ANNONCE
ANNONCE

References EngagED Learning magazine, Vol. 1 issue 2 (Winter 2021-2022)

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A word from US

In this article


What Are Social and Emotional Competencies?

In this article

Publications from Conseil supérieur de l’éducation :


Image on page 3: Le bien-être de l’enfant à l’école, Conseil supérieur de l’éducation, https://www.cse.gouv.qc.ca/wp-content/uploads/2020/06/50-0524-SO-bien-etre-enfant-3.pdf 

A complex version of the image is available : ​​https://www.cse.gouv.qc.ca/wp-content/uploads/2020/06/50-0524-NA-bien-etre-enfant.pdf 

Image 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

Others references

Others references:


Are School Staff Well-prepared to Support the Social-Emotional Learning of Elementary School Students?

In this article

  • Beaumont, C. et Garcia, N. (2020). L’apprentissage socioémotionnel à l’école primaire : compétences attendues des enseignants et formation initiale. Recherches en éducation, 41. https://doi.org/10.4000/ree.544
  • Bonvin, P. et Gaudreau, N. (2015). La formation initiale à l’enseignement aux élèves présentant des comportements difficiles : perceptions de futurs enseignants du Québec et de la Suisse. Revue des sciences de l’éducation, 37(3), 481-501.
  • Brindgeland, J., Bruce, M., et 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/
  • Conseil supérieur de l’éducation. (2020). Le bien-être de l’enfant à l’école : faisons nos devoirs. Avis au ministre de l’Éducation et de l’Enseignement supérieur. https://www.cse.gouv.qc.ca/wp-content/uploads/2020/06/50-0524-AV-bien-etre-enfant-4.pdf
  • Domitrovich, C. E., Durlak, J. A., Staley, K. C. et Weissberg, R. P. (2017). Social-emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 88(2), 408-416.
  • Durlak, J. A., Domitrovich, C. E., Weissberg, R. P. et Gulotta, T. P. (2015). Handbook of Social and Emotional Learning: Research and Practice, 1st Edn. Guilford Publications.
  • Gaudreau, N., Royer, É., Beaumont C. et Frenette, E. (2012). Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves. Enfance en difficulté, 1(1), 85-115. doi : 10.7202/1012124ar
  • Gouvernement du Québec. (2020). Référentiel de compétences professionnelles : profession enseignante. https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/devenir-enseignant/referentiel_competences_professionnelles_profession_enseignante.pdf?1606848024
  • Gouvernement du Québec. (2001). La formation à l’enseignement : orientation et compétences professionnelles. http://www.education.gouv.qc.ca
  • Hymel, S., Low, A., Starosta, L., Gill, R. et 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, P. A., Brown, J. L., Frank, J. L., 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, M. S., Salgado, N., Marques-Pinto, A. et Veiga, A. M. (2021). Impacts of Social and Emotional Learning Interventions for Teachers on Teachers’ Outcomes: A Systematic Review With Meta-Analysis. Front. Psychol. doi.org/10.3389/fpsyg.2021.677217
  • Pelletier, M. A. (2015). La gestion des émotions face aux situations stressantes à l’école : les finissants stagiaires en éducation préscolaire et enseignement primaire se sentent-ils prêts? Éducation et francophonie, 43(2), 201-218.
  • Rimm-Kaufman, S., et 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, W. D., Kutash, K., Duchnowski, A. J., Sumi, W. C. et Epstein, M. H. (2006). Educating students with emotional disturbances: A national perspective on school programs and services. Journal of Emotional and Behavioral Disorders, 14(1), 12-30.

The (Not-So) Secret Life of Emotions at School

In this article

  • Lamboy, B., Shankland, R., & Williamson, M. O. (2021). Les compétences psychosociales – Manuel de développement. De Boeck. 
  • Mikolajczak, M., Quoidbach, J., Kotsou, I., & Nélis, D. (2020). Les compétences émotionnelles. Dunod.
  • Shankland, R. et 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 the Better Educational Achievement of Future Generations

In this article

  • 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. et 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. et Carroll, M.S. (2020). L’importance du bien-être social et émotionnel. https://www.nosemotions.ca  
  • Montreuil, T. (2020a). L’auto-compassion. https://www.nosemotions.ca/parents/lauto-compassion  
  • Montreuil, T. (2020b). L’importance de la régulation émotionnelle et de la promotion du bien-être psychologique auprès des enseignants. 7e Colloque international en éducation. Montréal, Canada (Avril, 2020). 
  • Steiner, E.D. et Woo, A. (2021). Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey. RAND Corporation. https://doi.org/10.7249/RRA1108-1  

Let’s think about it

In this article


The Final Mark

In this article

Empathy Course Compulsory in Danish Schools

How Can K-12 Students Learn to Regulate Their Emotions?

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

Resources for Social-emotional Learning

LEARN Québec https://www.learnquebec.ca/fr/hwb

How can Compassionate Systems Leadership embed SEL and Well-being across an Entire School District?

EdCan Network https://www.edcan.ca/articles/compassionate-systems-leadership

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