CDLI_Guidebook_18_Final_Print

SOCIAL & EMOTIONAL LEARNING
PROGRAM QUALITY ASSESSMENT
(SEL PQA)
What does the data tell us?
What does this tool measure?
The SEL PQA builds on the foundation of
the Youth and School-Age PQA, centered
on continuous quality improvement. High
quality youth programs, as assessed by the
Youth and School-Age PQAs, can provide
opportunities for youth to learn and practice
emerging social emotional skills such as
empathy, teamwork, and problem solving.
ORGANIZATION LEVEL
PROGRAM LEVEL
YOUTH
DEVELOPMENT
LEADER LEVEL
Capacity Assessment
Algorhythm Adult Survey
Self Reflection
Algorhythm Youth
Survey or PEAR Survey
External & Internal
Observation (SEL PQA)
Program Reflection
How does this tool define SEL?
Drawing on research, the Youth and School-Age PQAs have been extended to make the SEL emphasis
more explicit and articulate the deeper and expanded repertoire of instructional practices that
support SEL skills. These include practices that more intentionally support the development of emotion
management, empathy, problem solving and mindfulness.
Emotion Management: Emotion Management is "the ability to be aware of, and constructively
handle, both positive and challenging emotions." Important practices that support emotion management
include naming and validating emotions and encouraging youth to think about causes and consequences
of emotions.
Empathy: Empathy is "the ability to see things from others' perspectives, to suspend judgment, actively
listen, and recognize how different values, life opportunities, and obstacles have shaped others." To
support the development of empathy, staff can support and express valuing difference among people,
provide a safe emotional space, coach and model empathetic listening, and provide opportunities to
focus conversations around understanding each other's perspectives, emotions and experiences.
Teamwork: Teamwork is "the ability to collaborate and coordinate action with others." When staff
practices include ample opportunities to discuss and work together in groups toward shared goals, youth
learn to effectively communicate and support effective group work.
Responsibility: Responsibility is the "disposition and ability to reliably meet commitments and fulfill
obligations of challenging roles." To help youth grow in responsibility, staff must share control with them.
Youth must be given sufficiently challenging roles or tasks with both an obligation to the group and a
combination of support, accountability and empowerment suited to individual needs.
Initiative: Initiative is the "capacity to take action, sustain motivation, and preserve through challenge
toward an identified goal." Staff can support initiative by creating opportunities for youth to choose what
is motivating them, experience moderate challenge and struggle, and experience the satisfaction of
achievement that comes from hard work and perseverance.
Problem Solving: Problem solving is "the ability to plan, strategize, and implement complex tasks."
To support problem solving, staff can offer active processes where youth think, choose, plan, do, revise
and reflect.
CHARACTER DEVELOPMENT GUIDEBOOK
P 44