社會情緒學習：學校初級發展性輔導工作的推手

Social and emotional learning: the driving force of developmental guidance and counseling work in primary and secondary schools

近年學校輔導工作由問題與危機處理，轉向以三級輔導模式整體關注學生的心理健康發展，然而初級發展性輔導工作在班級與教學現場的具體實踐仍顯不足。本文旨在透過近十年實證研究之文獻回顧與理論分析，檢視社會情緒學習（Social and Emotional Learning，SEL）與臺灣現行之WISER三級校園輔導模式整合之潛能，論述SEL可作為學校初級發展輔導工作的關鍵推手，值得融入與實踐於校園班級經營與課程教學中。本論文採文獻回顧與理論概念分析，結果發現，SEL課程的實施有助提升學生社會情緒素養、學業表現、幸福感、與利社會行為，並降低焦慮感、人際衝突與問題行為發生之頻率；SEL融入班級經營與課程教學中，亦能強化師生關係與營造尊重、友善的班級氣氛，成為落實初級發展性輔導的具體途徑與策略。本文亦提出導師可用於日常互動與班級經營中落實SEL的策略，以促進師生關係、生生關係，進而建構尊重、友善、共好的班級文化。最後本文針對融入與執行SEL於學校初級發展性輔導工作可能遇到的挑戰提出建議；並說明本論文基於文獻回顧、理論概念分析所導致的論述限制。本文呼籲關心教育現場、以及學生心理健康發展的教育工作者，可將SEL的融入與實踐視為落實校園初級發展性輔導工作的推手，為提升下一代公民之心理健康與社會情緒素養盡一份心力。

In recent years, school’s guidance and counseling work in Taiwan has shifted from a focus on problem-solving and crisis intervention to a more comprehensive concern for students’mental health through the three-tiered guidance and counseling model. However, the practical implementation of developmental guidance and counseling work in classroom management and daily teaching remains insufficient. This paper aimed to examine the potential for integrating Social and Emotional Learning (SEL) into Taiwan’s existing WISER three-tiered school’s guidance and counseling model by reviewing empirical studies and theoretical analyses published in recent ten years. The results found that SEL programs contribute to improving students’social-emotional competence, academic achievement, wellbeing, and prosocial behaviors, and reducing anxiety, interpersonal conflicts, and problem behaviors. Integrating SEL into classroom management and teaching further strengthens teacher-student relationships and fosters a respectful and supportive classroom climate, making it a concrete strategy for implementing developmental guidance and counseling work in schools. The authors also proposed practical strategies for teachers to implement SEL in daily interactions and classroom management, aiming to enhance both teacher-student and peer relationships and ultimately build a culture of respect, kindness, and mutual support. Finally, the authors outlined the potential challenges and resolutions of embedding SEL into school-based developmental guidance and counseling work, and discussed the limitations inherent in this paper’s methodology, which is grounded in literature review and theoretical analysis. The authors argued that SEL can serves as the driving force for advancing developmental guidance and counseling work in schools and could be meaningfully embedded in classroom management and teaching practices. The authors call on educators concerned with student mental health to embrace SEL as a core component of developmental guidance and counseling work in schools and to contribute to nurturing the psychological well-being and social-emotional competence of the next generation of citizens.