Social Emotional Learning Prevention Module for Adolescents
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Slide 1: Social Emotion Learning (SEL) and You!
Welcome! Thanks for joining us today to learn more about Social Emotional Learning.
Slide 2: What we will be doing today
- A brief explanation of SEL followed by a video
- Learning about + discussing SEL's 5 principles
- Activities that show you how SEL can be used in your life (Please see Facilitator's Guide + Worksheets)
- Group discussions of activities
- Final questions/comments + goodbyes
Please ask one or more of the students to volunteer to read the bullet points out loud. If no one is interested, facilitator may read them.
For “Activities that show you how SEL can be used in your life” - Please see Facilitator's Guide + Worksheets
Slide 3: What's Social Emotional Learning
Before playing the video, please share something like below:
We are going to be watching a short video on what SEL is, how it can help you to feel more confident and be more successful in life. As a reminder, here is what I shared about SEL a few moments ago:
SEL works to provide you with a way to help you understand yourself, the people around you and the world you live in better. How does SEL do this? SEL’s tools support people in developing healthy identities (sense of self), understanding and managing personal emotions, building and showing empathy (compassion and the ability to put yourself in someone else’s shoes) for others, creating and maintaining healthy relationships, and making good, responsible choices. (CASEL, 2019).
Slide 4: SEL's 5 Core Skills
- Self-Awareness: The ability to identify and understand your own emotions.
- Social Awareness: The ability to identify and understand other people's emotions.
- Relationship Skills: The ability to build and maintain meaningful relationships with others.
- Responsible Decision Making: The ability to make good choices.
- Self-Management: The ability to manage your thoughts, emotions, and behaviors
- Ask one student to read each of the skills.
- Encourage them to think of an example.
- Ask the rest of the class if they can think of any examples.
If there are any examples listed below that aren’t mentioned, please let the students respond first and then share any missing information.
Self-awareness is having the ability to identify and understand your own emotions (Lessons for SEL, 2020) Examples: A healthy sense of identity, self-reflection, understanding thoughts and feelings, self-respect, sense of purpose (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2019).
Social awareness ishaving the he ability to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts; it involves being able to identify and understand other people’s emotions and have empathy (Lessons for SEL, 2020). Examples: Leaning into others' perspectives with curiosity, recognizing and acknowledging the inherent strengths in others, demonstrating empathy and compassion, showing concern for the feelings of others, belief that my voice and choices matter to those around me. (CASEL, 2019).
Relationship skills mean the ability to build and maintain meaningful relationships with others (Lessons for SEL, 2020) . Examples: Choosing the right friends, being a good friend, using kindness and compassion to keep the lines of communication open, helping to work through any conflict that arises (CASEL, 2019).
Responsible decision making is the ability to make good choices (Lessons for SEL, 2020). Examples: Avoiding peer pressure, thinking of the consequences before you make a choice and choosing not do something if there are negative consequences (CASEL, 2019).
Self-management is the ability to manage your thoughts, emotions, and behaviors (Lessons for SEL, 2020). Examples: Managing stress, managing time effectively, setting goals, self-motivating (CASEL. 2019).
Slide 5: Your Teenage Brain
- Amygdala: Survival Instincts (Fight, Flight, Freeze, Faint)
- Temporal Lobe: Behavior, Hearing Speech, Vision, Memory
- Frontal Lobe: Time management, Flexible Thinking, Planning Ahead, Organization, Self-Control, Memory, Focus.
- Parietal Lobe: Intelligence, Language, Reading, Sensation
- Occipatal Lobe: Vision
- Cerebellum: Balance, Coordiation
- Brain Stem: Blood Pressure, Breathing, Heartbeat, Swallowing
- Ventral Tegmental Area + Nucleus Accumbens (located in the frontal and temporal lobes): Reward System
Please share the following:
The good
Because your brains are still developing and maturing, they are positively sensitive to intellectual growth, giving them massive ability to grow and learn. This means you are able to take what you have learned in childhood and with maturity and develop more complex ways to experience the world around you.
The not as good:
The area of the brain associated with reward (an area deep inside the brain called the limbic system that houses the ventral tegmental area and nucleus accumbens - as shown in the brain visual) tends to develop before the area of the brain that helps you to understand how to use self-control (the prefrontal cortex which is at the front of the frontal lobe) (Romer et al., 2017). Per Lewis et al. (2021) reward is a natural process during which the brain associates diverse stimuli (substances, situations, events, or activities) with a positive or desirable outcome. This results in adjustments of an individual's behavior, ultimately leading them to search for that particular positive stimulus/reward. “In teen’s brains, the connections between the emotional part of the brain and the decision-making center are still developing—and not always at the same rate.” (Stanford Medicine Children’s Health, n.d.) What does this mean? This is where SEL steps in to help.
