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Developing Social Emotional Learning Competencies Through Virtual Internships

Developing Social Emotional Learning Competencies Through Virtual Internships

Daniel Basil Kerr, Tom Gore
Copyright: © 2021 |Pages: 24
ISBN13: 9781799867289|ISBN10: 1799867285|ISBN13 Softcover: 9781799867296|EISBN13: 9781799867302
DOI: 10.4018/978-1-7998-6728-9.ch014
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MLA

Kerr, Daniel Basil, and Tom Gore. "Developing Social Emotional Learning Competencies Through Virtual Internships." Leading Schools With Social, Emotional, and Academic Development (SEAD), edited by Tara Madden-Dent and Deborah Oliver, IGI Global, 2021, pp. 273-296. https://doi.org/10.4018/978-1-7998-6728-9.ch014

APA

Kerr, D. B. & Gore, T. (2021). Developing Social Emotional Learning Competencies Through Virtual Internships. In T. Madden-Dent & D. Oliver (Eds.), Leading Schools With Social, Emotional, and Academic Development (SEAD) (pp. 273-296). IGI Global. https://doi.org/10.4018/978-1-7998-6728-9.ch014

Chicago

Kerr, Daniel Basil, and Tom Gore. "Developing Social Emotional Learning Competencies Through Virtual Internships." In Leading Schools With Social, Emotional, and Academic Development (SEAD), edited by Tara Madden-Dent and Deborah Oliver, 273-296. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6728-9.ch014

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Abstract

This chapter explores the experiences of four virtual interns working with organizations tackling social issues in Ecuador, Morocco, South Africa, and Vietnam. These internships provided a unique opportunity to develop and apply the social, emotional, and academic development (SEAD) competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Schlossberg's transition theory provides a framework for transitioning to another culture and cultural mapping is used as a tool to identify, plan, and mitigate differences in cultural orientations between interns and colleagues in their host countries. The chapter draws upon student narratives and reflections, and supervisor feedback to capture what they learned and the challenges they faced as they completed their virtual internships. The results contribute to the literature related to the development of SEAD competencies through virtual internships for high school and college students.

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