Socio-Emotional Learning and Human Flourishing
Résumé
The development of social and emotional competences is a crucial aspect of human flourishing. These competences, including self-awareness, self-management, social awareness, interpersonal skills and responsible decision-making, have been found to demonstrate effective improvements through social and emotional learning (SEL) programs. An analysis of the recent literature on emerging SEL approaches was conducted to provide an overview of current educational proposals, highlighting their strong and critical areas and outlining the lingering challenges, particularly in terms of the necessity to define the theoretical foundations of the programs with utmost clarity and conduct rigorous research on their effectiveness. In light of the aforementioned considerations, this article presents an innovative SEL program entitled The Nous Project that responds to the recommendations highlighted in the literature. Developed for primary school children, The Nous Project is based on a philosophically-grounded theory of socio-emotional education, which primarily focuses on the role of emotional self-understanding. Consequently, the primary objective of The Nous Project is to foster students’ knowledge of their own emotional dimensions and their ability to understand their own emotions. This is achieved by involving them in keeping a reflective diary, where they write down their emotions and analyse them on the basis of a metaphor. The effectiveness of this activity will be discussed starting from the presentation of the findings emerged from the qualitative analysis of the diaries collected during the pilot implementation of the program.
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Aristóteles (2005). Ética a Nicómaco (J. L. Calvo Martínez, Trans.). Alianza editorial.
Aristóteles (2007). El arte de la retórica (E. Ignacio Granero, Trans.). Eudeba.
Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Ed.), Handbook of personality (2nd ed., pp. 154-196). Guilford Publications.
Beltman, S., & Mansfield, C. F. (2018). Resilience in education: An introduction. En M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.) Resilience in education: Concepts, contexts and connections (pp. 3-9). Springer.
Collaborative for Academic, Social, and Emotional Learning. (2020). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2021). SEL: What are the core competence areas and where are they promoted?. https://casel.org/sel-framework/
de Feijoo, A. M. L. C., & Goto, T. A. (2016). Can Husserl’s Phenomenological Method Be Used in Psychological Research?/E Possivel a Fenomenologia de Husserl como Metodo de Pesquisa em Psicologia?. Psicologia: Teoria e Pesquisa, 32(4).
De Monticelli, R. (2008). L’ordine del cuore. Garzanti.
Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Frameworks Briefs, 1(2), 127-152 https://casel.org/casel-resources-keeping-sel-developmental/
Dias Rodrigues, A., Cruz-Ferreira, A., Marmeleira, J., & Veiga, G. (2022). Effects of body-oriented interventions on preschoolers’ social-emotional competence: A systematic review. Frontiers in Psychology, 12, 752930. https://doi.org/10.3389/fpsyg.2021.752930
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383
Ellis, A. (1993). Reflections on rational-emotive therapy. Journal of Consulting and Clinical Psychology, 61(2), 199–201. https://psycnet.apa.org/doi/10.1037/0022-006X.61.2.199
Epicteto. (1993). Enquiridión o Manual (R. Alonso García, Trans.). Civitas.
Feuerborn, L. L., & Gueldner, B. (2019). Mindfulness and social-emotional competencies: Proposing connections through a review of the research. Mindfulness, 10, 1707-1720. https://doi.org/10.1007/s12671-019-01101-1
Frias-Armentia, M., Rodríguez-Macías, J. C., Corral-Verdugo, V., Caso-Niebla, J., & García-Arizmendi, V. (2018). Restorative justice: A model of school violence prevention. Science Journal of Education, 6(1), 39-45. https://doi.org/10.11648/j.sjedu.20180601.15
Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213-233. https://doi.org/10.1016/j.jsp.2007.03.005
Giorgi, A. (1985). Phenomenological and Psychological Research. Duquesne University Press.
Goleman, D. (1995). Emotional intelligence. Why it can matter more than IQ. Bantam Books.
Gueldner, B. A., & Feuerborn, L. L. (2016). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164-175. https://doi.org/10.1007/s12671-015-0423-6
Harré, R., & Gillett, G. (1994). The discursive mind. Sage Publications.
Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., ... & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), e496-e509. https://doi.org/10.1542/peds.2014-1864
Husserl, E. (2012). Ideas (W. R. Boyce Gibson, Trans.). Routledge.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Jones, S., Bailey, R., Brush, K., & Nelson, B. (2019). Introduction to the taxonomy project: Tools for selecting and aligning SEL frameworks. Establishing Practical Social-Emotional Competence Assessments Work Group. https://measuringsel.casel.org/wp-content/uploads/2019/02/Frameworks-C.1.pdf
Jones S. M., & Doolittle E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11. https://www.jstor.org/stable/44219018
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The future of children, 27(1), 49-72. http://www.jstor.org/stable/44219021
Kristjánsson, K. (2015). Aristotelian character education. Routledge.
Kumar P, A., & Mohideen, F. (2021). Strengths-based positive schooling interventions: A scoping review. Contemporary School Psychology, 25(1), 86-98. https://doi.org/10.1007/s40688-019-00260-1
LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27(1), 1-7. https://doi.org/10.1007/s40688-019-00263-y
Lima, T. R., & de Castro Crusoé, N. M. (2021). Teachers’meaning about pedagogical practice in the first year of elementary school: A phenomenological approach. Cenas Educacionais, 4, e10863-e10863.
Liu, B. (2015). Sentiment analysis: Mining opinions, sentiments, and emotions. Cambridge University Pres.
Mas-Expósito, L., Krieger, V., Amador-Campos, J. A., Casañas, R., Albertí, M., & Lalucat-Jo, L. (2022). Implementation of whole school restorative approaches to promote positive youth development: Review of relevant literature and practice guidelines. Education Sciences, 12(3), 187. https://doi.org/10.3390/educsci12030187
McCluskey, G. (2008). Exclusion from school: What can “included” pupils tell us?. British Educational Research Journal, 34(4), 447-466. https://doi.org/10.1080/01411920701609331
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518
Mortari, L. (2017). Il metodo fenomenologico. In L. Mortari e L. Zannini, La ricerca qualitativa in ambito sanitario. Roma: Carocci.
Mortari, L. (2019). La sabiduria del corazon. Pensar las emociones, sentir los pensamientos. Barcelona: Octaedro.
Mortari, L. (2022). Cuidarse. Madrid: Encuentro.
Mortari, L., & Ubbiali, M. (2021). Educare a scuola. Teorie e pratiche per la scuola primaria. Pearson Italia.
Mortari, L., Valbusa, F., Ubbiali, M., & Bombieri, R. (2023). The empirical phenomenological method: Theoretical foundation and research applications. Social Sciences, 12(7), 413. https://doi.org/10.3390/socsci12070413
Mortari, L., Valbusa, F., & Bombieri, R. (2024). “The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children. Social and Emotional Learning: Research, Practice, and Policy, 4, 100060. https://doi.org/10.1016/j.sel.2024.100060
Moustakas, C. (1994). Phenomenological Research Methods. Sage Publications.
Nussbaum, M. (1994). The therapy of desire. Theory and practice in Hellenistic ethics. Princeton University Press.
Nussbaum, M. C. (2001). Upheavals of thought. The intelligence of emotions. Cambridge University Press.
Oatley, K. (1992). Best Laid Schemes. The Psychology of Emotions. Cambridge University Press.
OECD (2024). Social and Emotional Skills for Better Lives: Findings from the OECD Survey on Social and Emotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/35ca7b7c-en
Pfänder, A. (1913). Zur psychologie der fesinnungen (Erster Artikel), Jahrbuch für Philosophie und phänomenologische Forschung, Erster Band, Verlag von Max Niemeyer, 325-361.
Scheler, M. (1973). Ordo Amoris (D. R. Lachterman, Trans.). En Selected philosophical essays (pp. 98-135). Northwestern University Press, pp. 98-135.
Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695–729. https://doi.org/10.1177/0539018405058216
Schnyder, S. S., Wico, D. M., & Huber, T. (2021). Theater arts as a beneficial and educational venue in identifying and providing therapeutic coping skills for early childhood adversities: A systematic review of the literature. International Electronic Journal of Elementary Education, 13(4), 457-467. https://doi.org/10.26822/iejee.2021.204
Schwartz, H. N., Skoog-Hoffman, A., Polman, J., Kelly, O., Bañales, J., & Jagers, R. (2023). Integrated Learning, Integrated Lives: Highlighting Opportunities for Transformative SEL within Academic Instruction. Social and Emotional Learning Innovations Series. Collaborative for Academic, Social, and Emotional Learning. https://files.eric.ed.gov/fulltext/ED641320.pdf
Slovák, P., & Fitzpatrick, G. (2015). Teaching and developing social and emotional skills with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 1-34. https://doi.org/10.1145/2744195
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122. https://psycnet.apa.org/doi/10.1521/scpq.18.2.122.21854
Snyder, F. J., & Flay, B. R. (2012). Positive youth development. En A. Higgins-D’Alessandro, M. Corrigan, & P. Brown (Eds.) The handbook of prosocial education (Vol. 1) (pp. 415-443). Rowman and Littlefield Publishing Group.
Stein, E. (1970). Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften. En Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften – Eine Untersuchung über den Staat (pp. 1-283). Max Niemeyer Verlag.
Stein, E. (2002). Finite and eternal being. An attempt at an ascent to the meaning of being (K. F. Reinhardt, Trans.). ICS Publications.
Taylor, R.D., Oberle, E., Durlak, J.A. and Weissberg, R.P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev, 88: 1156-1171. https://doi.org/10.1111/cdev.12864
UNICEF (2024). Policy brief 2: Child and adolescent mental health. The State of Children in the European Union 2024. Unicef. https://www.unicef.org/eu/media/2806/file/Child%20and%20adolescent%20mental%20health%20policy%20brief.pdf.pdf
Valbusa, F., & Mortari, L. (2017). L’orto delle emozioni. Teoria e ricerca sull’educazione alla vita affettiva. FrancoAngeli.
Van Manen, M. (1990). Researching Lived Experiences. Human Sciences for an Action Sensitive Pedagogy. State University of New York Press.
Zambrano, M. (1949). Para una historia de la pietad. Lyceum.
Aristóteles (2007). El arte de la retórica (E. Ignacio Granero, Trans.). Eudeba.
Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Ed.), Handbook of personality (2nd ed., pp. 154-196). Guilford Publications.
Beltman, S., & Mansfield, C. F. (2018). Resilience in education: An introduction. En M. Wosnitza, F. Peixoto, S. Beltman, & C. F. Mansfield (Eds.) Resilience in education: Concepts, contexts and connections (pp. 3-9). Springer.
Collaborative for Academic, Social, and Emotional Learning. (2020). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2021). SEL: What are the core competence areas and where are they promoted?. https://casel.org/sel-framework/
de Feijoo, A. M. L. C., & Goto, T. A. (2016). Can Husserl’s Phenomenological Method Be Used in Psychological Research?/E Possivel a Fenomenologia de Husserl como Metodo de Pesquisa em Psicologia?. Psicologia: Teoria e Pesquisa, 32(4).
De Monticelli, R. (2008). L’ordine del cuore. Garzanti.
Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Frameworks Briefs, 1(2), 127-152 https://casel.org/casel-resources-keeping-sel-developmental/
Dias Rodrigues, A., Cruz-Ferreira, A., Marmeleira, J., & Veiga, G. (2022). Effects of body-oriented interventions on preschoolers’ social-emotional competence: A systematic review. Frontiers in Psychology, 12, 752930. https://doi.org/10.3389/fpsyg.2021.752930
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383
Ellis, A. (1993). Reflections on rational-emotive therapy. Journal of Consulting and Clinical Psychology, 61(2), 199–201. https://psycnet.apa.org/doi/10.1037/0022-006X.61.2.199
Epicteto. (1993). Enquiridión o Manual (R. Alonso García, Trans.). Civitas.