Please ask the class to think of and share examples of rewards. Then, in that discussion, consider what potential consequences of the reward would be. The next slide outlines how SEL helps with big-picture thinking skills even before the brain is physiologically capable of this behavior.
Slide 6: Your Teenage Brain + SEL
- Amygdala: Survival Instincts (Fight, Flight, Freeze, Faint)
- Temporal Lobe: Behavior, Hearing Speech, Vision, Memory
- Frontal Lobe: Time management, Flexible Thinking, Planning Ahead, Organization, Self-Control, Memory, Focus.
- Parietal Lobe: Intelligence, Language, Reading, Sensation
- Occipatal Lobe: Vision
- Cerebellum: Balance, Coordiation
- Brain Stem: Blood Pressure, Breathing, Heartbeat, Swallowing
- Ventral Tegmental Area + Nucleus Accumbens (located in the frontal and temporal lobes): Reward System
Please share the following:
Frontal Lobe Responsibilities:
Impulse Control - Thinking before acting
Emotional Regulation - Remaining calm in stressful situations
Organizational Skills - Finding and keeping things in order
Rationalization - Judging and organizing based on facts
Reasoning - Thinking logically and using facts over emotions
(CASEL, 2019)
Please say, “The self-awareness, social-awareness, relationship skills, responsible decision making, and self management tools provided by the SEL framework empower you to better manage the frontal lobe responsibilities before your brain is fully capable of helping you!
SEL's Brain Benefits
Better academic achievement
Better self-understanding
Better at being a friend and handling relationship (Lessons for SEL, 2020)
More Money - Author Gray, on behalf of the National Association of Colleges and Employers (2022), conducted a survey asking top employers what skills they look for in newly hired recent college graduate.
Over 60% who responded to the survey listed the following two as the most important skills:
- Ability to work in a team (relationship skills)
- Ability to solve problems (decision-making)
At least 50% reported they look for:
- Communication skills (social awareness)
- Strong work ethic (self-management)
Slide 7: Self Awareness: The ability to identify and understand your own emotions
- What self-awareness looks like
- Understanding your thoughts and feelings
- Recognizing your strengths
- Self-confidence
- A sense of Purpose
- What self-awareness sounds like
- How am I feeling and why?
- When am I at my best?
- What kind of person do I want to be today?
First share the name of the SEL core skill and the definition across the top of the page.
Then, “ Please take a moment to think about how self aware you are.”
Next, ask a student/students to read what the slide shares about what it looks like and sounds like and then ask if anyone can think of any other examples.
Please share the following examples if they are not brought up in the discussion:
- A healthy sense of identity
- Self-reflection
- Understanding thoughts and feelings
- Self-respect
- A sense of purpose
(CASEL, 2019)
Please see Facilitator’s Guide for additional activity options.
Slide 8: Social Awareness: The ability to identify and understand other people's emotions
- What social-awarenss looks like
- Empathy: Understanding and sharing the feelings of another
- Respecting others and their views
- Appreciating diversity
- What social-awareness sounds like
- How would I feel if I were in that situation?
- They seem sad right now. Maybe I should [_________].
First share the name of the SEL core skill and the definition across the top of the page.
Then say, “ Please take a moment to think about how socially aware you are.”
Next, ask a student/students to read what the slide shares about what it looks like and sounds like and then ask if anyone can think of any other examples.
Please share the following examples if they are not brought up in the discussion:
- A sense of belonging and trust in others
- Feeling accepted and included
- Understanding others’ perspectives
- Showing empathy and compassion for others
- Recognizing why people act the way they do
- Knowing what others expect from us
(CASEL, 2019)
Please see Facilitator’s Guide for additional activity options.
Slide 9: Responsible Decision Making (RDM): The ability to make good choices.
- What RDM looks like
- Analyzing situations
- Identifying problems
- Problem solving
- Reflecting
- Ethical responsibility
- What RDM sounds like
- How will this impact others?
- Will this help or hurt me?
- Why do I want to make this choice?
First share the name of the SEL core skill and the definition across the top of the page.
Then say, “ Please take a moment to think about how you do with responsible decision making.”
Next, ask a student/students to read what the slide shares about what it looks like and sounds like and then ask if anyone can think of any other examples.
