Social and Emotional Learning: A Critical Appraisal

Books

Neil Humphrey

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Education at SAGE

    SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.

    Our education publishing includes:

    • accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development
    • inspirational advice and guidance for the classroom
    • authoritative state of the art reference from the leading authors in the field

    Find out more at: http://www.sagepub.co.uk/education

    Copyright

    View Copyright Page

    Dedication

    For Angela and Beth

    List of Abbreviations

    ABCDAffective-Behavioural-Cognitive-Dynamic
    ACERAustralian Council for Educational Research
    ACESAssessment of Children's Emotional Skills
    AGDHAAustralian Government Department of Health and Ageing
    CASELCollaborative for Academic, Social and Emotional Learning
    CDCPCenters for Disease Control and Prevention
    CDPChild Development Project
    CfCCommittee for Children
    CMHSCenter for Mental Health Services
    CSCCaring School Community
    CSVPCentre for the Study of Violence Prevention
    DENIDepartment for Education in Northern Ireland
    EDSEmotional Dysregulation Scale
    EIemotional intelligence
    ELAIEmotional Literacy Assessment Instrument
    EQi-YVEmotional Quotient Inventory – Youth Version
    HOCESCHouse of Commons Education and Skills Committee
    IESInstitute of Education Sciences
    IGPAInstitute of Government and Public Affairs
    IPPRInstitute for Public Policy Research
    IQimplementation quality
    LAlocal authority
    LLWLearning for Life and Work
    MESSYMatson Evaluation of Social Skills in Youngsters
    MSCEIT-YVMayer-Salovey-Caruso Emotional Intelligence Test – Youth Version
    NAENational Agency for Education
    NCLBNo Child Left Behind Act 2001 (US)
    NICENational Institute for Health and Clinical Excellence
    NRCIMNational Research Council and Institute of Medicine
    PATHSPromoting Alternative Thinking Strategies
    PDMUPersonal Development and Mutual Understanding
    PEHWPupils' Emotional Health and Wellbeing
    RCTrandomised controlled trial
    REDIResearch-Based Developmentally Informed
    SACDRCSocial and Character Development Research Consortium
    SAFESequenced, Active, Focused, Explicit
    SATstandard assessment task/test
    SCCPSchool as a Caring Community Profile
    SEALSocial and Emotional Aspects of Learning
    SEARSSocial-Emotional Assets and Resilience Scales
    SECDsocial, emotional and character development
    SEEAEsocial, emotional, ethical and academic education
    SELsocial and emotional learning
    SETSocial and Emotional Training
    SSISSocial Skills Improvement System
    SSRSSocial Skills Rating System
    TaMHSTargeted Mental Health in Schools
    TEIQueTrait Emotional Intelligence Questionnaire
    UNICEFUnited Nations Children's Emergency Fund
    USDHHSUS Department of Health and Human Services

    Acknowledgements

    I am deeply grateful to Drs Ann Lendrum and Michael Wigelsworth for their support, advice and encouragement during the writing of this book.

    About the Author

    Neil Humphrey is Professor of Psychology of Education at the University of Manchester. Social and emotional learning is his central research interest. Neil has led (or collaborated on) a number of high-profile studies in this area, including the national evaluations of the primary social and emotional aspects of learning (SEAL) small-group work element, secondary SEAL programme and the Targeted Mental Health in Schools (TaMHS) initiative. His most recent project is a major randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Neil has published extensively on social and emotional learning in journals such as Educational Psychology, School Mental Health, Educational and Psychological Measurement and Child and Adolescent Mental Health.

