Abstract
This case study analyzes the experiences of an anonymous teenage-facilitator of a peer support system that fosters Social and Emotional Learning (SEL) for high school students via Facebook. Data include four one-on-one interviews with the creator of the support system discussing her facilitation, anonymous notes to students, and interactions on the group’s Facebook page. These data are submitted to Constant Comparative Analysis (Glaser & Strauss, 1967), and viewed through the theoretical lens of CASEL’s SEL Core Competencies. The four major themes (Responding to a Need for Support, Developing Peer Support, Exploring Mediums for Peer Support and Valuing an Anonymous Moderator in Nurturing Peer Support) are discussed in relationship to developing CASEL competencies. Implications for educational policies and practices are also discussed.
Presenters
Heidi StevensonIndependent Educational Contractor, Heidi Stevenson Consulting, California, United States Carrie Davenport-Kellogg
Adjunct Professor, Benerd College, University of the Pacific, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Social Emotional Learning, SEL, CASEL Core Competencies, Peer Support
Digital Media
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