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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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:
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
id okr-10986-20643
recordtype oai_dc
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic 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
spellingShingle 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
Guerra, Nancy
Modecki, Kathryn
Cunningham, Wendy
Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model
relation Policy Research Working Paper;No. 7123
description 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.
format Publications & Research :: Policy Research Working Paper
author Guerra, Nancy
Modecki, Kathryn
Cunningham, Wendy
author_facet Guerra, Nancy
Modecki, Kathryn
Cunningham, Wendy
author_sort Guerra, Nancy
title Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model
title_short Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model
title_full Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model
title_fullStr Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model
title_full_unstemmed Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model
title_sort developing social-emotional skills for the labor market : the practice model
publisher World Bank Group, Washington, DC
publishDate 2014
url http://documents.worldbank.org/curated/en/2014/11/20426330/developing-social-emotional-skills-labor-market-practice-model
http://hdl.handle.net/10986/20643
_version_ 1764446929718083584
spelling okr-10986-206432021-04-23T14:03:59Z Developing Social-Emotional Skills for the Labor Market : The PRACTICE Model Guerra, Nancy Modecki, Kathryn Cunningham, Wendy 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 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. 2014-12-03T21:51:26Z 2014-12-03T21:51:26Z 2014-11 http://documents.worldbank.org/curated/en/2014/11/20426330/developing-social-emotional-skills-labor-market-practice-model http://hdl.handle.net/10986/20643 English en_US Policy Research Working Paper;No. 7123 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Group, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research