Neil Humphrey, Ann Lendrum, Michael Wigelsworth, Mark T. Greenberg
Published October 9, 2018
Reference - 126 Pages
ISBN 9780367000646 - CAT# K393442
Universal school-based social and emotional learning (SEL) interventions seek to improve the social-emotional competencies (e.g. self-awareness, self-management, social awareness, relationship skills, responsible decision-making) of students through explicit instruction in the context of learning environments that are safe, caring, well-managed and participatory. In recent years, SEL has become a dominant orthodoxy in school systems around the world.
In this important new book, leading researchers provide a comprehensive overview of the field, including conceptual models of SEL; the assessment of social and emotional competence in children and young people; key issues in the implementation of SEL interventions; the evidence base on the efficacy of SEL in improving students’ outcomes; and critical perspectives on the emergence of SEL. It will be essential reading for anyone interested in the role of schools in promoting children's wellbeing. This book was originally published as a special issue of the Cambridge Journal of Education.
Introduction - Editorial Introduction Neil Humphrey, Ann Lendrum, Michael Wigelsworth and Mark Greenberg
1. Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation Eva Oberle, Celene E. Domitrovich, Duncan C. Meyers and Roger P. Weissberg
2. Key considerations in assessing young children’s emotional competence Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon and Hideko H. Bassett
3. Social skills assessment and intervention for children and youth Frank M. Gresham
4. Programme implementation in social and emotional learning: basic issues and research findings Joseph A. Durlak
5. The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis M. Wigelsworth, A. Lendrum, J. Oldfield, A. Scott, I. ten Bokkel, K. Tate and C. Emery
6. Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings K. Ecclestone and C. Rawdin