The modern perception of the role of school as a framework that cares for and nurtures, promoting not only learning but also the psychosocial development and adaptation of children, has provided a new perspective on the ongoing demand for quality education and psychosocial support for children in the school environment.
Therefore, the ambition of all those involved with children in any role is to contribute in this direction. Prevention and intervention programs within the school setting concern either the entire student population or students who are at risk of manifesting or have already exhibited learning difficulties and adjustment challenges. Research data underscores the necessity of these programs, which have been implemented over the last decade in many educational systems worldwide.
Within this framework, the program "Social and Emotional Education in Schools: Program for the Promotion of Mental Health and Learning in the School Community" was designed by the scientific team of the Research and Applications Center of School Psychology of the Psychology Department of the University of Athens. It has been implemented in schools at all levels for many years with positive results for both students and educators.
This is a primary prevention program aimed at promoting mental health and well-being within the school community and fostering an atmosphere of mutual respect, understanding, and acceptance of individual differences within the classroom by cultivating skills in communication, intercultural understanding, and collaboration. It is implemented either by school psychologists or by the educators themselves after specialized training.
The program includes the following thematic units: I. Communication skills, II. Recognition, expression, and management of emotions, III. Dimensions of self-perception, self-esteem, IV. Coping with stress-inducing situations, V. Social competence - Social skills, VI. Conflict resolution processes, VII. School and multiculturalism, VIII. School and students with special educational needs, IX. School and family, X. Study skills, and XI. Crisis management in the school community.
This particular educational material is aimed at secondary education students and educators and consists of thirteen issues. The first issue includes the conceptual framework and description of the program, while the remaining eleven issues constitute the Teacher's Book and cover the above thematic units. Lastly, the thirteenth issue of the series is the Student Workbook.
Each issue corresponding to a thematic unit consists of two main parts: a) the theoretical part, which includes a brief review of the current literature related to the specific thematic unit, and b) the practical part, which includes relevant activities implemented in the classroom, as well as a detailed presentation of the objectives of each activity, the application process based on specific discussion axes, and the required materials.
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