Summer camps are a unique environment for social and emotional learning, but they are not often recognized for such provisions. The literature contains minimal information about the expert practitioner’s experiences of implementing the social-emotional learning standards in Florida. Reports have shown summer camps to be the perfect opportunity for SEL implementation because they have different learning settings compared to a traditional learning classroom ( Bierman et al., 2008) . The summer camps mean children do not have any form of homework or studying but have the freedom to learn while engaging in fun activities. The Tampa Bay Camp is a practical setting to provide children with long-term benefits and critical learning experiences that can benefit their academic and career development. The idea behind this research is for Tampa Bay Watch to offer a summer learning program for children that aims at building their social-emotional skills. The initiative would help teachers implement innovative literacy experiences that engage and motivate students in a manner different from traditional literacy instruction (Yoder, 2014).
The Educational Issue to Be Solved At the Internship Site .
Social and emotional learning is defined as the process by which children acquire and apply core competencies to manage emotions, achieve positive goals, and appreciate the perspectives of others. In general, the ability of a child to manage emotions, attention, and behavior is related to a wide range of benefits. Although it has been conceptualized in various ways, SEL allows children to acquire action skills to help navigate and negotiate complicated real-world situations (Cohen, 2001).
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Studies on social-emotional learning have demonstrated how it influences social interaction between students and teachers while improving their behavioral characteristics and classroom environment ( Bierman et al., 2008) . In examining SEL programs on student outcomes, studies have shown that it improves their academic performance and social attributes. Therefore, summer is a perfect time to get school programs up to speed on the SEL by taking advantage of the professional development
The study is conducted to address how summer camps can effectively implement social-emotional learning programs and evaluate their effectiveness. It explored exert practitioners who are implementing SEL programs through instructional lessons and activities. A compelling body of research has shown that the core competencies, such as responsible decision making, social awareness, self-awareness, and the self-management can be effectively taught using several approaches and formats (Haggerty, Elgin & Woolley, 2011). Meta-analytic reviews of this research show that children who participate in SEL improve their core competencies and improve in academics and social behaviors.
In essence, the SEL programs are best implemented when done in conjunction with the work already being done in schools. The summer camps can nurture concepts of social-emotional learning by helping children uncover new skills that cannot be learned in class. Children immersed in academics may not be aware of other skills unless they get out of coursework and interact with other people. Furthermore, the summer camps also allow for reflection and development of self-awareness that is not possible in different environments ( Bierman et al., 2008) . For example, there is an opportunity where children need to solve problems on their own without relying on parents, which means they have to apply several self-management skills. The sheer amount of activities in summer camps make it possible for children to deepen their understanding of personal limits and set higher goals.
Historical Implications of Current Policies
Social-emotional learning is an important part of the US education system since the start of the century following initiatives to address the social-emotional learning of children. The collaborative for academic, social, and emotional learning (CASEL) was established to cater for the social and emotional wellbeing of children and adolescents. Key stipulations include developing standards for social-emotional learning as one way of strengthening practices to improve student achievements ( Bierman et al., 2008) . The idea is that students can benefit from non-academic activities as they can learn other skills to manage their emotions and decision making.
The state of Florida adopted SEL standards, and schools have been in the early stages of implementation. The state recognizes the concept as an essential part of early learning, making it a legislated issue that informs budget requests. The department of education demonstrates social-emotional learning as a statewide initiative that is supported by the top governance (Haggerty, Elgin & Woolley, 2011). This program can also be implemented in summer camps by incorporating social-emotional learning in their programming. The SEL standards include addressing the social and emotional skills of children while measuring their ability to apply in the real world.
There are policies and structures put in place together with a supportive state to sustain social-emotional learning. These policies require the state board of education to develop SEL standards such as self-management, decision making, self-awareness and conflict management to maintain a positive relationship. These standards set a foundation for teachers to help students grow socially, emotionally and academically ( Brackett et al., 2012) . However, the success and effectiveness of SEL programs can only be achieved when these standards are implemented effectively.
