1st Edition

Handbook of Social and Emotional Learning
Research and Practice




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ISBN 9781462527915
Published November 23, 2016 by Guilford Press
634 Pages

USD $51.00

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Book Description

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.

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

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Editor(s)

Biography

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.

Reviews

"A very important volume for practitioners and policymakers. Until educators come to grips with the full meaning of SEL--its strong theoretical basis, the tools available for applying this knowledge in classrooms, and the very real impacts it produces for students--we will continue to see a disconnect between public education and the needs of the students and society it serves. This volume will be of tremendous use in graduate courses in teacher preparation, educational policy, assessment, school psychology, school counseling, leadership preparation, and program evaluation. Educators will do well to draw from the impressive evidence base and practical implications outlined throughout."--Robert C. Pianta, PhD, Dean, Curry School of Education, University of Virginia

"A masterpiece! Durlak and his colleagues have assembled the very best thinkers and writers in the broad field of SEL, and have created a volume that must be on the shelf of every researcher, educator, and student. It is not easy to bridge theory, empirical findings, and practice in this arena--let alone to cut across the silos of biology, psychology, and education--but this book does so, with admirable breadth and depth. For my laboratory’s work on emotional intelligence, we will refer to it often."--Peter Salovey, PhD, President and Chris Argyris Professor of Psychology, Yale University

"It has taken educational researchers and reformers far too long to learn what the public has known all along: in order to make their way in life, there are no more important skills for our children to learn than dependability, persistence, and teamwork. Among the exceptional few who have steadfastly promoted the value of SEL are the editors and contributors of this volume. They have served as voices in the wilderness, gathering evidence for and supporting programs that foster these fundamental skills. As evidence has finally started to move the educational reform movement toward a balanced approach, there is no better map to guide future SEL efforts than this rigorous and humane handbook."--Robert L. Selman, PhD, Roy E. Larsen Professor of Human Development and Education, Harvard University

"This is a terrific resource for those interested in researching, implementing, and evaluating SEL programs. The book describes the theoretical foundations of SEL and contains a wealth of practical guidance related to funding, cultural considerations, organizational readiness, assessment strategies, and implementation at various grade levels. It also presents new and exciting ways of thinking about SEL programs, such as considering their health benefits and economic impact. I recommend this book for graduate students in school psychology and counseling, as well as practitioners working to select and evaluate SEL programs."--Brian C. McKevitt, PhD, NCSP, Department of Psychology, University of Nebraska Omaha

"The arrival of this authoritative handbook, edited and written by leaders in SEL, is a milestone and a solid indicator of the coming of age of this foundational field. The quite extraordinary breadth of integration it provides--of the history, research base, practice, and policy in SEL--will speak to an extremely wide audience at all levels. Policymakers, professionals, administrators, researchers, students, and indeed anyone who is concerned with the education of our children cannot fail to be both informed and inspired by the picture this volume paints and the challenges it raises. There can no longer be any question of why SEL matters."--Katherine Weare, PhD, Professor, School of Education (Emeritus), University of Southampton, United Kingdom

"This is the first-ever comprehensive overview of SEL. It brings together state-of-the-art theory, research, and practice in ways that are of immense relevance for both primary and secondary education. Contributors convincingly demonstrate and substantiate the intimate relationship between social-emotional and academic development."--René F. W. Diekstra, PhD, Emeritus Professor of Psychology, University College Roosevelt Middelburg; Professor of Youth and Development, The Hague University of Applied Sciences, The Netherlands

"An impressive, cutting-edge work. With superb breadth and depth, the Handbook showcases theoretical foundations, programming options, implementation specifics, and an optimistic vision for the future. Educators, mental health practitioners, scholars, administrators, and trainees will be motivated to fully explore this volume and discover current, relevant, and highly useful information. It will surely become the go-to resource in the field."--Barbara A. Gueldner, PhD, NCSP, private practice, Steamboat Springs, Colorado

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