Supplements and references of the magazine, Vol. 24 no 2 (winter 2021-2022)

Complements and references of the magazine École branchée, Vol. 24 no 2 (winter 2021-2022)

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Word from the editor

Article references


Social and emotional skills: what are they?

Article references

Publications of the Higher Education Council:

Research work carried out as part of the production of this opinion has given rise to additional publications: 

Image source on page 3: Child welfare at school (simplified version), Higher Education Council, https://www.cse.gouv.qc.ca/wp-content/uploads/2020/06/50-0524-SO-bien-etre-enfant-3.pdf 

A more detailed version is also available:https://www.cse.gouv.qc.ca/wp-content/uploads/2020/06/50-0524-NA-bien-etre-enfant.pdf 

Image source on page 4: 

Collaborative for Academic, Social, and Emotional Learning, What is the casel framework?,https://casel.org/fundamentals-of-sel/what-is-the-casel-framework

Other existing repositories

Two booklets from the Quebec Committee for Young People with Behavior Difficulties:

  • Boissonneault, JC, Beaumont, C., Pelletier, M.-A. and Beaulieu, J. (2021). Supporting Socioemotional Learning in Primary School: A Guide for School Staff. Quebec committee for young people with behavioral difficulties (CQJDC). Quebec: The Collection of the Chair. www.cqjdc.org and www.violence-ecole.ulaval.ca
  • Boissonneault JC, Beaumont, C., Pelletier, M.-A. and Beaulieu, J. (2021). Supporting Socioemotional Learning at Home: A Guide for Parents of Primary-Age Children. Quebec committee for young people with behavioral difficulties (CQJDC). Quebec: The Collection of the Chair. www.cqjdc.org and www.violence-ecole.ulaval.ca

Other references:

http://rire.ctreq.qc.ca/2020/01/competences-emotionnelles-pourquoi-comment/ 


Are school staff well prepared to support the socioemotional learning of elementary school students?

Article references

  • Beaumont, C. and Garcia, N. (2020). Socioemotional learning in primary school: skills expected of teachers and initial training. Educational research, 41. https://doi.org/10.4000/ree.544
  • Bonvin, P. and Gaudreau, N. (2015). Initial training in teaching students with difficult behaviors: perceptions of future teachers in Quebec and Switzerland. Journal of Educational Sciences, 37 (3), 481-501.
  • Brindgeland, J., Bruce, M., and Hariharan, A. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Washington, Civic Enterprises.
  • Collaborative for Academic, Social, and Emotional Learning / CASEL. (2020). CASEL's SEL Framework: What Are the Core Competence Areas and Where Are They Promoted? https://casel.org/sel-framework/
  • Higher Education Council. (2020). Child welfare at school: let's do our homework. Notice to the Minister of Education and Higher Education. https://www.cse.gouv.qc.ca/wp-content/uploads/2020/06/50-0524-AV-bien-etre-enfant-4.pdf
  • Domitrovich, CE, Durlak, JA, Staley, KC and Weissberg, RP (2017). Social-emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 88 (2), 408-416.
  • Durlak, JA, Domitrovich, CE, Weissberg, RP and Gulotta, TP (2015). Handbook of Social and Emotional Learning: Research and Practice, 1st Edn. Guilford Publications.
  • Gaudreau, N., Royer, É., Beaumont C. and Frenette, E. (2012). Positive Management of Classroom Situations: An In-Service Training Model to Help Elementary Teachers Prevent Difficult Student Behavior. Childhood in difficulty, 1 (1), 85-115. doi: 10.7202 / 1012124ar
  • Government of Quebec. (2020). Professional skills framework: teaching profession. https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/devenir-enseignant/referentiel_competences_professionnelles_profession_enseignante.pdf?1606848024
  • Government of Quebec. (2001). Teacher training: vocational guidance and skills. http://www.education.gouv.qc.ca
  • Hymel, S., Low, A., Starosta, L., Gill, R. and Schonert-Reichl, K. (2017). Promoting Mental Well-Being Through Social-Emotional Learning in Schools: Examples from British Columbia. Canadian Journal of Community Mental Health, 36 (4), 97-107.
  • Jennings, PA, Brown, JL, Frank, JL, Doyle, S., Oh, Y., Davis, R. et al. (2017). Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions. Educ. Psychol. 109, 1010-1028. doi: 10.1037 / edu0000187
  • Oliveira, S., Roberto, MS, Salgado, N., Marques-Pinto, A. and Veiga, AM (2021). Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis. Forehead. Psychol. doi.org/10.3389/fpsyg.2021.677217
  • Pelletier, MA (2015). Managing emotions in stressful situations at school: do trainee graduates in preschool and primary education feel ready? Education and Francophonie, 43 (2), 201-218.
  • Rimm-Kaufman, S., and Hamre, B. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112, 2988-3023.
  • Schonert-Reichl, K. (2019). Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon. Educational Psychologist, 54 (3), 222-232. doi: 10.1080 / 00461520.2019.1633925
  • Wagner, M., Friend, M., Bursuck, WD, Kutash, K., Duchnowski, AJ, Sumi, WC and Epstein, MH (2006). Educating students with emotional disturbances: A national perspective on school programs and services. Journal of Emotional and Behavioral Disorders, 14 (1), 12-30.

