What are SEI competencies? 2017-07-27T10:22:37+00:00

What are SEI competencies?

CASEL (2013) outlines five dimensions of social-emotional (SE) competencies in students that have also been applied to school staff (Schonert-Reichl, Hanson-Peterson et al., 2015). These dimensions are:

  • self-awareness (identifying and recognising emotions and understanding the impact on behaviour; accurate self-perception; recognising one’s own strengths, needs and values; self-efficacy…);
  • self-management (impulse control and regulation of one’s emotions, thoughts, behaviours, self-motivation and discipline, managing stress…);
  • social awareness (appreciating diversity, perspective taking, empathy, respect for others, understanding and appreciating family, school, community resources…);
  • relationship skills (maintaining positive and rewarding relationships, communication competencies, social engagement and building relationships, working cooperatively, conflict management…); and
  • responsible decision-making (problem solving, making constructive and respectful choices about personal behaviour and social interactions based on personal, moral and ethical responsibility…).

Within these broad competency clusters, the focus will be on students’ and school staff’s self-awareness; self-management; social awareness; relationship competencies.

Intercultural (I) competencies are defined as the ability to communicate effectively and appropriately in intercultural situations based on one’s:

  • intercultural knowledge (e.g. self-awareness, understanding and knowledge of intersectional differences),
  • competencies (e.g. seeing from others’ perspectives; to listen, observe and interpret; to analyse, evaluate and relate; ability to interpret a document or event from various cultures; ability to acquire new knowledge of a culture and culture practices), and
  • attitudes (respect – valuing other cultures, cultural diversity; openness – to intercultural learning and to people from other cultures; withholding judgement; curiosity and discovery – tolerating ambiguity and uncertainty)

(Deardorff, 2004, 2015; Frello, 2006; Blell & Doff, 2014).

The project’s aims are to:
The main outcomes are: