Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education: School Staff Members’ Perspectives

  • Christopher D. Slaten Department of Educational, School, Counseling Psychology, University of Missouri
  • Decoteau J. Irby Department of Educational Policy Studies, University of Illinois at Chicago
  • Kevin Tate Department of Counselor Education, Marquette University
  • Roberto Rivera Department of Educational Psychology, University of Illinois at Chicago.
Keywords: Critical consciousness, Social and emotional learning, Alternative education, Consensual qualitative research, At-risk youth

Abstract

Social and emotional learning (SEL) has been well researched and validated as an important component of youth education (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et. al., 1997). However, much of the literature implies a very monolithic approach to SEL interventions (Watts, Griffith, & Abdul-Adil, 1999). The current study examines a predominately African-American urban alternative school’s unique approach to reaching students’ SEL needs. Utilizing Consensual Qualitative Research (Hill, 2012), researchers interviewed 15 staff members at the school, ranging from teachers to mental health professionals to community educators, to obtain a thorough understanding of the unique approaches to SEL within urban alternative education. Implications for educators and mental health professionals working in alternative educational settings are discussed
Published
2015-06-01
How to Cite
Slaten, C. D., Irby, D. J., Tate, K., & Rivera, R. (2015). Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education: School Staff Members’ Perspectives. Journal for Social Action in Counseling & Psychology, 7(1), 41-62. https://doi.org/10.33043/JSACP.7.1.41-62