  • References

    Adi, Y., Kiloran, A., Janmohamed, K. and Stewart-Brown, S. (2007) Systematic Review of the Effectiveness of Interventions to Promote Mental Wellbeing in Children in Primary Education. Warwick: University of Warwick.
    Ainley, J., Withers, G., Underwood, C. and Frigo, T. (2006) National Survey of Health and Wellbeing Promotion Policies and Practices in Secondary Schools. Melbourne: Australian Council for Educational Research.
    Ainscow, M., Booth, T. and Dyson, A. (2006) ‘Inclusion and the standards agenda: negotiating policy pressures in England’, International Journal of Inclusive Education, 10 (4–5): 295–308. http://dx.doi.org/10.1080/13603110500430633
    Aos, S., Lieb, R., Mayfield, J., Miller, M. and Pennucci, A. (2004) Benefits and Costs of Prevention and Early Intervention Programs for Youth. Olympia, WA: Washington State Institute for Public Policy.
    Ashdown, D.M. and Bernard, M.E. (2011) ‘Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children?’, Early Childhood Education Journal, 39 (6): 397–405. http://dx.doi.org/10.1007/s10643-011-0481-x
    August, G.J., Bloomquist, M.L., Lee, S.S., Realmuto, G.M. and Hektner, J.M. (2006) ‘Can evidence-based prevention programs be sustained in community practice settings? The Early Risers’ Advanced-Stage Effectiveness Trial', Prevention Science, 7 (2): 151–65. http://dx.doi.org/10.1007/s11121-005-0024-z
    Austin, E.J., Farrelly, D., Black, C. and Moore, H. (2007) ‘Emotional intelligence, Machiavellianism and emotional manipulation: Does EI have a dark side?’, Personality and Individual Differences, 43 (1): 179–89. http://dx.doi.org/10.1016/j.paid.2006.11.019
    Australian Council for Educational Research (2010) MindMatters Evaluation Report. Camberwell, Vic.: ACER.
    Australian Government Department of Health and Ageing (2009) Overview of the KidsMatter Primary Initiative: Framework, Components and Implementation Details. World Health. Canberra: AGDHA.
    Bar-On, R. and Parker, J. (2008) Bar-On Emotional Quotient Inventory: Youth Version (EQi-YV): Technical Manual. Toronto: Multi-Health Systems.
    Battistich, V., Solomon, D., Kim, D.-I., Watson, M. and Schaps, E. (1995) ‘Schools as communities, poverty levels of student populations, and students’ attitudes, motives, and performance: a multilevel analysis', American Educational Research Journal, 32 (3): 627–58. http://dx.doi.org/10.3102/00028312032003627
    Battistich, V., Watson, M., Solomon, D., Lewis, C. and Schaps, E. (1999) ‘Beyond the three R's: a broader agenda for school reform’, Elementary School Journal, 99 (5): 415. http://dx.doi.org/10.1086/461933
    Battistich, V., Schaps, E., Watson, M., Solomon, D. and Lewis, C. (2000) ‘Effects of the Child Development Project on students’ drug use and other problem behaviors', Journal of Primary Prevention, 21 (1): 75–99. http://dx.doi.org/10.1023/A:1007057414994
    Baumeister, R. (2005) Rethinking Self-Esteem. Stanford, CA: Stanford Social Innovation Review.
    BBC (2011) ‘Analysis – testing the emotions’. Retrieved from http://www.bbc.co.uk/programmes/b00z5bqd.
    Biggert, J., Kildee, D. and Ryan, T. (2011) H. R. 2347 Academic, Social and Emotional Learning Act of 2011. Washington, DC: United States Congress.
    Blank, L., Baxter, S., Goyder, L., Guillaume, L., Wilkinson, A., Hummel, S. and Chilcott, J. (2009) Systematic Review of the Effectiveness of Universal Interventions Which Aim to Promote Emotional and Social Wellbeing in Secondary Schools. Sheffield: University of Sheffield.
