Social-emotional learning (SEL) is an essential area of development for adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL) presents a well-researched, broad, conceptual framework for systemic social and emotional learning (CASEL, 2020), which has been used to guide the development and implementation of the proposed pilot. It identifies five competencies of SEL: self-awareness, self-management, social awareness, relationships skills, and responsible decision-making. The CASEL framework also emphasizes the importance of coordinating SEL across key settings and contexts—classroom, schools, families, and communities. Lack of SEL can have suboptimal effects during adolescence and later in life, consequently, impacting occupational engagement.
A literature review on SEL found that appropriate SEL programming results in positive outcomes, such as improved school-related attitudes and behaviors, increased academic performance, decreased negative behaviors, and less reports of emotional distress (Durlak et al., 2010, 2011). Additionally, various school-related professions address SEL, however, there is limited evidence of occupational therapy practitioners’ involvement in the literature. Thus, adolescents’ occupational needs relating to SEL may not be being addressed.
Play’s significance in developing adolescents’ skills is rooted in SEL. Play “develop[s] physical coordination, emotional maturity, social skills to interact with other children, and self-confidence to try new experiences and explore new environments” (AOTA, 2012, p.1). Dungeons & Dragons® (D&D) is a popular table-top role-playing game, which draws interest from many adolescents and adults. A second literature review found that play interventions for adolescents, and research using D&D appears to be limited.
Role for SEL is a play-based intervention group using D&D (5th ed.) developed to promote SEL. In the pilot program, three to five middle-school students will participate in 90-minute after-school sessions, for 10 weeks. Participants will learn how to play D&D, receive explicit instruction on two SEL competencies (self-management and relationship skills) and engage in D&D scenarios and campaigns designed to support development in the relevant SEL areas. The author’s proposed pilot program has the potential to improve adolescents’ SEL and occupational engagement. This doctoral project discusses the case for the proposed pilot program, and presents a detailed overview of Role for SEL.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/44412 |
| Date | 10 May 2022 |
| Creators | Chilana, Harjas Kaur |
| Contributors | Slater, Craig E. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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