Exam (elaborations)

HED4814 ASSIGNMENT 03. DUE DATE: 8 OCTOBER2024

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HED4814 (HED4814)

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University Of South Africa (Unisa)

HED4814 ASSIGNMENT 03. DUE DATE: 8 OCTOBER2024 QUESTION 1. Psychosocial Support and Emotional-Behavioural Interventions (25 marks) a) Explain the concept of psychosocial support in an educational context. (5 marks)

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hed4814 assignment 03 due date 8 october2024

mahimbye Member since 1 year 449 documents sold

,HED4814
ASSIGNMENT 03.
DUE DATE: 8 OCTOBER2024

QUESTION 1.
Psychosocial Support and Emotional-Behavioural Interventions (25 marks)

a) Explain the concept of psychosocial support in an educational context. (5 marks)

Psychosocial support in schools is important for students' well-being. It helps them deal with stress,
trauma, and emotional challenges. Here are the key aspects of psychosocial support in education:

Firstly, psychosocial support focuses on students' emotional well-being. Schools should provide a safe
space for students to express their feelings without fear of judgment. This helps students feel
comfortable sharing their emotions and builds trust.

Secondly, social integration is crucial. Schools should encourage positive relationships among students,
teachers, and the community. This can be achieved through effective communication, teamwork, and
conflict resolution skills. When students feel connected, they build a supportive network.

Thirdly, psychosocial support teaches students coping mechanisms and resilience-building techniques.
This helps them handle stress and adversity, especially during difficult times like natural disasters or
personal loss.

Fourthly, schools should provide access to mental health services like counseling or therapy. This can
include individual or group sessions, workshops on mental health awareness, and preventive measures
to address potential psychological issues.

Lastly, psychosocial support should be inclusive and address the diverse needs of all students. This
includes students with disabilities, trauma backgrounds, or those facing socio-economic challenges.
Inclusive practices ensure every student has access to the support they need to succeed.

In conclusion, psychosocial support in education is vital for students' emotional and social well-being. By
addressing their emotional needs and providing a supportive environment, schools can promote both
academic and personal success.

**Reference**:

UNICEF. (2018). "Psychosocial Support in Children’s Response to Crisis." Retrieved from [UNICEF
Website](https://www.unicef.org/).

b) Discuss three evidence-based strategies for providing emotional support to
students in a classroom setting. (10 marks

Providing emotional support to students in the classroom is crucial for creating a positive learning
environment and promoting student well-being. This support is essential for students to feel

, comfortable sharing their thoughts and feelings, and to build trust with their teachers and peers. Here
are three evidence-based strategies for providing emotional support:

Firstly, creating a safe and inclusive classroom environment is vital. This can be achieved by
implementing community-building activities that promote trust and belonging. Research has shown
that students who feel more connected to their classroom community tend to experience lower levels
of anxiety and higher academic achievement. For example, activities such as circle time, where
students share feelings, thoughts, or experiences, can promote a sense of community and belonging.

Secondly, integrating social-emotional learning (SEL) programs into the curriculum helps students
develop essential life skills such as emotional awareness, self-regulation, and interpersonal skills. SEL
programs have been shown to significantly improve students' social and emotional skills, attitudes
towards school, and academic performance, while reducing behavioral problems and emotional
distress. For instance, programs like the "Second Step" curriculum focus on teaching students how to
manage their emotions, set goals, show empathy, and maintain relationships.

Thirdly, providing opportunities for student voice and agency is essential. This involves allowing
students to express their thoughts and feelings and have a say in the classroom processes. Research
indicates that when students feel their opinions are valued, they experience increased motivation and
a sense of belonging, which positively affects their psychological well-being. Additionally, fostering
agency can lead to improved emotional regulation and resilience. For example, regular feedback
sessions, surveys, or classroom discussions can provide students with opportunities to share their
ideas and emotions about their learning experiences.

In conclusion, incorporating these evidence-based strategies into classroom practices can significantly
enhance the emotional well-being of students. By creating a safe environment, integrating SEL
programming, and promoting student voice, educators can foster a supportive and nurturing learning
space that promotes both academic and emotional success. Furthermore, providing emotional
support can help students develop essential life skills, build positive relationships, and achieve their
full potential.

References
- Berkowitz, R., Benbenishty, R., & Zeira, A. (2017). The Role of School Social Capital in the
Relationship Between School Climate, Academic Achievement, and Emotional Well-Being. *Social
Indicators Research*, 132(3), 835-854.
- CASEL (2020). *What is SEL?* Collaborative for Academic, Social, and Emotional Learning. Retrieved
from [https://casel.org/what-is-sel/](https://casel.org/what-is-sel/)
- Cohen, J., & Sandy, L. (2007). The Importance of School Climate. *Educational Leadership*, 64(4), 32-
36.
- Deci, E. L., & Ryan, R. M. (2008). Self-Determination Theory: A Macrotheory of Human Motivation,
Development, and Health. *Psychological Inquiry*, 11(3), 227-268.
- Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of
Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal
Interventions. *Child Development*, 82(1), 405-432.

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Exam (elaborations)

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