    Blank, L., Baxter, S., Goyder, L., Guillaume, L., Wilkinson, A., Hummel, S. and Chilcott, J. (2010) ‘Promoting wellbeing by changing behaviour: a systematic review and narrative synthesis of the effectiveness of whole secondary school behavioural interventions’, Mental Health Review Journal, 15 (2): 43–53. http://dx.doi.org/10.5042/mhrj.2010.0371
    Brackett, M. (2006) ‘Emotional intelligence in the classroom: skill-based training for teachers and students’, in J.Ciarrochi and J.D.Mayer (eds), Applying Emotional Intelligence: A Practitioner's GuideNew York: Psychology Press, pp. 1–27.
    Brackett, M.A., Reyes, M.R., Rivers, S.E., Elbertson, N.A. and Salovey, P. (2012) ‘Assessing teachers’ beliefs about social and emotional learning', Journal of Psychoeducational Assessment, 30 (3): 219–36. http://dx.doi.org/10.1177/0734282911424879
    Bradshaw, J. (2011) The Wellbeing of Children in the UK,
    3rd edn.
    Bristol: Policy Press. http://dx.doi.org/10.1332/policypress/9781847428370.001.0001
    Branden, N. (1969) The Psychology of Self-Esteem. New York: Bantam.
    Bryant, A. and Schulenberg, J. (2003) ‘How academic achievement, attitudes, and behaviors relate to the course of substance use during adolescence: a 6-year, multiwave national longitudinal study’, Journal of Research on Adolescence, 13 (3): 361–97. http://dx.doi.org/10.1111/1532-7795.1303005
    California Self-Esteem Taskforce (1990) Toward a State of Self-Esteem: The Final Report of the California Task Force to Promote Self-Esteem and Personal and Social Responsibility. Sacramento, CA: CTF.
    Campbell, M. (2000) ‘Framework for design and evaluation of complex interventions to improve health’, British Medical Journal, 321 (7262): 694–6. http://dx.doi.org/10.1136/bmj.321.7262.694
    Caplan, G. (1964) Principles of Preventive Psychiatry. Oxford: Basic Books.
    Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J. and Balain, S. (2007) ‘A conceptual framework for implementation fidelity’, Implementation Science, 2: 40–9. http://dx.doi.org/10.1186/1748-5908-2-40
    CASEL (2003) Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning Programs. Chicago: CASEL.
    CASEL (2004) CASEL: The First Ten Years 1994–2004. Chicago: CASEL.
    CASEL (2007) How Evidence-Based SEL Programs Work to Produce Greater Student Success in School and Life. Chicago: CASEL.
    Castro, F.G., Barrera, M. and Martinez, C.R. (2004) ‘The cultural adaptation of prevention interventions: resolving tensions between fidelity and fit’, Prevention Science, 5 (1): 41–5. http://dx.doi.org/10.1023/B:PREV.0000013980.12412.cd
    Centers for Disease Control and Prevention (1999) ‘Framework for program evaluation in public health’, Morbidity and Mortality Weekly Report, 48: 1–45.
    Centers for Disease Control and Prevention (2010) ‘Youth risk behaviour surveillance – United States, 2009’, Morbidity and Mortality Weekly Report, 59: 1–36.
    Century, J., Rudnick, M. and Freeman, C. (2010) ‘A framework for measuring fidelity of implementation: a foundation for shared language and accumulation of knowledge’, American Journal of Evaluation, 31 (2): 199–218. http://dx.doi.org/10.1177/1098214010366173
    Challen, A., Noden, P., West, A. and Machin, S. (2011) UK Resilience Programme: Final Report. Nottingham: Department for Education.
    Children's Society (2012) The Good Childhood Report 2012. Leeds: Children's Society.
    Clark, A.F., O'Malley, A., Woodham, A., Barrett, B. and Byford, S. (2005) ‘Children with complex mental health problems: needs, costs and predictors over one year’, Child and Adolescent Mental Health, 10 (4): 170–8. http://dx.doi.org/10.1111/j.1475-3588.2005.00349.x
