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HED4814 assignment 3 2024 (Fully referenced assignment)
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HED4814 ASSIGNMENT 3 2024Unique Number:
DUE DATE: September 2024
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, 0688120934
Question 1.
1.a Psychosocial Support and Emotional-Behavioural Interventions
Explain the concept of psychosocial support in an educational context.
Psychosocial support in an educational context refers to the assistance provided to
students to help them manage and cope with emotional, social, and psychological
challenges that can affect their learning and overall well-being. This type of support aims
to enhance students' resilience, foster a sense of belonging, and improve their ability to
interact positively with peers and educators. Psychosocial support encompasses a range
of activities, including counseling, peer support, and the development of social skills, all
of which are designed to create a supportive and nurturing environment that promotes
academic success and personal growth. By addressing the emotional and social needs
of students, psychosocial support helps create a holistic educational experience that goes
beyond academic instruction, ensuring that students feel safe, valued, and equipped to
handle life’s challenges both inside and outside the classroom.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
, 0688120934
Question 1b: Evidence-Based Strategies for Providing Emotional Support to
Students in a Classroom Setting
Providing emotional support to students in a classroom setting is crucial for creating a
safe and conducive learning environment. Here are three evidence-based strategies that
can be effectively used:
Social-Emotional Learning (SEL) Programs: Social-Emotional Learning programs are
designed to help students develop self-awareness, self-control, and interpersonal skills
that are vital for school, work, and life success. SEL programs involve activities that teach
students how to understand and manage their emotions, set and achieve positive goals,
feel and show empathy for others, establish and maintain positive relationships, and make
responsible decisions. Evidence shows that implementing SEL in the classroom can lead
to improved academic performance, reduced emotional distress, and better social
behavior (Durlak et al., 2011). Teachers can incorporate SEL into daily lessons through
class discussions, role-playing scenarios, and reflection activities that allow students to
practice and apply these skills.
Mindfulness Practices: Mindfulness involves teaching students to focus on the present
moment with acceptance and without judgment. Mindfulness practices, such as breathing
exercises, guided meditation, and mindful movement, help students reduce anxiety,
improve concentration, and increase emotional regulation. Research indicates that
mindfulness can enhance students' emotional well-being and resilience, particularly in
stressful situations (Zenner, Herrnleben-Kurz, & Walach, 2014). Teachers can
incorporate short mindfulness exercises at the beginning or end of lessons or during
transitions between activities to help students center themselves and reset emotionally.
Check-In Systems and Emotional Check-Ins: Implementing regular check-ins with
students allows teachers to monitor students' emotional states and provide individualized
support as needed. This strategy can involve simple techniques like morning check-in
circles where students share how they are feeling using a mood meter or color-coded
cards. Additionally, creating a safe space for one-on-one check-ins can help students
express their concerns privately. This method fosters a supportive relationship between
students and teachers, promotes emotional expression, and helps teachers identify and
address emotional challenges early (Brackett et al., 2019).
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
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