The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
|Publisher:||Guilford Publications, Inc.|
|Product dimensions:||9.90(w) x 7.00(h) x 1.30(d)|
About the Author
Joseph A. Durlak, PhD, is Emeritus Professor of Psychology at Loyola University Chicago. He has been a member of the editorial boards of several professional publications, has written or coedited four books on prevention, and has a longstanding interest in the welfare of children and adolescents. Dr. Durlak's current work focuses on how to facilitate the implementation of evidence-based SEL and prevention programs in local communities and schools. He is a recipient of the Joseph E. Zins Award for Action Research in SEL from the Collaborative for Academic, Social, and Emotional Learning (CASEL). Celene E. Domitrovich, PhD, is Associate Professor in the Center for Child and Human Development at Georgetown University. She is also a Senior Research Scientist at the Collaborative for Academic, Social, and Emotional Learning (CASEL) and has academic affiliations with The University of Illinois at Chicago, The Pennsylvania State University, and Johns Hopkins University. Her research and publications focus on the development of social and emotional competence in children, the role of teachers in children’s acquisition of these skills, and how these skills are related to success in school. Dr. Domitrovich is the developer of the Preschool PATHS Curriculum. She has served on the board of the Society for Prevention Research and is a recipient of the Joseph E. Zins Award for Action Research in SEL from CASEL. Roger P. Weissberg, PhD, is NoVo Foundation Endowed Chair in SEL and Distinguished Professor of Psychology and Education at The University of Illinois at Chicago. He is also Chief Knowledge Officer of the Collaborative for Academic, Social, and Emotional Learning.. Dr. Weissberg has authored numerous publications on preventive interventions with children. He has received awards including the Distinguished Contribution Award for Applications of Psychology to Education and Training from the American Psychological Association, the Distinguished Contribution to Theory and Research Award from the Society for Community Research and Action, and the Daring Dozen Award from the George Lucas Educational Foundation. He is an elected member of the National Academy of Education. Thomas P. Gullotta, MA, MSW, is CEO of the Child and Family Agency of Southeastern Connecticut, Inc., and a member of the Departments of Psychology and Education at Eastern Connecticut State University. He is editor emeritus of the Journal of Primary Prevention and serves on the editorial boards of the Journal of Early Adolescence, Journal of Adolescent Research, and Journal of Educational and Psychological Consultation. He has published extensively on adolescents and primary prevention. Mr. Gullotta is a recipient of the Distinguished Contributions to Practice in Community Psychology Award from the Society for Community Research and Action, Division 27 of the American Psychological Association.
Table of Contents
Introduction: The Uncommon Core, Timothy Shriver & Jennifer Buffett I. Foundations 1. Social and Emotional Learning: Past, Present, and Future, Roger P. Weissberg, Joseph A. Durlak, Celene E. Domitrovich, & Thomas P. Gullotta 2. Applying Theory to the Development of Approaches to SEL, Marc A. Brackett, Nicole A. Elbertson, & Susan E. Rivers 3. Integrating SEL with Related Prevention and Youth Development Approaches, Maurice J. Elias, Larry Leverett, Joan Cole Duffell, Neil Humphrey, Cesalie Stepney, & Joseph Ferrito 4. Culture and Social and Emotional Competencies, Michael L. Hecht & YoungJu Shin 5. The Neuroscience of SEL, Clancy Blair & C. Cybele Raver 6. The Potential Effects of SEL on Biomarkers and Health Outcomes: A Promissory Note, Mark T. Greenberg, Deirdre