    Clarke, A., Putz, R., Friede, T., Ashdown, J., Adi, Y., Martin, S., Flynn, P. et al. (2010) Warwick-Edinburgh Mental Well-being Scale (WEMWBS) Acceptability and Validation in English and Scottish Secondary School Students (The WAVES Project). Edinburgh: University of Edinburgh.
    Cohen, J. (1992) ‘A power primer’, Psychological Bulletin, 112 (1): 155–9. http://dx.doi.org/10.1037/0033-2909.112.1.155
    Cohen, J. (1993) ‘The earth is round (p < .05)’, American Psychologist, 49 (12): 997–1003. http://dx.doi.org/10.1037/0003-066X.49.12.997
    Cohen, J. (2006) ‘Social, emotional, ethical, and academic education: creating a climate for learning, participation in democracy, and well-being’, Harvard Educational Review, 76 (2): 201–37.
    Coie, J.D., Dodge, K.A. and Coppotelli, H. (1982) ‘Dimensions and types of social status: a cross-age perspective’, Developmental Psychology, 18 (4): 557–70. http://dx.doi.org/10.1037/0012-1649.18.4.557
    Committee for Children (2011) Review of Research: Second Step Program (Kindergarten-Grade 5). Seattle, WA: CFC.
    Commonwealth of Australia (2009) Overview of the KidsMatter Primary Initiative. Canberra: CWA.
    Conduct Problems Prevention Research Group (1999) ‘Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample’, Journal of Consulting and Clinical Psychology, 67 (5): 631–47. http://dx.doi.org/10.1037/0022-006X.67.5.631
    Connolly, P., Sibbett, C., Hanratty, J., Kerr, K., O'Hare, L. and Winter, K. (2011) Pupils' Emotional Health and Wellbeing: A Review of Audit Tools and a Survey of Practice in Northern Ireland Post-Primary Schools. Belfast: Queen's University.
    Connor, B., Small, S.A. and Cooney, S.M. (2007) Program Fidelity and Adaptation: Meeting Local Needs Without Compromising Program Effectiveness. Madison, WI: University of Wisconsin.
    Cook, T.D., Habib, F., Phillips, M., Settersten, R.A., Shagle, S.C., Degirmencioglu, S.M. and Richard, A. (1999) ‘Comer's School Development Program in Prince George's County, Maryland: theory-based evaluation’, American Educational Research Journal, 36 (3): 543–97. http://dx.doi.org/10.3102/00028312036003543
    Cooke, M.B., Ford, J., Levine, J., Bourke, C., Newell, L. and Lapidus, G. (2007) ‘The effects of city-wide implementation of “Second Step” on elementary school students’ prosocial and aggressive behaviors', Journal of Primary Prevention, 28 (2): 93–115. http://dx.doi.org/10.1007/s10935-007-0080-1
    Craig, C. (2007) The Potential Dangers of a Systematic, Explicit Approach to Teaching Social and Emotional Skills (SEAL). Glasgow: Centre for Confidence and Wellbeing.
    Crepeau, I.M. and Richards, M.A. (2003) A Show of Hands: Using Puppets with Young Children. St Paul, MN: Redleaf Press.
    CSVP (2006) Model Programs Fact Sheet: Promoting Alternative Thinking Strategies. Boulder, CO: University of Colorado.
    Curtis, C. and Norgate, R. (2007) ‘An evaluation of the PATHS curriculum at Key Stage 1’, Educational Psychology in Practice, 23: 33–44. http://dx.doi.org/10.1080/02667360601154717
    Dahlin, B. (2008) ‘Social and emotional education in Sweden: two examples of good practice’, in C.Clouder (ed.), Social and Emotional Education: An International AnalysisSantander, Spain: Marcelino Botín Foundation, pp. 85–116.
    Daly, B.P., Burke, R., Hare, I., Mills, C., Owens, C., Moore, E. and Weist, M.D. (2006) ‘Enhancing No Child Left Behind school mental health connections’, Journal of School Health, 76 (9): 446–51. http://dx.doi.org/10.1111/j.1746-1561.2006.00142.x
