CAG Board Member Dr. Lorrie-Anne Monte recognized for her work with Social-Emotional Learning

By Yvonne de St. Croix, PhD
Lorrie-Anne Monte, who completed her doctorate in 2018, is teaching social emotional learning this summer at Western Connecticut State University in Danbury. At a time when learning is a digital platform and distancing is the mode of socializing means, her experience contributes significant meaning to the work she is conducting to nurture and promote the wellbeing of emerging leaders.

Dr. Monte graduated from the University of Connecticut for the Neag School of Education, Department of Educational Psychology. Her doctorate is held in the Philosophy in Educational Psychology and Counselor Education and Counseling Psychology. Her dissertation focused on the ways in which school counselors seek to meet the social and emotional needs of high school students.

The purpose of her research was to understand how school counselors are meeting the social and emotional needs of their ninth through twelfth grade high school students. She used the Delphi Method to create consensus among school counselor experts to identify the most prevalent social and emotional needs of their high school students, as well as the prevention and intervention techniques that school counselors are using to meet those needs.

For her dissertation, twenty school counselors who work in high schools that have an American School Counselor Association (ASCA) Recognized ASCA Model Program (RAMP) agreed to participate as experts in this study. The participants identified 34 of the most prevalent social and emotional needs of high school students, 30 techniques that prevent social and emotional difficulties from developing among students, and 23 interventions that improve the social and emotional wellbeing of students. Twenty-five of the 87 unique responses that emerged in this study achieved consensus (28.7%).

The most prevalent social and emotional needs of high school students were categorized based on the Collaborative for Academic, Social and Emotional Learning (CASEL) Competencies and the prevention techniques and interventions were compared and contrasted with best practices in school counseling. Suggestions for how school counselors can meet the social and emotional needs of all students are discussed based on the results of this study.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students. CASEL also is offering a response and resources regarding COVID-19 through CASEL CARES. CASEL CARES is a new initiative that connects each of you in our global community with experts to address how SEL can be most helpful in response to today's circumstances. More information regarding CASEL can be found here.

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