This article addresses the issue of social-emotional competencies (SEC) as a key resource determining the educational safety of adolescents, situating the results of a pedagogical experiment within the conceptual framework of Educational Transactional Analysis (ETA). The experiment involved 48 students aged 13–14 who were active participants in computer gaming culture; the experimental group (N = 24) completed 20 hours of Aggression Replacement Training (ART). Analysis of data from the Social Skills Questionnaires (SSQ and OSSQ) demonstrated an increase in competencies in the experimental group, with no analogous changes observed in the control group. The interpretative lens adopted in this article is Transactional Analysis, and specifically the ego-state model: participation in ART appears to strengthen the Adult ego-state function, manifested in greater reflectiveness, self-control, and capacity for emotional regulation. The article argues for the systemic integration of social-emotional learning (SEL) programmes into national curriculum frameworks as a component of universal prevention.
As adolescents face mounting academic pressure, Social and Emotional Learning (SEL), though widely implemented, often slips into an “obedience trap”: one that emphasizes compliance over genuine student autonomy. Grounded in Self-Determination Theory (SDT) and a proposed four-tier “inside-out” model, this paper utilizes...
The article presents findings from a theoretical and methodological analysis of domestic and international professional literature regarding experimental studies of modern school environments and their inherent school resource systems (often referred to as "school currency"). These systems are not only practical for us...
Objective Early childhood is a key time for developing self-regulation, which underpins school readiness and socio-emotional wellbeing. The aim of the study is to provide a quantitative assessment of the representational affordances of children’s picturebooks and their pedagogical potential to support behavioral, emoti...
Bahar Gümrükçü Bilgici· Frontiers in Psychology· 0 citations
Increased classroom volatility, uncertainty, complexity and ambiguity (Hadar et al., 2020; Pace and Stoddard, 2025) has heightened the need for social studies educators to be competent in the soft skills integral to navigating controversy and civic preparation, operationalized here as social and emotional competenc...
Arthur Joseph Lewandowski, Joanna C. Weaver, Nancy C. Patterson· Social Studies Research and...· 0 citations
Social-emotional competence predicts learning readiness more strongly than early academic skill, yet instruction in many kindergartens continues to prioritise literacy and numeracy over the deliberate cultivation of empathy, cooperation, and emotional regulation. This study examined how role play functions as a learnin...
Ima Muyassaroh, Nita Puspitasari· International Journal of Edu...· 0 citations
Introduction: In recent years, social-emotional learning has emerged as a key educational approach that supports students’ emotional, social, and behavioral competencies in addition to their academic development. In particular, systematically addressing the social-emotional needs of gifted students alongside their cogn...
Nuray Özge Sağbaş· Ankara Universitesi Egitim B...· 0 citations
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