    Davis, S. and Humphrey, N. (2012a) ‘Emotional intelligence predicts adolescent mental health beyond personality and cognitive ability’, Personality and Individual Differences, 52 (2): 144–9. http://dx.doi.org/10.1016/j.paid.2011.09.016
    Davis, S.K. and Humphrey, N. (2012b) ‘Emotional intelligence as a moderator of stressor-mental health relations in adolescence: evidence for specificity’, Personality and Individual Differences, 52 (2): 100–5. http://dx.doi.org/10.1016/j.paid.2011.09.006
    Denham, S.A. (2005) Assessing Social-Emotional Development in Children from a Longitudinal Perspective for the National Children's Study. Columbus, OH: Batelle Memorial Institute.
    Denham, S.A. and Brown, C. (2010) ‘“Plays nice with others”: social-emotional learning and academic success’, Early Education and Development, 21 (5): 652–80. http://dx.doi.org/10.1080/10409289.2010.497450
    Denham, S.A. and Weissberg, R.P. (2004) ‘Social-emotional learning in early childhood: what we know and where to go from here’, in E.Chesebrough, P.King, T.P.Gullotta and M.Bloom (eds), A Blueprint for the Promotion of Prosocial Behaviour in Early ChildhoodNew York: Kluwer, pp. 13–50.
    Denham, S.A., Ji, P. and Hamre, B. (2010) Compendium of Preschool Through Elementary School Social-Emotional Learning and Associated Assessment Measures. Chicago: CASEL/University of Illinois.
    Denham, S., Wyatt, T.M., Bassett, H.H., Echeverria, D. and Knox, S.S. (2009) ‘Assessing social-emotional development in children from a longitudinal perspective’, Journal of Epidemiology and Community Health, 63 (Suppl. I): i37–52. http://dx.doi.org/10.1136/jech.2007.070797
    Department for Children, Schools and Families (2007) Social and Emotional Aspects of Learning (SEAL) Programme: Guidance for Secondary Schools. Nottingham: DCSF Publications.
    Department for Education and Skills (2003) Every Child Matters. Nottingham: DfES Publications.
    Department for Education and Skills (2005a) Primary Social and Emotional Aspects of Learning (SEAL): Guidance for Schools. Nottingham: DfES Publications.
    Department for Education and Skills (2005b) Excellence and Enjoyment: Social and Emotional Aspects of Learning. Nottingham: DfES Publications.
    Department for Education and Skills (2006) Excellence and Enjoyment: Social and Emotional Aspects of Learning (Key Stage 2 Small Group Activities). Nottingham: DfES Publications.
    Department for Education and Skills (2007a) Social and Emotional Aspects of Learning for Secondary Schools (SEAL) Guidance Booklet. Nottingham: DfES Publications.
    Department for Education and Skills (2007b) Social and Emotional Aspects of Learning (SEAL) for Secondary Schools: Tools for Monitoring, Profiling and Evaluation. Nottingham: DfES Publications.
    Department for Education in Northern Ireland (2007) Progression in Personal Development and Mutual Understanding. Belfast: DENI.
    Dewey, J. (1897) ‘My pedagogic creed’, School Journal, 54 (1): 77–80.
    Diamond, A. (2010) ‘The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content’, Early Education and Development, 21 (5): 780–93. http://dx.doi.org/10.1080/10409289.2010.514522
    Dix, K.L., Keeves, J.P., Slee, P., Lawson, M.J., Russell, A., Askell-Williams, H., Skrzypiec, G. et al. (2010) KidsMatter Primary Evaluation: Technical Report and User Guide. Adelaide: Shannon Research Press.
