Personal and Social Competency – C. Social Responsibility Competency Profile

  • Introduction
  • Personal and Social Competency – C. Social Responsibility Competency Profile

PERSONAL & SOCIAL COMPETENCY

    C. Social Responsibility Competency Profile

Social responsibility involves the ability and disposition to consider the interdependence of people with each other and the natural environment; to contribute positively to one’s family, community, society, and the environment; to resolve problems peacefully; to empathize with others and appreciate their perspectives; and to create and maintain healthy relationships.

Social responsibility is one of three interrelated competencies that relate to the broad area of Social and Emotional Learning (SEL):

  1.     Positive personal and cultural identity (PPCI)
  2.     Personal awareness and responsibility
  3.     Social responsibility

Students who demonstrate social responsibility are active, caring, and responsible members of society. They collaborate effectively with others, demonstrate a strong sense of community-mindedness, and take action to support diversity and the environment.  Students show respect for everyone’s rights, and demonstrate empathy and a sense of ethical care as they develop relationships and consider differing perspectives.

Development of social responsibility begins within families and communities, before students enter formal schooling, and is expanded and enhanced at every level of schooling. At each stage, students maintain and enhance competencies from previous stages, while developing new skills. Students move from demonstrating social responsibility in relatively simple and highly supported situations, to demonstrating increasing independence in more complex and varied contexts. They accept generational roles and responsibilities. The development of competency in social responsibility does not end with school graduation, but continues to develop in personal, social, educational, and workplace contexts as adults take individual and collective responsibility for the good of society and the environment.

The four facets of social responsibility described, are interrelated and interwoven with each other and with other competencies.

 

  1.     Contributing to community and caring for the environment

Students develop awareness and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment.

Example “I” Statements:

With some support, I can be part of a group

  • I can participate in classroom and group activities to improve the classroom, school, community, or natural world.
  • I contribute to group activities that make my classroom, school, community, or natural world a better place.
  • I can identify how my actions and the actions of others affect my community and the natural environment and can work to make positive change.
  • I can analyze complex social or environmental issues from multiple perspectives.
  • I can take thoughtful actions to influence positive, sustainable change.

 

  1.     Solving problems in peaceful ways

Students identify and develop an appreciation of different perspectives on issues; they generate use, and evaluate strategies to resolve problems.

Example “I” Statements:

  • I can solve some problems myself and can identify when to ask for help.
  • I can identify problems and compare potential problem-solving strategies.
  • I can clarify problems, consider alternatives, and evaluate strategies.
  • I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions.

 

  1.     Valuing diversity

Students value diversity, defend human rights, advocate for others, and act with a sense of ethics in interactions, including online.

Example “I” Statements:

With some direction, I can demonstrate respectful and inclusive behavior

  • I can explain when something is unfair.
  • I can advocate for others.
  • I take action to support diversity and defend human rights, and can identify how diversity is beneficial for my community, including online.

 

  1.     Building relationships

Students develop and maintain diverse, positive peer and intergenerational relationships in a variety of contexts.

Example “I” Statements:

With some support, I can be a part of a group

  • I am kind to others, can work or play cooperatively, and can build relationships with people of my choosing.
  • I can identify when others need support and provide it.
  • I am aware of how others may feel and take steps to help them feel included.
  • I build and sustain positive relationships with diverse people, including people from different generations.

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