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Teaching the Personal Development strand of the Learning for Life and Work curriculum can help students gain valuable life skills, learn more about themselves, develop positive self-esteem and self-efficacy, understand and resist peer pressure, be able to deal better with conflict, and become better informed about risky behaviours. These skills provide students with the tools they need to make good decisions, engage in healthier behaviours and perform better academically.
In this review, Section 3: SEL/PSE covered programmes teaching the full spectrum of topics included in the Self-Awareness component of the PD curriculum, as well as selected elements of the Personal Health and Relationships components. Section 4: Mental Health Promotion covered particular elements of all three segments. Section 5: Substance Abuse and Violence Prevention discussed topics clearly related to this topic from the curriculum, including investigating effects of legal and illegal substances, promoting personal safety (Personal Health component) and elements of healthy relationships (Relationships component). However, effective programmes in this section also covered elements of developing the self (Self-Awareness component), understanding changes on the mind, body and behaviour (Personal Health component), and conflict resolution (Relationships component).
Programmes mentioned in Section 6: Sexual Health Promotion, covered topics in the Relationships component. However, as with Section 5, many successful programmes also targeted elements of the Self-Awareness component, such as exploring a sense of self and developing self-esteem. They also covered elements of the Personal Health component, including exploring the development of the whole person, understanding and managing change, and promoting personal safety. Finally, Section 7: Other Programmes Promoting Health covered topics across the curriculum, including some not covered elsewhere, such as strategies to avoid accidents (Personal Health component).
While there are a number of benefits evident for promoting and teaching positive youth development in schools, the method of delivery is also crucial. A number of key themes emerged from the literature describing teaching practices, school and teaching environments and other intervention qualities that characterize the most successful programmes. Schools and teachers would need to evaluate the current personal development programmes, school atmosphere, and available resources to determine how to give the revised PD curriculum the best chances of producing positive results.
The revised PD curriculum in Northern Ireland is based in part on the idea that different types of risks can be reduced by teaching similar skills. This means it is both possible and economical to target multiple negative outcomes by teaching similar skills, such as social and coping skills (Greenberg, Domitrovich & Bumbarger, 2001). The revised curriculum also acknowledges that a linked set of strategies, based on theory and research, is more likely to be successful than any one program component in promoting academics and encouraging positive development (Greenberg, Domitrovich & Bumbarger, 2001). The PD curriculum is a comprehensive, research-based programme with the potential, if implemented properly, to positively impact the health and development of post-secondary students in Northern Ireland.
11. Further Information
Organization focusing on SEL in schools
Drug Education and Prevention Information Service (DEPIS), UK
Scottish Health Promoting Schools Unit (SHPSU)
SAMHSA Model Programs
Effective substance abuse and mental health programs for every community
Adolescent sexual health promotion programme in the UK
Conflict Resolution in Schools Programme
Life Skills Training (LST) Programme
Building Academic Success on Social and Emotional Learning
J. Zins, R. P. Weissberg, M. C. Wang & H. J. Walberg
New York: Teachers College Press
Handbook of Research on Teaching
Edited by V. Richardson
Teaching and schooling effects on moral/prosocial development (Chapter)
D. Solomon, M. S. Watson & V. Battistich.
Washington DC: American Educational Research Association.
The Health Promoting School: Policy, Research and Practice
London ; New York: Routledge Falmer
Emotional Health and Wellbeing
H. Cowie, C. Boardman, J. Dawkins & D. Jennifer
PLACE: Sage Publications
Drug use prevention: Overview of research
Dublin: The Stationary Office.
Opportunities for Drug and Alcohol Education in the School Curriculum
N. Sinclair, S. Noor, V. Evans.
London: Alcohol Concern/Drugscope
Peer Mediation in the UK: A Guide for Schools
Life Skills Education for Children and Adolescents in Schools: Introduction and Guidelines to Facilitate the Development and Implementation of Life Skills Programmes
Geneva: World Health Organization (WHO)
Teenage pregnancy and parenthood: A review of reviews (Evidence Briefing)
C. Swann, K. Bowe, G. McCormick & M. Kosmin
London: Health Development Agency
|Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional, and Academic Learning||Dp united Nations Development Programme Arab Fund for Economic and Social Development arab human development report 2003|
|National primary care research & development centre||The mission of Columbiana High School and the community at large is to educate students to achieve their highest individual academic potential, as well as cultivate a sense of personal integrity|
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|An Analysis of the History of Classical Software Development and Agile Development||5. Professional development for staff working in multilingual schools – Jim Anderson, Christine Hélot, Joanna McPake and Vicky Obied|
|And Political Development of the World System|
Гринин 2006а); b) development of trade (Ekholm 1977; Webb 1975)4; and c) growth of wealth5
|Integrated Model-driven Development Environments for Equation-based Object-oriented Languages|