Please share the following examples if they are not brought up in the discussion:
- Curiosity: Seeking new knowledge and understanding
- Open-minded investigation
- Critical thinking
- Considering the well-being of others and self
- Understanding impact and consequences
(CASEL, 2019)
Please see Facilitator’s Guide for additional activity options.
Slide 10: Relationship Skills: The ability to build and maintain healthy, supportive relationships.
- What relstionship skills look like
- Positivie communication
- Relationship building
- Teamwork
- What relationship skills sound like
- How would I feel if I were in that situation?
- They seem sad right now. Maybe I should [_______].
First share the name of the SEL core skill and the definition across the top of the page.
Then say, “ Please take a moment to think about your relationship skills.”
Next, ask a student/students to read what the slide shares about what it looks like and sounds like and then ask if anyone can think of any other examples.
Please share the following examples if they are not brought up in the discussion:
- A sense of belonging and trust in others
- Feeling accepted and included
- Understanding others’ perspectives
- Showing empathy and compassion for others
- Recognizing why people act the way they do
- Knowing what others expect from us
(CASEL, 2019)
Please see Facilitator’s Guide for additional activity options.
Slide 11: Self-Management: the ability to manage your thoughts, emotions, and behaviors
- What self-management looks like
- Impulse control
- Self-discipline
- Stress management
- Organization skills
- What self-management sounds like
- May I please have space? I am not ready to [______].
- I think I need help with [_________].
- I need space right now.
First share the name of the SEL core skill and the definition across the top of the page.
Then say, “ Please take a moment to think about how well you self-manage.”
Next, ask a student/students to read what the slide shares about what it looks like and sounds like and then ask if anyone can think of any other examples.
Please share the following examples if they are not brought up in the discussion:
- Belief that my voice and choices matter
- Overcoming challenges
- Agency: “I’m willing and able to make a difference”
- Managing feelings
- Staying motivated
(CASEL, 2019)
Please see Facilitator’s Guide for additional activity options.
Slide 12: Activity Stations
- Split into five groups with on group at each activity station.
- Individually answer the station's questions on your worksheet in the space provided, then discuss your answeres with the group, and write your answers on the board.
- Leave your group's notes on the board, rotate to the next station, and repeat until you have gone to all five stations.
- When you are finished, see how others have done the activities and discuss similaritites and differences.
Ask one or more of the students to volunteer to read the bullet points out loud. If no one is interested, facilitator may read them.
Ask the group if anyone has any questions and then either split them into five small groups or have them divide themselves into five small groups and have each group choose a station to begin..
Be sure to give enough time at each station for groups to write their individual answers on their worksheets and then discuss and write down answers on the station’s board. When deciding on amount of time at each station, please be mindful to allow for enough time for the entire group to come together to discuss what they heard/discovered/learned at each station.
Slide 13: Self-Awareness Positive Pivot Scale (How are you responding?)
Each student in the small group will reflect on a substance-related challenge they are currently facing and write it in the space below. They will each take a minute or two to tell the group the problem. Following each presented challenge, a different person/people in the group will role play a hypothetical response to their current challenge that matches the particular point on the Positive Pivot Scale. Make sure to go through every level on the Positive Pivot Scale.
Please see Facilitator’s Guide for additional activity options.
Slide 14: Social-Awareness
Role Play: Imagine what is being discussed in this photo and role-play the conversation with your group.
Please see Facilitator’s Guide for additional activity options.
Slide 15: RESPONSIBLE DECISION MAKING
Party Scenario
Lisa is at a party where her friend Sarah is vomiting and losing consciousness from alcohol consumption. Lisa wants to call 911. Her other friends want to try to deal with it themselves so they don’t get in trouble. Please discuss what should be done and why.
You can write individual ideas below and then please write group answers on the board.
Copyright Elkind+Sweet Communications / www.LiveWireMedia.com. Reprinted by permission. Copied from www.GoodCharacter.com.
Please see Facilitator’s Guide for additional activity options.
Slide 16: RELATIONSHIP SKILLS
Who do you have relationships with?
Here is a beginning list of people you may have relationships with:
- Close friends
- Friends you don’t speak with all the time
- Familiar faces you see in the halls that you don’t know as well
- Teachers
- Coaches
- Parents/Grandparents/Legal guardians
- Siblings
- Cousins
As a group, discuss how you might imagine communicating about a mental health challenge you are currently having with the different people in your life. How might the conversation go with different people? Please be sure to write answers on the board.
Please see Facilitator’s Guide for additional activity options.
Slide 17: SELF-MANAGEMENT
Note to Self
List three adults you could reach out to if you needed help or support. Please be sure to include how you will contact them, ( i.e., go to their home or place of work, call/text, email, reach out on social media, etc.) If it is call/text/email/instant message, please write down their phone number, email address, social media information, etc. for quick reference.
