Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model

Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, e...

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Bibliographic Details
Main Authors:	Guerra, Nancy, Modecki, Kathryn, Cunningham, Wendy
Format:	Policy Research Working Paper
Language:	English en_US
Published:	World Bank Group, Washington, DC 2014
Subjects:	ABSTRACT REASONING ABSTRACT THINKING ACADEMIC ACHIEVEMENT ACADEMIC LEARNING ACADEMIC OUTCOMES ACHIEVEMENT ACHIEVEMENT MOTIVATION ADAPTATION ADJUSTMENT ADOLESCENCE ADOLESCENTS ADULT PROGRAMS ADULTS AGE GROUPS AGGRESSION ATTENTION BEHAVIOR PROBLEMS BEHAVIORAL PROBLEMS BELIEFS BEST PRACTICES BRAIN CALL CAPACITY BUILDING CAREGIVERS CHILD DEVELOPMENT CHILDHOOD CLASSROOM CLASSROOM CLIMATE CLASSROOM ENVIRONMENT CLASSROOM INSTRUCTION CLASSROOMS COGNITIVE DEVELOPMENT COGNITIVE SKILLS COHERENCE COLLABORATION COMMUNICATION SKILLS COMMUNITIES COMPETENCE COMPETENCIES COMPLEX SYSTEMS COMPUTER LITERACY CONFORMITY COOPERATIVE LEARNING CREATIVITY CULTURAL NORMS CURRICULA DAY CARE DECISION MAKING DECISION-MAKING DEVELOPMENTAL PERIOD DEVELOPMENTAL STAGES DISCUSSION DISCUSSIONS DOMAINS DRUG USE EARLY CHILDHOOD EARLY INTERVENTIONS EARLY READING EDUCATION POLICY EDUCATION PROGRAMS EDUCATIONAL ATTAINMENT EDUCATIONAL PROGRESS EDUCATIONAL RESEARCH EMOTION EMPATHY ETHICS EXPLORATION FORMAL SCHOOLING GOAL SETTING GROUP ACTIVITIES GROUP NORMS HEAD START HIGHER EDUCATION HUMAN CAPITAL IDEAS IDENTITY INDIVIDUAL CHARACTERISTICS INDIVIDUAL DIFFERENCES INFANCY INFANTS INFORMATION PROCESSING INHIBITION INSTRUCTION INTEGRATION INTELLIGENCE INTERVENTIONS LANGUAGE SKILLS LEADERSHIP LEADING LEARNERS LEARNING LEARNING ACTIVITIES LEARNING GOALS LEARNING PROGRAMS LEARNING SKILLS LECTURES LIFE SKILLS MASTERY LEARNING MATURATION MEMORY MENTAL HEALTH MENTAL ILLNESS MENTORING MIDDLE SCHOOL MOBILITY MODELING MORAL REASONING MOTIVATION PAPERS PARENT SUPPORT PARENTAL SUPPORT PATTERNS OF CONNECTIVITY PEDAGOGICAL METHODS PEDAGOGICAL PROCESS PEER GROUPS PEER RELATIONSHIPS PEER SUPPORT PERSONALITY PERSONALITY TRAITS PLAYING PRACTITIONERS PRESCHOOLERS PRIMARY GRADES PRIMARY SCHOOL PRIMARY SCHOOL YEARS PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROBLEM BEHAVIORS PROBLEM SOLVING PROBLEM SOLVING SKILLS PROBLEM-SOLVING SKILLS PRODUCTIVITY PROFICIENCY PSYCHOLOGY PSYCHOSOCIAL DEVELOPMENT QUALITY PRESCHOOL READING RECREATIONAL ACTIVITIES REFUGEE RELIGIOUS BELIEFS RESEARCH COMMUNITY REWARD SYSTEM ROTE LEARNING SCHOOL ACTIVITIES SCHOOL AGED CHILDREN SCHOOL CLIMATE SCHOOL CURRICULUM SCHOOL DAY SCHOOL EXPERIENCE SCHOOL GRADUATES SCHOOL READINESS SCHOOL SETTING SCHOOL SYSTEM SCHOOL YEAR SCHOOLING SCHOOLS SECOND LANGUAGE SELF ESTEEM SEMESTERS SERVICE LEARNING SEXUALITY SKILL ACQUISITION SKILL DEVELOPMENT SKILLS DEVELOPMENT SKILLS TRAINING SOCIAL ATTITUDES SOCIAL BEHAVIOR SOCIAL INTERACTION SOCIAL SKILLS SOCIALIZATION SOLVING PROBLEMS SPORTS STUDENT-TEACHER RATIOS TEACHER TEACHER BEHAVIOR TEACHERS TEACHING TEACHING METHODOLOGIES TEMPERAMENT THOUGHTS TRAINING IN CHILD DEVELOPMENT TRAINING METHODS VARIETY WORKFORCE WORKING MEMORY YOUNG CHILDREN YOUNG PEOPLE YOUTH YOUTH PARTICIPATION
Online Access:	http://documents.worldbank.org/curated/en/2014/11/20426330/developing-social-emotional-skills-labor-market-practice-model http://hdl.handle.net/10986/20643

Description
Summary:	Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, economics, policy research, and program implementation literatures all touch on these issues, but they are not sufficiently integrated to provide policy direction. The objective of this paper is to provide a coherent framework and related policies and programs that bridge the psychology, economics, and education literature, specifically that related to skills employers value, non-cognitive skills that predict positive labor market outcomes, and skills targeted by psycho-educational prevention and intervention programs. The paper uses as its base a list of social-emotional skills that employers value, classifies these into eight subgroups (summarized by PRACTICE), then uses the psychology literature -- drawing from the concepts of psycho-social and neuro-biological readiness and age-appropriate contexts -- to map the age and context in which each skill subset is developed. The paper uses examples of successful interventions to illustrate the pedagogical process. The paper concludes that the social-emotional skills employers value can be effectively taught when aligned with the optimal stage for each skill development, middle childhood is the optimal stage for development of PRACTICE skills, and a broad international evidence base on effective program interventions at the right stage can guide policy makers to incorporate social-emotional learning into their school curriculum.

Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model

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