Building Capacity for

Socio-Emotional Learning (SEL)

Prepared by:
Sheryl Lyn C. Monterola, Ph.D.
Director, UP NISMED
Professor, UP College of
Education
scmonterola@up.edu.ph
What do we expect to accomplish?
• Identify core competencies of socio-emotional
learning
• Try out short activities that foster SEL
• Be aware of indicators and prompts of core
SEL
Activity 1:
Getting to Know Me

Time: 5 minutes
Material: Metacard/sticky note
per participant
Getting to Know Me
• How well do you know yourself?
• Using a metacard/sticky note, write something about yourself such as your
strengths/traits/hobbies or passion and the things and people you are
grateful for. Complete one of the prompts below.

I am (your traits/strengths).
I love (your hobbies/passion).
I am grateful for (people/things/experiences that you are grateful for).

Reference: https://www.actionforhealthykids.org/activity/create-a-me-tree-a-self-reflection-activity/
Plenary Sharing
 SOCIO-EMOTIONAL LEARNING
The process through which children and adults understand and manage
emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make
responsible decisions.
- CASEL
Why do we need Socio-Emotional Learning?
Better learning outcomes
• achievement/
academic
performance
• motivation to learn
• academic engagement
• self-efficacy in learning
Higher socio-emotional
well-being
• positive social behavior
• fewer conduct problems
• lower levels of emotional
distress, depression, other
mental health issues
• lower risk of substance
abuse
Greater employability and
productivity
• higher rates of secondary
school completion
• higher rates of tertiary
enrolment
• greater possibility of
employment
• higher wages (esp. in
service sector)
©2022 SCMonterola
CASEL
Framework
Yoder, N., Atwell, M. N., Godek, D., Dusenbury, L., Bridgeland, J. M., & Weissberg, R. (2020). Preparing Youth for the Workforce of Tomorrow: Cultivating the
Social and Emotional Skills Employers Demand. SEL for Workforce Development. Collaborating States Initiative. Collaborative for Academic, Social, and
Emotional Learning., p. 4 ©2022 SCMonterola
 Core SEL 1: Self-Awareness
I can identify and name my emotions in the moment.
I use self-reflection to understand the factors that contribute to my emotions and
EMOTIONAL SELF- how my emotions impact me.
AWARENESS
I recognize when my emotions, thoughts, and biases influence my behavior and my
reactions to people and situations, both negatively and positively.

I know and am realistic about my strengths and limitations.

I recognize and reflect on ways in which my identity is shaped by other people and
IDENTITY AND SELF my race, culture, experiences, and environments.
KNOWLEDGE
I recognize and reflect on ways in which my identity shapes my views, biases, and
prejudices.
I believe I will continue to learn and develop skills to better support all young people
GROWTH MINDSET to succeed.
AND PURPOSE I believe I can influence my own future and achieve my ambitions.
I can see how I have a valuable role in my work, my family, and my community.

©2022 SCMonterola
 Indicators
• Identify emotions
• Have an accurate self-
Self- perception
Awarenes • Recognize strengths
s • Demonstrate self-
confidence
• Demonstrate self-
efficacy
• Develop sense of “who I
am”
• Take pride in
accomplishments
• Try new things
• Pursue age-appropriate
challenges with confidence,
optimism, and “grit”
Prompts
• How am I feeling and
why?
• When am I at my
best?
• When do I feel
angry?
• What kind of person do I
want to be today?
• What stresses me out?
• Where do I fit into my
family/community?
©2022 SCMonterola
The Feelings Wheel

https://www.panoramaed.com/blog/guide-to-core-sel-competencies
©2022 SCMonterola
Sample Activities for developing self-
awareness
What are your stressors?
How do you cope?
 Core SEL 2: Self-Management
I find ways to manage strong emotions in ways that don’t negatively impact
MANAGING others.
EMOTIONS I can get through something even when I feel frustrated.
I can calm myself when I feel stressed or nervous.
I hold high expectations that motivate me to seek self-improvement and
encourage growth in those I lead.
MOTIVATION,
AGENCY, AND GOAL- I take action and impact change on issues that are important to me and the larger
SETTING community.
I set measurable, challenging, and attainable goals and have clear steps in place
to reach them.
I modify my plans in the face of new information and realities.
PLANNING AND When juggling multiple demands, I use strategies to regain focus and energy.
ORGANIZATION
I balance my work life with personal renewal time.

©2022 SCMonterola
 Indicators
• Identify own and others’ emotions
Self- • Express emotions appropriately (including handling
Management difficult emotions)
• Exercise self-control over impulses
• Set and pursue goals
• Ask for help when needed
• Cope with challenges via persistence and/or trying
alternate approaches (rather than becoming frustrated
or giving up)
• Demonstrate self-discipline
• Motivate oneself
• Demonstrate organizational skills
©2022 SCMonterola
Activity 2:
Kindness Note
Time: 5 minutes
Kindness Note
• Write one-liner/short kindness notes to at least
two people you know in the room. It is optional
to write your name at the end of the kindness
note.
• At the end of this session, look for the respective
envelops of the people you wrote for and put
your notes in their envelops.
 Core SEL 3: Social Awareness
I can grasp a person’s perspective and feelings from verbal and nonverbal cues.
EMPATHY AND I pay attention to the feelings of others and recognize how my words and behavior
COMPASSION impact them.
I show care for others when I see that they have been harmed in some way.
I work to learn about the experiences of people of different races, ethnicities, or
cultures.
PERSPECTIVE TAKING
I learn from those who have different opinions than me.
I ask others about their experience & perspective before offering my version of events.
I understand the systemic, historical, and organizational forces that operate among
people.
UNDERSTANDIN
G SOCIAL I appreciate and honor the cultural differences within my school
CONTEXT community/workplace.
I recognize the strengths of young people and their families and view them as
partners.