Name _____________________________________________________________________________
Physical location _________________________________________________________________
Cell/Landline/Email/Social Media Info: __________________________________________________________________________
Name _____________________________________________________________________________
Physical location _________________________________________________________________
Cell/Landline/Email/Social Media Info: __________________________________________________________________________
Name _____________________________________________________________________________
Physical location _________________________________________________________________
Cell/Landline/Email/Social Media Info: __________________________________________________________________________
Please see Facilitator’s Guide for additional activity options.
Slide 18: Thank You!
Before we go….
Any questions or thoughts you would like to share?
Open the floor for any closing thoughts/questions from the group.
Thank YOU for being an amazing facilitator and helping your group to learn critical SEL skills while empowering them to make healthy choices around substance use.
If you have any questions, please do not hesitate to contact our team.
Slide 19: Meet our team
- Dr. Michelle Grocke-Dewey is an Assistant Professor for the Health and Human Development Department at Montana State University. She is also the MSU Extension Family and Consumer Sciences Health and Wellness Specialist and serves as Principal Investigator for this project.
- Dr. Alison Brennan is an Assistant Professor for the Health and Human Development Department at MSU. Alison is the MSU Extension Mental Health Specialist and serves as Co Principal Investigator for this project.
- Barbara Allen is an MSU Extension Associate Specialist and serves as Program Director overseeing all project activities.
- Jennifer Muner serves as the Program Manager for the 2020 SAMHSA ROTA program grant.
- Babbs Weissman has a Master of Arts in Psychology from Pepperdine University and is currently pursuing a Master of Science in Clinical Mental Health Counseling at MSU Billings. She is a contributing author.
Slide 20: References
Aguilar, C. & Bridges, C. (n.d.). A guide to the core SEL competencies [+ activities and strategies]. Panorama Education. Retrieved April 4, 2023, from https://www.panoramaed.com/blog/guide-to-core-sel-competencies
Collaborative for Academic, Social, and Emotional Learning. (2019, March 12). The case for SEL (Customizable PowerPoint Presentation). Retrieved February 3,
2023, from https://casel.org/fundamentals-of-sel/what-does-the-research-say/
Editorial Team. (2022, July 5). List of team building activities for high school students. Number Dyslexia. Retrieved May 5, 2023, from https://numberdyslexia.com/list-of-team-building-activities-for-high-school-students/
Frederik, L. (n.d.). Five social emotional learning activities for high school. Panorama Education. Retrieved May 8, 2023, from https://www.panoramaed.com/
blog/social-emotional-learning-activities-high-school
Gray, Kevin (2022, November 15). As their focus on gpa fades, employers seek key skills on collage grads’ resumes. National Association of Colleges and
Employers. naceweb.org/talent-acquisition/candidate-selection/as-their-focus-on-gpa-fades-employers-seek-key-skills-on-college-grads-resumes/
Lewis, R. G., Florio, E., Punzo, D., & Borrelli, E. (2021). The Brain's Reward System in Health and Disease. Advances in experimental
medicine and biology, 1344, 57–69. https://doi.org/10.1007/978-3-030-81147-1_4
Lessons for SEL (2020, June 5). What is social emotional learning (SEL): SEL learning lessons week 12 [Video]. YouTube. https://youtu.be/87zTsJ_Fxhc
Macrovector. (n.d.). Brain Infographics [image in infographic]. Freepik.com. https://www.freepik.com/free-vector/brain-inforgaphics-set_1530498.htm
Move This World. (2020, July). Positive Pivot Scale. Retrieved May 9, 2023, from https://sel.movethisworld.com/d2l/lor/viewer/view.d2l?ou=6606&loIdentId=903
Waterford. (2018, December 18). 15 activities for teaching CASEL core competencies. Retrieved May 7, 2023, from https://www.waterford.org/education/15-
activities-for-teaching-casel-core-competencies/
Pathway 2 Success. (2021, October 18). 10+ self-awareness activities for kids. The Pathway 2 Success. Retrieved May 9, 2023, from thepathway2success.com/10-
self-awareness-activities-for-kids/
Romer, D., Reyna, V. F., & Satterthwaite, T. D. (2017). Beyond stereotypes of adolescent risk taking: Placing the adolescent brain in developmental
context. Developmental cognitive neuroscience, 27, 19–34. https://doi.org/10.1016/j.dcn.
Stanford Medicine Children’s Health. (n.d.). Understanding the teen brain. Retrieved May 6, 2023, from