Social and emotional learning is an unusual topic for a Café Scientifique (Vancouver) night but since it’s based on research, I guess it passed the ‘is it science?’ test. (For the record, I’m fine with including the social sciences as part of the science endeavour although I know some who are not.)
From a November 6, 2018 Café Scientifique announcement (received via email),
Our next café will happen on TUESDAY, NOVEMBER 27TH at 7:30PM in the
back room at YAGGER’S DOWNTOWN (433 W Pender). Our speaker for the
evening will be DR. EVA OBERLE, Assistant Professor with the Human Early
Learning Partnership in the School of Population and Public Health at
UBC [University of British Columbia]. Her topic will be:
WHY SHOULD WE TEACH SOCIAL AND EMOTIONAL LEARNING IN SCHOOLS?
In the present talk, Dr. Oberle discusses research supporting the
importance of teaching social and emotional learning (SEL) in schools.
She argues that time spent on SEL does not take away time from academic
learning; instead, research has shown that it facilitates and promotes
academic success. Students’ social-emotional development and wellbeing
are discussed at several levels within the school (classroom, school
wide climate) and the role of teachers’ own social-emotional wellbeing
in schools is discussed.
Dr. Oberle is an Assistant Professor with the Human Early Learning
Partnership in the School of Population and Public Health at UBC.
Previously, she completed graduate studies in psychology at the
University of Heidelberg, earned a PhD in Educational Psychology from
UBC, and conducted research as a postdoctoral fellow at the University
of Illinois at Chicago and at CASEL [Collaborative for Academic, Social, and Emotional Learning].
Her main research interests are factors linked to positive child
development, and how to promote mental health and wellbeing in the
school context. Her main focus is on social and emotional learning in
schools, risk and resilience, and positive youth development. Her
research investigates the role of peer relationships, relationships with
adults (e.g., family members, teachers, mentors) and school-level
factors (e.g., classroom climate) in achieving positive, healthy, and
successful child outcomes. She conducts quantitative research with
population-based data, intervention evaluations, and large-scale cross
sectional and longitudinal studies. In her research, Dr. Oberle takes a
whole-child approach, understanding child development within the
ecological contexts in which children grow (i.e., home, school,
We hope to see you there!
Current Projects and Funding:
I currently (2017-2019) hold funding from the Spencer Foundation to investigate student and teacher wellbeing in the classroom.
I also hold funding (2017-2019) from the Social Sciences and Humanities Research Council (SSHRC) and the UBC Hampton Fund to conduct population level research on the link between after school time-use and child outcomes in 4th and 7th grade students in British Columbia.
There you go.