Also, the nanoprogram Teaching social and emotional skills in elementary school offered at Laval University: https://www.ulaval.ca/etudes/nanoprogrammes/enseigner-des-competences-sociales-et-emotionnelles-au-primaire


The (not so) secret life of emotions at school

Article references

  • Lamboy, B., Shankland, R., & Williamson, MO (2021). Psychosocial Skills - Development Manual. De Boeck. 
  • Mikolajczak, M., Quoidbach, J., Kotsou, I., & Nélis, D. (2020). Emotional skills. Dunod.
  • Shankland, R. and Rosset, E. (2017). Review of Brief School-Based Positive Psychological Interventions: A Taster for Teachers and Educators. Educational Psychology Review, 29 (2), 363-392. https://doi.org/10.1007/s10648-016- 9357-3 

Optimizing the well-being of teachers for a better education of future generations

Article references

  • American Federation of Teachers. (2015). Quality of Worklife Survey. http://www.aft.org/sites/default/files/worklifesurveyresults2015.pdf 
  • McLean, L., Abry, T., Taylor, M., Jimenez, M. and Granger, K. (2017). Teachers' Mental Health and Perceptions of School Climate Across the Transition from Training to Teaching. Teaching and Teacher Education, 65, 230-240. https://doi.org/10.1016/j.tate.2017.03.018  
  • Montreuil, T., Petit, B., Briaud, M. and Carroll, MS (2020). The importance of social and emotional well-being. https://www.nosemotions.ca  
  • Montreuil, T. (2020a). Self-compassion. https://www.nosemotions.ca/parents/lauto-compassion  
  • Montreuil, T. (2020b). The importance of emotional regulation and the promotion of psychological well-being among teachers. 7e International conference in education. Montreal, Canada (April, 2020). 
  • Steiner, ED and Woo, A. (2021). Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the US Teacher Survey. RAND Corporation. https://doi.org/10.7249/RRA1108-1  

Come to think of it

Article references


The final grade

Article references

The compulsory empathy course in Danish schools

How to teach elementary and secondary students to regulate their emotions?

EdCan Network, www.edcan.ca/articles/reguler-leurs-emotions/?lang=fr 

Two Quebec edteqs who contribute to socioemotional learning

Research on the use of Moozoom at the Saint-Hyacinthe School Service Center: https://moozoom.ca/assets/pdf/other/resources/fr/CTREQ-implantation_optimale_de_moozoom.pdf 

Source of research on musical interactions and the social and emotional development of children: Music in toddlers, https://journals.openedition.org/ries/5949 

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