    Dix, K.L., Slee, P.T., Lawson, M.J. and Keeves, J.P. (2012) ‘Implementation quality of whole-school mental health promotion and students’ academic performance', Child and Adolescent Mental Health, 17 (1): 45–51. http://dx.doi.org/10.1111/j.1475-3588.2011.00608.x
    Dixon, T. (2012) ‘Educating the emotions from Gradgrind to Goleman’, Research Papers in Education, 27 (4): 481–95. http://dx.doi.org/10.1080/02671522.2012.690240
    Dodge, K.A., McClaskey, C.L. and Feldman, E. (1985) ‘Situational approach to the assessment of social competence in children’, Journal of Consulting and Clinical Psychology, 53 (3): 344–53. http://dx.doi.org/10.1037/0022-006X.53.3.344
    Domitrovich, C. and Greenberg, M.T. (2000) ‘The study of implementation: current findings from effective programs that prevent mental disorders in school-aged children’, Journal of Educational and Psychological Consultation, 11 (2): 193–221. http://dx.doi.org/10.1207/S1532768XJEPC1102_04
    Domitrovich, C.E., Cortes, R.C. and Greenberg, M.T. (2007) ‘Improving young children's social and emotional competence: a randomized trial of the preschool “PATHS” curriculum’, Journal of Primary Prevention, 28 (2): 67–91. http://dx.doi.org/10.1007/s10935-007-0081-0
    Domitrovich, C.E., Bradhsaw, C.P., Poduska, J.M., Hoagwood, K., Buckley, J.A., Olin, S., Hunter, L. et al. (2008) ‘Maximising the implementation quality of evidence-based preventive inter ventions in schools: a conceptual framework’, Advances in School Mental Health Promotion, 1 (3): 6–28. http://dx.doi.org/10.1080/1754730X.2008.9715730
    Domitrovich, C.E., Gest, S.D., Gill, S., Jones, D. and DeRousie, R.S. (2009) ‘Individual factors associated with professional development training outcomes of the Head Start REDI Program’, Early E ducat ion and Development, 20 (3): 402–30. http://dx.doi.org/10.1080/10409280802680854
    Domitrovich, C.E., Gest, S.D., Jones, D., Gill, S. and DeRousie, R.M. S. (2010a) ‘Implementation quality: lessons learned in the context of the Head Start REDI trial’, Early Childhood Research Quarterly, 25 (3): 284–98. http://dx.doi.org/10.1016/j.ecresq.2010.04.001
    Domitrovich, C.E., Bradshaw, C.P., Greenberg, M.T., Embry, D., Poduska, J.M. and Ialongo, N.S. (2010b) ‘Integrated models of school-based prevention: logic and theory’, Psychology in the Schools, 47 (1): 71–88.
    Dufrene, B., Noell, G. and Gilbertson, D. (2005) ‘Monitoring implementation of reciprocal peer tutoring: identifying and intervening with students who do not maintain accurate implementation’, School Psychology, 34 (1): 74–86.
    Duncan, G.J. and Magnuson, K. (2007) ‘Penny wise and effect size foolish’, Child Development Perspectives, 1 (1): 46–51. http://dx.doi.org/10.1111/j.1750-8606.2007.00009.x
    Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., Pagani, L.S. et al. (2007) ‘School readiness and later achievement’, Developmental Psychology, 43 (6): 1428–46. http://dx.doi.org/10.1037/0012-1649.43.6.1428
    Durlak, J.A. (1991) ‘Methodology: a practitioner's guide to meta-analysis’, American Journal of Community Psychology, 19 (3): 291–332.
    Durlak, J.A. (1995) School-Based Prevention Programs for Children and Adolescents. Thousand Oaks, CA: Sage.
    Durlak, J.A. (1997) Successful Prevention Programs for Children and Adolescents. New York: Plenum. http://dx.doi.org/10.1007/978-1-4899-0065-4
    Durlak, J.A. (2010) ‘The importance of doing well in whatever you do: a commentary on the special edition, “Implementation Research in Early Childhood Education”’, Early Childhood Research Quarterly, 25 (3): 348–57. http://dx.doi.org/10.1016/j.ecresq.2010.03.003
