PDF(Pubmed)
Abstract：
Research spanning decades across fields such as psychology, education, and neuroscience consistently highlights the crucial role of social-emotional skills in various aspects of personal, academic, and professional development (1-3). The fact that UNESCO recognises social-emotional learning (SEL) as essential not just for meeting its educational objectives but also for accomplishing the Sustainable Development Goals highlights the crucial role robust social-emotional development plays in establishing sustainable societies. Whilst various studies highlight the importance of SEL, there is limited attention on how organizations can contribute to building such development by consciously including SEL in their work practice.
Our case study presents the process of integrating SEL into organizational practice over a period of 9 months. The selected constructs of SEL were determined by the organisation\'s needs and values. The Measurement for Change approach was used to frame and implement the intervention, with interactive discussions being the key methodology. Data were collected via surveys, reflective sharing, and observations.
A shift in the selected constructs of SEL was recorded, with data highlighting individual differences.
The process of co-design and continual reflective practice was key to achieving change within the subset of the organisation rather than the specific content of the materials used.
Our case study presents the process of integrating SEL into organizational practice over a period of 9 months. The selected constructs of SEL were determined by the organisation\'s needs and values. The Measurement for Change approach was used to frame and implement the intervention, with interactive discussions being the key methodology. Data were collected via surveys, reflective sharing, and observations.
A shift in the selected constructs of SEL was recorded, with data highlighting individual differences.
The process of co-design and continual reflective practice was key to achieving change within the subset of the organisation rather than the specific content of the materials used.
摘要：
■跨越心理学等领域数十年的研究，教育,神经科学始终强调社会情绪技能在个人各个方面的关键作用，学术,和专业发展（1-3）。教科文组织认识到社会情感学习（SEL）不仅对于实现其教育目标，而且对于实现可持续发展目标至关重要，这一事实凸显了强大的社会情感发展在建立可持续社会中的关键作用。虽然各种研究强调了SEL的重要性，关于组织如何通过有意识地将SEL纳入其工作实践中来为构建此类开发做出贡献的关注有限。
■我们的案例研究介绍了在9个月内将SEL整合到组织实践中的过程。SEL的选定结构是由组织的需求和价值观决定的。测量变化的方法被用来框架和实施干预，互动讨论是关键的方法。数据是通过调查收集的，反射分享,和观察。
■记录了选定的SEL构建体的偏移，数据突出了个体差异。
■共同设计和持续反思实践的过程是在组织的子集内实现变革的关键，而不是所使用材料的具体内容。
■我们的案例研究介绍了在9个月内将SEL整合到组织实践中的过程。SEL的选定结构是由组织的需求和价值观决定的。测量变化的方法被用来框架和实施干预，互动讨论是关键的方法。数据是通过调查收集的，反射分享,和观察。
■记录了选定的SEL构建体的偏移，数据突出了个体差异。
■共同设计和持续反思实践的过程是在组织的子集内实现变革的关键，而不是所使用材料的具体内容。