Purpose of the Study
Emotional learning is a critical element when looking to improve student outcomes in the areas of emotional competence and changed behavior. However, reports have shown that flaws exist in the implementation and evaluation of SEL programs. Much of the research suggests a lack of execution as opposed to the weakness of the model as responsible for failed school reform efforts. The literature review on this topic highlights several aspects of SEL, including its benefits and implementation (Haggerty, Elgin & Woolley, 2011). Through the literature process, we extracted preliminary codes describing youth experiences, staff behaviors, and curriculum features.
The existing literature provides considerable evidence on social and emotional skills. This study started by reviewing the literature on SEL skill development and practice, which allowed producing a preliminary conceptual framework and setting starter codes for the implementation (Cohen, 2001). The research has shown how SEL programs are crucial in the social and academic success of children in summer camps. These programs improve student’s social, emotional, personal, and interpersonal attitudes. It is also associated with positive social behavior and academic achievements, including a reduction in psychological distress and conduct problems. With the learning environment in summer camps different from the regular school routine, it makes it more ideal for implementing SEL programs in the summer camps.
This research is conducted to explore the effectiveness of implementing SEL programming into summer camps and the factors affecting their implementation. With the ever-increasing importance of SEL programs, this research sought the expertise of educational practitioners regarding its execution to evaluate whether it can be applied in summer camps. The study also explores the efficacy of the implementation process based on the views of experts and determines how summer camps can implement social-emotional learning programs ( Bierman et al., 2008).
Data Collection
Qualitative study means it assesses the perceptions of experts regarding the implementation of SEL standards and how SEL implementation can be evaluated. The methodology for this research is designed to collect data through the use of one-on-one interviews with participants with open-ended questions. The selection of this study design is based on whether it can help answer the research question. The qualitative description was used because it allows respondents to provide their opinions and perceptions of the implementation process ( Buchanan et al., 2009) . The focus is to understand the perceptions regarding factors affecting the implementation of social-emotional status.
The site and participants for the study were selected because the program involves the implementation and evaluation of social-emotional learning as an essential part of helping students prepare for academic and work life. Tampa Bay Watch was selected due to its effort in helping children develop socially and academically. The summer camp at Tampa Bay Watch is a fun-filled, hands-on learning adventure. Students in this summer camp participate in several activities under the guidance of professional education staff ( Buchanan et al., 2009) . Improving the social and emotional skills of children is one of the camp’s objectives, since they are crucial in sustaining a culture of respect and harmony.
A purposive sampling method is used to select participants who meet some predetermined criteria of importance. The requirements include teachers who have implemented SEL standards through school-wide practices, which led to the recruitment of 1- participants to complete one-hour interviews (Haggerty, Elgin & Woolley, 2011). Participants are first conducted with emails to explain the purpose of this study and affirm protection of participant confidentiality. The interviews are then performed, focusing on participant exposure to social-emotional learning and their experience implementing and evaluating the program. Experts comprising of teachers, counselors, and education experts are used in data collection through interviews ( Brackett et al., 2012) . The respondents are asked to provide their experience and perspective regarding implementation of SEL innovations in summer camps.
Data analysis starts involves audio transcription and coding of the collected data. The audio-tapes are replayed severally to avoid any bias or misunderstanding of participants’ responses. During audio transcription, attention is focused on the impressions, reactions, and reflections in notes. The data is then analyzed and coded to find essential themes. Open coding is used during data analysis by reviewing the data line-by-line where the researcher highlights phrases with a reference related to the topic. At the same time, the audiotapes are replayed to check the accuracy of the transcription.
The collected data is then divided into categories based on participant’s perceptions and experiences as typologies. Hatch’s framework for designing data analysis is used to organize the findings into patterns, themes, and relationships. At the same time, data analysis involves checking or the validity of the information. Data from this study should provide ample evidence related to participant’s views regarding social-economic learning in summer camps ( Bierman et al., 2008) .
Assessment tools for evaluating the success of this program include emotional rating scales and youth surveys, among others. For example, the coordinators can collect information from students, teachers, and other practitioners regarding the implementation of SEL programs and its effective evaluation ( Brackett et al., 2012) . This is because the research is based on the link between social-emotional learning and academic achievement in students.