A. Katz, & Laura Cousino Klein 7. The Economic Case for SEL, Damon Jones, Mark T. Greenberg, & Max Crowley 8. Financing and Funding for SEL Initiatives, Olga Acosta Price II. Evidence-Based Programming 9. SEL Programs for Preschool Children, Karen L. Bierman & Mojdeh Motamedi 10. SEL in Elementary School Settings: Identifying Mechanisms that Matter, Sara E. Rimm-Kaufman & Chris S. Hulleman 11. A Review of Classroom-Based SEL Programs at the Middle School Level, Robert J. Jagers, Alexis Harris, & Alexandra Skoog 12. SEL Programs in High School, Ariel A. Williamson, Kathryn L. Modecki, & Nancy G. Guerra 13. SEL in Higher Education, Colleen S. Conley 14. SEL for Students with High-Incidence Disabilities, Andrew L. Wiley & Gary N. Siperstein 15. SEL and Student–Teacher Relationships, Amanda P. Williford & Catherine Sanger Wolcott 16. The Role of School–Family Partnership Programs for Promoting Student SEL, S. Andrew Garbacz, Michelle S. Swanger-Gagné, & Susan M. Sheridan 17. After-School Programming and SEL, Thomas P. Gullotta 18. SEL Programs for Juvenile Justice Settings and Populations, Patrick H. Tolan, Emily Nichols, & Nicole DuVal III. Assessment 19. Assessment of SEL in Educational Contexts, Susanne A. Denham 20. Systems for Assessing and Improving Students' Social Skills to Achieve Academic Competence, Stephen N. Elliott, Jennifer R. Frey, & Michael Davies 21. Challenges and Opportunities in the Direct Assessment of Children's Social and Emotional Comprehension, Clark McKown 22. Using Formative Assessment with SEL Skills, Robert J. Marzano 23. Assessment of Climate and Conditions for Learning, Mark Garibaldi, Sally Ruddy, Kimberly Kendziora, & David Osher 24. Assessing Organizational Readiness, Shannon B. Wanless, Christine J. Groark, & Bridget E. Hatfield 25. Indicators of Effective SEL Practice, Sam Redding & Herbert J. Walberg IV. Toward Widespread Practice and Policy 26. What Everyone Should Know About Implementation, Joseph A. Durlak 27. SEL and Preservice Teacher Education, Kimberly A. Schonert-Reichl, Jennifer L. Hanson-Peterson, & Shelley Hymel 28. Inservice Preparation for Educators, Patricia A. Jennings & Jennifer L. Frank 29. Developing Socially, Emotionally, and Cognitively Competent School Leaders and Learning Communities, Janet Patti, Peter Senge, Claudia Madrazo, and Robin S. Stern 30. SEL and Schoolwide Positive Behavioral Interventions and Supports, George G. Bear, Sara A. Whitcomb, Maurice J. Elias, & Jessica C. Blank 31. Taking SEL to Scale in Schools: The Role of Community Coalitions, Abigail A. Fagan, J. David Hawkins, & Valerie B. Shapiro 32. Systemic Support for SEL in School Districts, Amy Kathryn Mart, Roger P. Weissberg, & Kimberly Kendziora 33. Accountability and SEL Programs: The Getting To Outcomes® Approach, Annie Wright, Andrea Lamont, Abraham Wandersman, David Osher, & Eric S. Gordon 34. Current and Potential Uses of Technology to Enhance SEL: What's Now and What's Next?, Robin S. Stern, Tucker B. Harding, Allison A. Holzer, & Nicole A. Elbertson 35. The Case for Preschool through High School State Learning Standards for SEL, Linda A. Dusenbury, Jessy Zadrazil Newman, Roger P. Weissberg, Paul Goren, Celene E. Domitrovich, & Amy Kathryn Mart 36. Federal Policy Initiatives and Children's SEL, Martha Zaslow, Bonnie Mackintosh, Sarah Mancoll, & Sarah Mandell 37. International Perspectives on SEL, Catalina Torrente, Anjali Alimchandani, & J. Lawrence Aber Afterword: Making SEL Work for All Children, James Comer Afterword: The Future of Social and Emotional Learning, Daniel Goleman
Teacher educators, administrators, researchers, and policymakers in PreK-12 (ages 4-17) education; school psychologists, counselors, and social workers; child and adolescent psychologists. May serve as a supplemental text in graduate-level courses such as School-Based Interventions.