©2022 SCMonterola
Social Indicators
Awareness • Perspective taking
• Empathy
• Appreciating diversity
• Respect for others

©2022 SCMonterola
 Core SEL 4: Relationship Skills
I stay focused when listening to others and carefully consider their meaning.
COMMUNICATION I can articulate ideas that are important to me in ways that engage others.
I can have honest conversations about race and racism with young people, their
families, and other community members.
I connect meaningfully with young people, their families, colleagues, and community
members who are from a different race, culture, or socioeconomic background than I
BUILDING am.
RELATIONSHIPS AND
TEAMWORK I get to know the people around me.
I work well with others and generate a collegial atmosphere.
I make sure everyone has had an opportunity to share their ideas.
When I am upset with someone, I talk to them about how I feel and listen to their
perspective.
CONFLICT
MANAGEMENT I openly admit my mistakes to myself and others and work to make things right.
I can work through my discomfort when dealing with conflict, listen to feelings from
all parties, and help them understand different perspectives.

©2022 SCMonterola
 Indicators
Relationship • Appreciating others’ similarities and differences
Skills • Treating others -- including people of
diverse backgrounds -- with kindness and
respect
• Demonstrating empathy and a willingness
to help
• Cooperating with others
• Sharing things fairly
• Resolving conflicts in constructive,
nonviolent ways
• Developing resilience
©2022 SCMonterola
 Core SEL 5: Responsible Decision-Making
I gather relevant information to explore the root causes of problems I see.
I recognize the need to continually grow, to examine the status quo, and to encourage
PROBLEM ANALYSIS new thinking in my school community.
I involve others who are impacted* to explore a problem collaboratively before choosing
a solution or launching a new project.
I involve others who are impacted* to generate multiple solutions and predict the
outcome of each solution to key problems.
IDENTIFYING I find practical and respectful ways to overcome difficulty, even when it comes to making
SOLUTIONS decisions that may not be popular.
I consider how my choices will be viewed through the lens of the young people I serve
and the community around them.
I take time for self-reflection & group reflection on progress toward goals & the process
REFLECTION ON used.
IMPACT I consider how my personal and professional decisions impact the lives of others.
I help to make my personal and professional community a better place.

©2022 SCMonterola
Responsible Indicators
Decision- • Honoring commitments
Making • Thinking before acting: Considering the
likely consequences of actions
• Respecting rules
• Acknowledging and repairing mistakes

©2022 SCMonterola
Yoder, N., Atwell, M. N., Godek, D., Dusenbury, L., Bridgeland, J. M., & Weissberg, R. (2020). Preparing Youth for the Workforce of Tomorrow: Cultivating the
Social and Emotional Skills Employers Demand. SEL for Workforce Development. Collaborating States Initiative. Collaborative for Academic, Social, and
Emotional Learning., p. 6 ©2022 SCMonterola
 Activity 3:
Frustrations and the Power of Yet
 Frustrations and the Power of Yet
• Using a colored paper, make a square
similar to the figure shown on the right. I am not good at …

I do not understand …
• On each flap, complete the following

does not make sense.

statement:
I am not a good at (task).
I do not understand (topic).
does not work.
(Something) does not work for me.
(Any topic you are confused about) does
not make sense.
 Frustrations and the Power of Yet
• Unfold the flaps, then write a big “YET”
word in the middle of the square.
• Adjust how the flaps are folded such that
the word YET can be seen. The
statements will now read:
I am not a good at (task) YET.
I do not understand (topic) YET.
(Something) does not work for me YET.
(Any topic you are confused about) does
not make sense YET.
SEL and Compound Skills
• OECD’s new “Study on Social and Emotional Skills” emphasizes the
importance of compound skills such as growth mindsets and
psychological capital
• Compound skills represent combinations of multiple homogenous
skills.
• Growth mindset – belief in the malleability of one’s characteristics
such as intelligence, personality, etc (Dweck,2006)
• Psychological capital – also called HERO (comprised of the skills of
hope, efficacy, resilience, and optimism)
King, R. (2021): Framework for Systematic Integration of SEL
Growth Mindset
In the Philippines, 31% of
students hold a growth
mindset, which is one of
the lowest proportions
amongst PISA-participating
countries and economies
(OECD average: 63%).

King, R. (2021): Framework for Systematic Integration of SEL

Change your words, Change your mindset
Feedbacking and Growth Mindset
Psychological Capital (PsyCap)
“HERO within” psychological resources of hope, efficacy,
resilience, and optimism

(1)having confidence (self-efficacy) to take on and put in the

necessary effort to succeed at challenging tasks;
(2)making a positive attribution (optimism) about succeeding
now and in the future;
(3) persevering toward goals and, when necessary, redirecting
paths to goals (hope) in order to succeed; and
(4)when beset by problems and adversity, sustaining and
bouncing back and even beyond (resilience) to attain success
(Luthans, Avolio, Avey, & Norman, 2007, p. 3).

King, R. (2021): Framework for Systematic Integration of SEL

Flourishing
Mindset
Adversity Quotient
Turning adversities
into opportunities

Paul G.
Stoltz
 Adversity Continuum
Harnessing Adversity

Managing Adversity

Coping with Adversity

Surviving Adversity

Avoiding Adversity
What we accomplished together
• Identified core competencies of socio-emotional
learning
• Tried out short activities that foster SEL
• Became aware of indicators and prompts of core
SEL
Where do we take SEL from here?
 Building Capacity for
Socio-Emotional Learning (SEL)

Prepared by:
Thank you.
Sheryl Lyn C. Monterola, Ph.D.
Director, UP NISMED
Professor, UP College of Education
scmonterola@up.edu.ph
Nov 2022
For BARMM INSET