    Durlak, J.A. and DuPre, E.P. (2008) ‘Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation’, American Journal of Community Psychology, 41 (3–4): 327–50. http://dx.doi.org/10.1007/s10464-008-9165-0
    Durlak, J.A. and Weissberg, R.P. (2011) ‘Promoting social and emotional development is an essential part of students’ education', Human Development, 54 (1): 1–3. http://dx.doi.org/10.1159/000324337
    Durlak, J.A., Weissberg, R.P. and Pachan, M. (2010) ‘A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents’, American Journal of Community Psychology, 45 (3–4): 294–309. http://dx.doi.org/10.1007/s10464-010-9300-6
    Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B. (2011) ‘The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions', Child Development, 82 (1): 405–32. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
    Dusenbury, L., Brannigan, R., Falco, M. and Hansen, W.B. (2003) ‘A review of research on fidelity of implementation: implications for drug abuse prevention in school settings’, Health Education Research, 18 (2): 237–56. http://dx.doi.org/10.1093/her/18.2.237
    Dusenbury, L., Zadrazil, J., Mart, A. and Weissberg, R. (2011) State Learning Standards to Advance Social and Emotional Learning. Chicago: CASEL.
    Ecclestone, K. (2007) ‘Resisting images of the “diminished self”: the implications of emotional well-being and emotional engagement in education policy’, Journal of Education Policy, 22 (4): 455–70. http://dx.doi.org/10.1080/02680930701390610
    Ecclestone, K. and Hayes, D. (2008) The Dangerous Rise of Therapeutic Education. London: Routledge.
    Ecclestone, K. and Hayes, D. (2009) ‘Changing the subject: the educational implications of developing emotional wellbeing’, Oxford Review of Education, 35 (3): 371–89. http://dx.doi.org/10.1080/03054980902934662
    Eisner, M. (2009) ‘No effects in independent prevention trials: can we reject the cynical view?’, Journal of Experimental Criminology, 5 (2): 163–83. http://dx.doi.org/10.1007/s11292-009-9071-y
    Elbertson, N.A., Brackett, M.A. and Weissberg, R.P. (2010) ‘School-based social and emotional learning (SEL) programming: current perspectives’, in A.Hargreaves, A.Lieberman, M.Fullan and D.Hopkins (eds), Second International Handbook of Educational ChangeNew York: Springer, pp. 1017–32. http://dx.doi.org/10.1007/978-90-481-2660-6_57
    Elias, M. (1997) ‘The missing piece: making the case for greater attention to social and emotional learning’, Education Week, 17 (5): 36–8.
    Elias, M. (2009) ‘Social-emotional and character development and academics as a dual focus of educational policy’, Educational Policy, 23 (6): 831–46. http://dx.doi.org/10.1177/0895904808330167
    Elias, M.J., Zins, J.E., Graczyk, P. and Weissberg, R.P. (2003) ‘I mplementat ion, sustainability, and scaling up of social-emotional and academic innovations in public schools’, School Psychology Review, 32 (3): 303–19.
    Elias, M.J., Gara, M., Ubriaco, M., Rothbaum, P.A., Clabby, J.F. and Schuyler, T. (1986) ‘Impact of a preventive social problem solving intervention on children's coping with middle-school stressors’, American Journal of Community Psychology, 14 (3): 259–75. http://dx.doi.org/10.1007/BF00911174
    Eliot, M., Cornell, D., Gregory, A. and Fan, X. (2010) ‘Supportive school climate and student willingness to seek help for bullying and threats of violence’, Journal of School Psychology, 48 (6): 533–53. http://dx.doi.org/10.1016/j.jsp.2010.07.001
    Eraut, G. and Whiting, R. (2008) What Do We Mean by Wellbeing? And Why Might It Matter?Nottingham: DSCF Publications.
