Social Emotional Learning Curricula
DEVELOPMENT OF THE CLOVER GROUPS
The Clover Groups curricula has been conceptualized and developed through the collaboration between developmental psychologist, Gil Noam, Ed.D., Dr. Habil and PEAR. Through theory, practice, and research, the Clover Groups aim to provide an inclusive, strength-based model of intervention that helps build youth competence and resilience through relationships with peers and positive adult figures, and works in collaboration with families, teachers, school administrators, community programs, mental health professionals and others to support youth success.
CLOVER GROUPS ARE IDEAL FOR...
Through the Clover Model, youth who are experiencing a significant imbalance in their social emotional competencies and are potentially at-risk for academic, emotional and behavioral problems, are a great fit for participation in a Clover Group. The Clover Groups aim to intervene before a youth's academic performance and healthy development are impacted. The Clover Groups integrate mental health, youth development and education, and are designed specifically for school and out of school time settings. The Clover Groups include Ready, Set, Action, Photo Justice, StrongLinks and Our Stories.
Click on each image to learn more about the groups.
VIRTUAL FACILITATION OF THE CLOVER GROUPS
PEAR is offering support and guidance for schools and programs who are interested in virtually facilitating three of our Clover Groups; StrongLinks, Our Stories and Photo Justice. PEAR staff can discuss best practices, provide technical assistance and support, and has developed a virtual platform using google drive to help assist in the virtual implementation of the groups, and easy access for youth.
THE VALUE OF SMALL GROUP INTERVENTIONS DURING THE PANDEMIC
Photo Justice Many of us have had to make drastic changes to our daily lives. Most of the changes have not been personal choices but have been made for us. It is easy to feel a lack of control. Finding both small and big ways to make choices and advocate for ourselves and others is crucial during a crisis. The Photo Justice curriculum allows youth to explore an injustice or community problem and develop ideas and a plan for how to address it. Many youth would love the opportunity to address the challenges we are facing with the pandemic, and this curriculum provides them with that platform!
Our Stories Many of us are wondering what impact the current changes have had on us. We all have many questions ruminating, which is why finding moments to think through and express those ideas and thoughts is so important. The Our Stories curriculum provides a process for youth to reflect on challenges they have gone through or something that has had a significant impact on their lives. In connection to our current times, youth could choose to focus their storytelling project on sharing their experience throughout the pandemic and the impact it has had. We would like to acknowledge Dr. Jennifer Brownstein for her contribution to the first version of the Our Stories curricula.
Strong Links Many of us have had to significantly alter how we socialize and connect with others. With this loss of in-person connection, it's easy to feel lonely, isolated, and a lack of belonging. The Strong Links Curriculum provides an opportunity for youth to be able to talk about how the pandemic and social distancing have impacted their relationships and connect with others in a virtual environment.
Ready Set Action Connecting to our bodies and the physical world can keep us grounded and give us a feeling of control. Physical activity can help calm anxiety and boost endorphins that lead to positive feelings. However, throughout the pandemic, youth have not had the opportunities to engage in as much movement or some of the physical activities that they have been used to. No getting up to move in between classes, no recess or gym classes, and limited opportunities to participate in teams or activities such as sports, dance or theatre. Ready, Set, Action, with proper social distancing protocols and precautions, is a great way to get youth moving, playing games and working together as a team. As youth start to return to school and out of school time settings, this curriculum offers a great structure for getting youth off their feet and not only connecting with their bodies, but connecting and building relationships with one another!
CLOVER GROUPS IMPLEMENTATION
The number of Clover Groups implemented and curricula that is selected are often determined by screenings, like PEAR's Holistic Student Assessment and input by school administrators and teachers.
Participating school and out of school time programs receive:
An orientation to the Clover Group(s) they choose to facilitate
Digital access to the curriculum for one year
Two check-in calls throughout the 12 sessions
An online survey for youth to take at the end of the group to measure growth.
PEAR also offers additional support for those facilitating groups through optional coaching sessions and observations
GROUPS OVERVIEW WEBINAR
Join PEAR's Manager of School Supports and Interventions, Jocelyn Coo, as she walks you through an overview of each curriculum, discusses the social emotional development skills each group targets, and gives a little sneak peek into the different session activities. She also shares some guidance on how to facilitate the Clover Groups in a remote or hybrid setting. (Length: 58 minutes)
WHAT OUR PARTNERS ARE SAYING
We loved facilitating the Photo Justice curriculum! Our kids took ownership of their projects and it was amazing to see their passion come through as they advocated for issues they cared about. We weren’t expecting so much insight at their age!
Our after-school members love the challenges and activities from Ready, Set, Action because it taps into their need to be active and have fun, while teaching valuable skills. I love that it’s easy to implement and fun for the facilitators, too!
THEORETICAL FOUNDATIONS OF THE CLOVER GROUPS
Ready, Set, Action