,
others as
needed)
HN4-L1bb:
Participants will
improve knowledge
about healthy
relationships and
settings
Outputs without
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
HN4-L3I1: Participants
report they can
identify 3
mindfulness
tools to help
them manage
stress. (Q1 on
WV-SLM
Evaluation)
HN4-L1bb-I1:
Number of
participants that
improve
knowledge
about healthy
relationships
and settings
HN4-A3: Participants
will demonstrate skills
and strategies for using
mindfulness techniques
to manage stress.

HN4-A3-I1:
Participants
will report
being more
positive about
dealing with
stress in their
lives by using
mindfulness
techniques. (Q7
on WV-SLM
Evaluation)
related indicators
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0 - HN-4-14:
Coalitions
Situation:
Promoting health and wellbeing includes understanding important connections between physical,
mental, social and emotional health. Emerging research and recommendations confirm ancient
wisdom and science in showing that the false distinctions made between people's emotions,
mental and physical health are both artificial and harmful. Wellness describes the entirety of
one’s physical, emotional, and social health; this includes all aspects of functioning in the world
(physiological, intellectual, social, and spiritual), as well as subjective feelings of well-being.
(Robert Woods Johnson Foundation, 2014). A holistic approach to health education and
promotion addresses all of the spheres of life and helps people move toward healing, health and
wholeness. This includes helping people foster critical awareness as they develop a healthy
relationship with their bodies, thoughts and feelings, and with each other, across the life span.
Social and emotional health encompasses forming and maintaining satisfying and healthy
relationships, taking another’s perspective, resolving interpersonal conflict, feeling capable and
whole, expressing emotions, navigating stress, and having supportive relationships. Social and
emotional health also involves having a positive sense of self – including developing a healthy
sense of identity around aspects related to race and ethnicity, gender, sexuality, spirituality and
abilities/disabilities. As is true for all aspects of human development, social and emotional health
must be addressed across multiple levels, including the personal, interpersonal, institutional and
cultural levels.
Many negative factors can affect social and emotional health, including ongoing and toxic stress
(resulting from things like abusive relationships, bias and economic struggles), harmful coping
behaviors (such as substance abuse or disordered eating), and relationship violence (including
child abuse and neglect, intimate partner violence, teen dating violence, elder abuse, bullying and
harassment). Across the lifespan, people faced with these kinds of unhealthy and abusive
relationships, situations and settings are at risk for a wide range of physical, psychological,
social, emotional, cognitive, financial and spiritual health challenges. The added dimensions of
poverty and chronic economic stress compound these issues for people of all ages and can
especially impact the healthy growth and development of children and youth. Within Michigan,
25 percent of children live within families with incomes below the federal poverty level and 34
percent live within families where no parent has full-time year-round employment (The Annie E.
Casey Foundation, 2014). Over 32,400 Michigan children were documented as victims of child
abuse and neglect during 2010 (U.S. Dept. of Health and Human Services, 2011). Neurological
research has shown that abuse and neglect can alter early brain development and result in
childhood developmental delays, poor physical health, depression, lower academic achievement,
social difficulties and aggression (U.S. Dept. of Health and Human Services, 2008), as well as
longer-term health problems such as alcoholism, chronic disease, depression and substance abuse
(Middlebrooks & Audage, 2008). In addition to the substantial impacts on the children
themselves, there are quantifiable financial costs to our broader society. Nationally, the direct
costs related to child abuse and neglect (such as the child welfare system) are estimated at $33
billion annually, while annual indirect costs (such as special education systems) are estimated at
over $70 billion (Wang & Holton, 2007).
The social and emotional health of children and youth (as well as their physical well-being) can
also be significantly compromised by relationship aggression and violence they witness or
experience in settings outside of the family in the form of bullying and harassment behaviors.
Bullying behaviors represent a widespread form of youth violence with significant health
outcomes including physical injury, social and emotional distress, and even death (Centers for
Disease Control and Prevention, 2011). According to the 2010 Youth Risk Behavior Survey,
nearly 23 percent of public high school students in Michigan reported being bullied at school one
or more times during the previous 12 months (Centers for Disease Control and Prevention,
2011). The prevalence of bullying behaviors is even higher in the middle school setting, with 44
percent of public middle schools reporting discipline problems related to bullying during 200708, compared with 22 percent of public high schools (Robers, Zhang, & Truman, 2010). While
these statistics reflect school-based bullying experiences, peer-perpetrated events very often
occur outside school environments, particularly when accounting for the presence of electronic
aggression or cyberbullying behaviors (Turner, Findelhor, Hamby, Shattuck, & Ormrod, 2011).
Growing bodies of research have identified effective violence prevention and intervention
programs and approaches relevant to the multiple settings where children and youth live, learn
and grow. These include programs designed to help parents and caregivers learn ways to deal
with stressors in healthy ways that, in turn, strengthen the safety and health of other family
members. They also involve educational opportunities in other settings where young people can
work in partnership with adults to focus on changing beliefs and attitudes that support violence,
to build social competencies and relationships across differences, and to build skills that help
them safely interrupt negative behaviors. While many schools are implementing prevention and
intervention anti-bullying efforts, there are significant opportunities to extend these educational
efforts in out-of-school time settings to promote youth development. Nonformal educational
settings (such as afterschool and camp programs for youth) offer opportunities for anti-bullying
messages and strategies. These efforts can be even more effective when augmented with
educational outreach to parents and caregivers.