Results and Findings
The results of this study show that students participating in SEL programs demonstrated more positive outcomes in their social skills, attitudes, and behavior. Participants agreed on the value of SEL programs for student’s daily lives but also for school settings and workplace environments. The program can have a positive impact on students' academic performance while helping behaviors in school (Haggerty, Elgin & Woolley, 2011). In essence, the SEL program addressed the five key competencies explicitly while using active-learning techniques to engage the youth. The study also highlighted the importance of careful program implementation to ensure positive student outcomes. The findings include the importance of getting support from all stakeholders during implementation of the program. The results also show that organizations such as Tampa Bay Watch must have the motivation to implement an initiative and needs clearly defined practices to make the plan a success. (Cohen, 2001)
Furthermore, findings from this study identified several challenges in implementing social-emotional learning standards that need supports from outside bodies. The problem includes keeping the program running that requires funding and support from parents ( Bierman et al., 2008) . Later, performance studies were conducted that entailed the development and implementation of SEL performance measures based on data and benchmarks for other organizations doing SEL. The components of effective implementation include having a culture that involves everyone in the implementation process. The program should focus on closing the achievement gap of students and improving their social and academic lives.
Validity and ethical implications
The validity of these results is determined by the accuracy of responses given by participants. The researcher does not interfere with participant responses and maintains neutrality when asking questions. A reflexive journal is also used to enhance the quality of the research process with regard to accountability. Ethical issues are also fulfilled by explaining the purpose of the study to participants, the sampling technique, as well as data collection and analysis. Bracketing is used as a method of combating personal bias, while member checking helps in ensuring credibility.
This study considered several ethical, social, and legal dimensions that would arise from implementing the SEL programs to ensure no resultant moral issues on the host state. They include seeking participant consent before data collection and maintaining the confidentiality of their data. Several measures are used to achieve ethical protection, which entails seeking approval from the Tampa Bay Watch management and respecting their consent. The study also used full support from the research review board before commencing to collect data.
Analysis
The conceptual framework underlying this study is social-emotional learning, which advocates for being mindful of the organization when implementing the program for it to be successful. During data analysis, several emerging themes emerged from the study, including support from all stakeholders as the main ingredient for successful implementation. Many described open communication and feedback around social-emotional activities as the first step to achieve change ( Bierman et al., 2008) . Also, they mentioned support from other stakeholders, such as the counseling department, to provide lessons and activities around SEL.
In essence, summer camps can effectively implement social-emotional learning programs using effective implementation strategies and practices. There are several ways that SEL programs can be introduced into the Tampa Bay Watch summer camps to foster social-emotional skills in students. For example, the summer camp can choose a research-based scripted curricular, providing specific strategies to teachers for implementation. Another method can entail using mentoring and coaching to implement social-emotional learning, or creating scope and sequence of skills to benefit teachers ( Brackett et al., 2012) .
Conclusion
This research paper is conducted to examine expert practitioner perspectives regarding social-emotional learning program implementation. This study focused on getting participant’s views and perceptions regarding the implementation of social-emotional programs in summer camps. It also evaluated the perspective of teachers regarding SEL implementation and its value for children in summer camps. The findings indicated that this concept of SEL programs in summer camps is significantly valuable to students and can improve teacher-student relationships in schools (Cohen, 2001).
The findings from this paper are crucial to understanding social-emotional learning and implementing the programs in summer camps. They add to a growing body of research on social-emotional program implementation and how it can affect social change ( Bierman et al., 2008) . This is because its findings can be used in the planning and execution of implementation strategies. At the same time, its outcomes may contribute to social change by influencing schools and summer camps on integrating SEL programs.
The research was conducted to identify the promising practices for building social-emotional learning in summer camps and to developing technical supports for the use of these SEL practices. This research included a qualitative methodology, expert practitioners, and performance studies focused on SEL practice. Productive learning environments are those where children have a sense of physical and emotional wellbeing and belonging (Cohen, 2001). The data analysis is shared across the camp community and be used to inspire reflection about how summer camps can teach social and emotional learning.
References
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Yoder, N. (2014). Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks. Research-to-Practice Brief. Center on Great Teachers and Leaders.