Feuerborn, L. L., & Gueldner, B. (2019). Mindfulness and social-emotional competencies: Proposing connections through a review of the research. Mindfulness, 10, 1707-1720. https://doi.org/10.1007/s12671-019-01101-1
Frias-Armentia, M., Rodríguez-Macías, J. C., Corral-Verdugo, V., Caso-Niebla, J., & García-Arizmendi, V. (2018). Restorative justice: A model of school violence prevention. Science Journal of Education, 6(1), 39-45. https://doi.org/10.11648/j.sjedu.20180601.15
Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46(2), 213-233. https://doi.org/10.1016/j.jsp.2007.03.005
Giorgi, A. (1985). Phenomenological and Psychological Research. Duquesne University Press.
Goleman, D. (1995). Emotional intelligence. Why it can matter more than IQ. Bantam Books.
Gueldner, B. A., & Feuerborn, L. L. (2016). Integrating mindfulness-based practices into social and emotional learning: A case application. Mindfulness, 7(1), 164-175. https://doi.org/10.1007/s12671-015-0423-6
Harré, R., & Gillett, G. (1994). The discursive mind. Sage Publications.
Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., ... & Reid, G. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), e496-e509. https://doi.org/10.1542/peds.2014-1864
Husserl, E. (2012). Ideas (W. R. Boyce Gibson, Trans.). Routledge.
Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10. https://doi.org/10.1111/j.1751-228X.2007.00004.x
Jones, S., Bailey, R., Brush, K., & Nelson, B. (2019). Introduction to the taxonomy project: Tools for selecting and aligning SEL frameworks. Establishing Practical Social-Emotional Competence Assessments Work Group. https://measuringsel.casel.org/wp-content/uploads/2019/02/Frameworks-C.1.pdf
Jones S. M., & Doolittle E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3-11. https://www.jstor.org/stable/44219018
Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. (2017). Promoting social and emotional competencies in elementary school. The future of children, 27(1), 49-72. http://www.jstor.org/stable/44219021
Kristjánsson, K. (2015). Aristotelian character education. Routledge.
Kumar P, A., & Mohideen, F. (2021). Strengths-based positive schooling interventions: A scoping review. Contemporary School Psychology, 25(1), 86-98. https://doi.org/10.1007/s40688-019-00260-1
LaBelle, B. (2023). Positive outcomes of a social-emotional learning program to promote student resiliency and address mental health. Contemporary School Psychology, 27(1), 1-7. https://doi.org/10.1007/s40688-019-00263-y
Lima, T. R., & de Castro Crusoé, N. M. (2021). Teachers’meaning about pedagogical practice in the first year of elementary school: A phenomenological approach. Cenas Educacionais, 4, e10863-e10863.
Liu, B. (2015). Sentiment analysis: Mining opinions, sentiments, and emotions. Cambridge University Pres.
Mas-Expósito, L., Krieger, V., Amador-Campos, J. A., Casañas, R., Albertí, M., & Lalucat-Jo, L. (2022). Implementation of whole school restorative approaches to promote positive youth development: Review of relevant literature and practice guidelines. Education Sciences, 12(3), 187. https://doi.org/10.3390/educsci12030187
McCluskey, G. (2008). Exclusion from school: What can “included” pupils tell us?. British Educational Research Journal, 34(4), 447-466. https://doi.org/10.1080/01411920701609331
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518
Mortari, L. (2017). Il metodo fenomenologico. In L. Mortari e L. Zannini, La ricerca qualitativa in ambito sanitario. Roma: Carocci.
Mortari, L. (2019). La sabiduria del corazon. Pensar las emociones, sentir los pensamientos. Barcelona: Octaedro.
Mortari, L. (2022). Cuidarse. Madrid: Encuentro.
Mortari, L., & Ubbiali, M. (2021). Educare a scuola. Teorie e pratiche per la scuola primaria. Pearson Italia.
Mortari, L., Valbusa, F., Ubbiali, M., & Bombieri, R. (2023). The empirical phenomenological method: Theoretical foundation and research applications. Social Sciences, 12(7), 413. https://doi.org/10.3390/socsci12070413
Mortari, L., Valbusa, F., & Bombieri, R. (2024). “The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children. Social and Emotional Learning: Research, Practice, and Policy, 4, 100060. https://doi.org/10.1016/j.sel.2024.100060
Moustakas, C. (1994). Phenomenological Research Methods. Sage Publications.
Nussbaum, M. (1994). The therapy of desire. Theory and practice in Hellenistic ethics. Princeton University Press.
Nussbaum, M. C. (2001). Upheavals of thought. The intelligence of emotions. Cambridge University Press.
Oatley, K. (1992). Best Laid Schemes. The Psychology of Emotions. Cambridge University Press.
OECD (2024). Social and Emotional Skills for Better Lives: Findings from the OECD Survey on Social and Emotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/35ca7b7c-en
Pfänder, A. (1913). Zur psychologie der fesinnungen (Erster Artikel), Jahrbuch für Philosophie und phänomenologische Forschung, Erster Band, Verlag von Max Niemeyer, 325-361.
Scheler, M. (1973). Ordo Amoris (D. R. Lachterman, Trans.). En Selected philosophical essays (pp. 98-135). Northwestern University Press, pp. 98-135.
Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 695–729. https://doi.org/10.1177/0539018405058216
Schnyder, S. S., Wico, D. M., & Huber, T. (2021). Theater arts as a beneficial and educational venue in identifying and providing therapeutic coping skills for early childhood adversities: A systematic review of the literature. International Electronic Journal of Elementary Education, 13(4), 457-467. https://doi.org/10.26822/iejee.2021.204
Schwartz, H. N., Skoog-Hoffman, A., Polman, J., Kelly, O., Bañales, J., & Jagers, R. (2023). Integrated Learning, Integrated Lives: Highlighting Opportunities for Transformative SEL within Academic Instruction. Social and Emotional Learning Innovations Series. Collaborative for Academic, Social, and Emotional Learning. https://files.eric.ed.gov/fulltext/ED641320.pdf
Slovák, P., & Fitzpatrick, G. (2015). Teaching and developing social and emotional skills with technology. ACM Transactions on Computer-Human Interaction (TOCHI), 22(4), 1-34. https://doi.org/10.1145/2744195
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L., & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122. https://psycnet.apa.org/doi/10.1521/scpq.18.2.122.21854
Snyder, F. J., & Flay, B. R. (2012). Positive youth development. En A. Higgins-D’Alessandro, M. Corrigan, & P. Brown (Eds.) The handbook of prosocial education (Vol. 1) (pp. 415-443). Rowman and Littlefield Publishing Group.
Stein, E. (1970). Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften. En Beiträge zur philosophischen Begründung der Psychologie und der Geisteswissenschaften – Eine Untersuchung über den Staat (pp. 1-283). Max Niemeyer Verlag.
Stein, E. (2002). Finite and eternal being. An attempt at an ascent to the meaning of being (K. F. Reinhardt, Trans.). ICS Publications.
Taylor, R.D., Oberle, E., Durlak, J.A. and Weissberg, R.P. (2017). Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev, 88: 1156-1171. https://doi.org/10.1111/cdev.12864
UNICEF (2024). Policy brief 2: Child and adolescent mental health. The State of Children in the European Union 2024. Unicef. https://www.unicef.org/eu/media/2806/file/Child%20and%20adolescent%20mental%20health%20policy%20brief.pdf.pdf
Valbusa, F., & Mortari, L. (2017). L’orto delle emozioni. Teoria e ricerca sull’educazione alla vita affettiva. FrancoAngeli.
Van Manen, M. (1990). Researching Lived Experiences. Human Sciences for an Action Sensitive Pedagogy. State University of New York Press.
Zambrano, M. (1949). Para una historia de la pietad. Lyceum.
Mortari, L., Valbusa, F., & Bombieri, R. (2026). Socio-Emotional Learning and Human Flourishing. Teoría De La Educación. Revista Interuniversitaria, 38(1), 123–145. https://doi.org/10.14201/teri.32149
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