References:
The Robert Woods Johnson Foundation (2014). Author(s): Murphey D, Stratford B, Gooze R,
Bringewatt E, Cooper P, Carney R, and Rojas A. Are the children well? A model and
recommendations for promoting the mental wellness of the nation’s young people, Child Trends
issue brief. http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2014/rwjf414424
The Annie E. Casey Foundation (2014). KIDS COUNT Data Center. Retrieved from
www.datacenter.kidscount.org
Centers for Disease Control and Prevention (2011). Youth risk behavior surveillance – United
States 2011. MMWR 2012;61(No. SS-4). Retrieved from
http://www.cdc.gov/HealthyYouth/yrbs/index.htm
Middlebrooks, J.S., & Audage, N.C. (2008). The effects of childhood stress on health across the
lifespan. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury
Prevention and Control.
Robers, S., Zhang, J., and Truman, J. (2010). Indicators of school crime and safety: 2010 (NCES
2011-002/NCJ 230812). National Center for Education Statistics, U.S. Department of Education,
and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
Washington, DC. Retrieved from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011002
Turner, H., Findelhor, D., Hamby, S., Shattuck, A., & Ormrod, R. (2011). Specifying type and
location of peer victimization in a national sample of children and youth. Journal of Youth and
Adolescence, 40, pp. 1052-1067.
U.S. Department of Health and Human Services, Administration for Children and Families,
Administration on Children, Youth and Families, Children’s Bureau. (2011). Child Maltreatment
2010. Available from http://www.acf.hhs.gov/programs/cb/pubs/cm10/index.htm
U.S. Department of Health and Human Services, Administration for Children and Families,
Administration on Children, Youth and Families, Children’s Bureau (2008). Long-term
Consequences of Child Abuse and Neglect. Fact Sheet. Retrieved from
http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm
Wang, C., & Holton, J. (2007) Total Estimated Cost of Child Abuse and Neglect in the United
States. Economic Impact Study. Prevent Child Abuse America. Retrieved from
http://www.preventchildabuse.org/about_us/media_releases/pcaa_pew_economic_impact_study_
final.pdf
Diversity and Civil Rights Efforts:
The Social and Emotional Health Work Team strives to address issues of human differences and
the impacts of these differences in educational programming. For example, the Be SAFE
initiative intentionally focuses on ways that bullying and harassment behaviors relate to human
differences (such as gender, class, disability, sexual orientation and race) and the impacts of
these differences at the personal, interpersonal, institutional and cultural levels. In addition, the
team will use demographic forms that will indicate if we are reaching a diverse audience, and the
team will make efforts to provide statewide programming in each of our programs.
Deliverables:
Use Template to fill in Deliverables.
Professional Development Related to this Logic Model:
Please briefly describe your professional development plans related to this logic model.
The Social and Emotional Health work team places a high priority on providing effective
professional development opportunities for all work team staff. Work team members will
participate in professional development including: deepening staff capacity to address issues of
bullying, bias and harassment in community settings; Be SAFE webinars; workshops/webinars
(provided by a variety of educational sources) related to multiple areas of social and emotional
health; sessions offered through MSUE Organizational Development (related to MiPRS,
evaluation, Events Management, diversity and multiculturalism, and communications and
marketing); eXtension online workshops; and NEAFCS online and conference sessions.
Evaluation Overview:
Social and Emotional Health work team will assess knowledge and behavior change using the
following instruments:
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Sites using the Be SAFE Curriculum: retrospective survey and group assessment
ABCs of Bullying Prevention workshop and Be SAFE Curriculum workshop: postsurvey
Be SAFE Parent/Caregiver workshops: post-survey
Be SAFE webinars: post-survey
RELAX series: retrospective survey
RELAX Parent/Caregiver workshops: post-survey
Safe Dates series: retrospective survey
Nurturing Families series: pre-post survey
Building Strong Adolescents series: pre-post survey
Stress Less with Mindfulness: retrospective survey
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Mindfulness for Children: post-survey
Conference and one-time presentations: post-survey
Sample – describe the participants that will receive education and be assessed in your
geographical area
Method/Design – Use the parts of the methodology that related to your planned activities.
Quantitative data will be collected using pretest – posttest surveys (data collected prior to and
after the program) and retrospective surveys (data collected after the program) by means of
instruments developed for Be SAFE, RELAX: Alternatives to Anger, Safe Dates, Nurturing
Families, Building Strong Adolescents and Stress Less with Mindfulness. These tools will
be refined as needed.
Demographics will be collected for each participant using the Health and Nutrition Institute
standardized Demographic Form.
Analysis – what do we ultimately want to say?
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Short term outcomes will measure knowledge and attitudes analyzing the number
changed from pre- to post-survey/retrospective survey.
Medium term outcomes will measure skills being practiced and behavior change from
pre- to follow-up survey/retrospective survey.
Demographics will be collected for each participant using the Health and Nutrition
Institute standardized Demographic Form.
Reporting – who will see/use the results? Feel free to list partners in your geographical area
who should see these evaluation results
Related files:
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
PLAN45882015 HNI-Social Emotional Logic model.doc
o Original plan: HN-4- Promoting Social and Emotional Health
o sent out by Dawn 10/21/14
PLAN4588Blank HNI-SE i-POW 2015 Template.doc
o Original plan: HN-4- Promoting Social and Emotional Health
o
sent out by Dawn 10/21/14