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

Guerra, Nancy ; Modecki, Kathryn ; Cunningham, Wendy

World Bank Group, Washington, DC

关键词: ABSTRACT REASONING;    ABSTRACT THINKING;    ACADEMIC ACHIEVEMENT;    ACADEMIC LEARNING;    ACADEMIC OUTCOMES;   

DOI  :  10.1596/1813-9450-7123
RP-ID  :  WPS7123

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

Although there is a general agreement inthe literature of the importance of social-emotional skillsfor labor market success, there is little consensus on thespecific skills that should be acquired or how and when toteach them. The psychology, economics, policy research, andprogram implementation literatures all touch on theseissues, but they are not sufficiently integrated to providepolicy direction. The objective of this paper is to providea coherent framework and related policies and programs thatbridge the psychology, economics, and education literature,specifically that related to skills employers value,non-cognitive skills that predict positive labor marketoutcomes, and skills targeted by psycho-educationalprevention and intervention programs. The paper uses as itsbase a list of social-emotional skills that employers value,classifies these into eight subgroups (summarized byPRACTICE), then uses the psychology literature -- drawingfrom the concepts of psycho-social and neuro-biologicalreadiness and age-appropriate contexts -- to map the age andcontext in which each skill subset is developed. The paperuses examples of successful interventions to illustrate thepedagogical process. The paper concludes that thesocial-emotional skills employers value can be effectivelytaught when aligned with the optimal stage for each skilldevelopment, middle childhood is the optimal stage fordevelopment of PRACTICE skills, and a broad internationalevidence base on effective program interventions at theright stage can guide policy makers to incorporatesocial-emotional learning into their school curriculum.