Social Emotional Learning (SEL) has gained importance in recent years and has been taught in several schools to support students in how to recognize and manage emotions, develop empathy, build cooperative relationships, solve problems effectively, and gain skills of communication. The objective of this study is to evaluate the effects of a training of 4-week Social Emotional and Ethical Learning on stress, well-being, socioemotional learning literacy, positive and negative affect, attention, and competent. This study will also assess the perception of teachers about training and its impact on their teaching skills and in personal life. Methods: Elementary and Secondary School Teachers public in Brazil (N = 1,500) will be invited to participate in the SEE training Learning. After signing the Free and Informed Consent Term, the they will be randomized into two groups A and B. Both groups will be before the experiment (T0), after one month (T1) and after two months (T2). ONE SEE Learning Training (SEELT) and B will be a checklist control group. Standby (WLC) for one month. After that, B will receive SEELT and A will not receive intervention, but will be guided to maintain the practices learned. RESULTS EXPECTED: The groups after receiving the SEELT should present better results relating to their socio-emotional skills, stress management, increase in well-being and knowledge about these skills, are still so, better prepared to teach their students.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
PREVENTION
Masking
SINGLE
Enrollment
1,500
This intervention includes classes about socioemotional learning theory and practice, topics related to ethics and well-being practices
This group will wait for one month to receive SEE Learning Online Training
Hospital Israelita Albert Einstein
São Paulo, Brazil
Change in stress
The authors will evaluate stress using the 10-item perceived stress scale. Higher values means worse stress. 2\. change in attention The authors will apply the Perceived Stress Scale
Time frame: 1 month
Change in well-being perception
The authors will evaluate well-being using the World Health Organization 5-item well-being index. Higher scores means better well-being.
Time frame: 1 month
Understanding of the application of socio-emotional and ethical learning
Questionnaire on Knowledge about Socioemotional Learning and Ethics. This is a 0 to 10 score questionnaire. Higher scores means better understanding in the topic.
Time frame: 1 month
Effectiveness of content learning and training appreciation
Qualitative interviews in focus groups will be carried out among the participants
Time frame: 1 month
change in positive and negative affect (PANAS)
The authors will apply Positive and Negative Affect Scale (PANAS). Higher scores in negative affect means worse affective state and higher scores in positive affect means better affective state.
Time frame: 1 month
Perception of Stress, Well-Being, Attention, Frustration, Motivation in the last week
the author will aply "Questionary of Perception of Stress, Well-Being, Attention, Frustration, Motivation in the Last Week". Each item will be answered in a 0 to 10 item scale. The minimum value is 0 and the maximum is 10. Higher scores in stress and frustration are worse scores. Higher scores in well-being, attention and motivation are better scores in the questionnaire.
Time frame: 1 month
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