    Esbensen, F.-A., Miller, M.H., Taylor, T., He, N. and Freng, A. (1999) ‘Differential attrition rates and active parental consent’, Evaluation Review, 23 (3): 316–35. http://dx.doi.org/10.1177/0193841X9902300304
    Evans, C., Margison, F. and Barkham, M. (1998) ‘The contribution of reliable and clinically significant change methods to evidence-based mental health’, Evidence-Based Mental Health, 1 (3): 70–3. http://dx.doi.org/10.1136/ebmh.1.3.70
    Flay, B.R., Biglan, A., Boruch, R.F., Castro, F.G., Gottfredson, D., Kellam, S., Mościcki, E.K. et al. (2005) ‘Standards of evidence: criteria for efficacy, effectiveness and dissemination’, Prevention Science, 6 (3): 151–75. http://dx.doi.org/10.1007/s11121-005-5553-y
    Forman, S., Olin, S., Hoagwood, K. and Crowe, M. (2009) ‘Evidence-based interventions in schools: developers’ views of implementation barriers and facilitators', School Mental Health, 1 (1): 26–36. http://dx.doi.org/10.1007/s12310-008-9002-5
    Frederickson, N. and Cline, T. (2009) Special Educational Needs, Inclusion and Diversity: A Textbook,
    2nd edn.
    Buckingham: Open University Press.
    Frederickson, N. and Graham, B. (1999) Social Skills and Emotional Intelligence. Windsor: NfER Nelson.
    Frey, K.S., Hirschstein, M.K., Snell, J.L., Edstrom, L.V. S., MacKenzie, E.P. and Broderick, C.J. (2005) ‘Reducing playground bullying and supporting beliefs: an experimental trial of the Steps to Respect program’, Developmental Psychology, 41 (3): 479–90. http://dx.doi.org/10.1037/0012-1649.41.3.479
    Furedi, F. (2003) Therapy Culture: Cultivating Vulnerability in an Uncertain Age. London: Routledge.
    Furedi, F. (2009) Wasted: Why Education Isn't Educating. London: Continuum.
    Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.
    Goldberg Lillehoj, C.J., Griffin, K.W. and Spoth, R. (2004) ‘Program provider and observer ratings of school-based preventive intervention implementation: agreement and relation to youth outcomes’, Health Education and Behavior, 31 (2): 242–57. http://dx.doi.org/10.1177/1090198103260514
    Goldsmith, H.H., Pollak, S.D. and Davidson, R.J. (2008) ‘Developmental neuroscience perspectives on emotion regulation’, Child Development Perspectives, 2 (3): 132–40. http://dx.doi.org/10.1111/j.1750-8606.2008.00055.x
    Goleman, D. (1996) Emotional Intelligence: Why It Can Matter More Than IQ. London: Bloomsbury.
    Goodman, R. (1997) ‘The Strengths and Difficulties Questionnaire: a research note’, Journal of Child Psychology and Psychiatry, 38 (5): 581–6. http://dx.doi.org/10.1111/j.1469-7610.1997.tb01545.x
    Gorman, D.M. (1998) ‘The irrelevance of evidence in the development of school-based drug prevention policy, 1986–1996’, Evaluation Review, 22 (1): 118–46. http://dx.doi.org/10.1177/0193841X9802200106
    Gottfredson, D.C. and Gottfredson, G.D. (2002) ‘Quality of school-based prevention programs: results from a national survey’, Journal of Research in Crime and Delinquency, 39 (1): 3–35. http://dx.doi.org/10.1177/002242780203900101
    Graczyk, P.A., Weissberg, R.P., Payton, J.W., Elias, M.J., Greenberg, M.T. and Zins, J.E. (2000) ‘Criteria for evaluating the quality of school-based social and emotional learning programs’, in R.Bar-On and J.Parker (eds), The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School, and in the WorkplaceSan Francisco: Wiley, pp. 391–410.
    Green, H., McGinnity, A., Meltzer, H., Ford, T. and Goodman, R. (2005) Mental Health of Children and Young People in Great Britain. Cardiff: Office for National Statistics.
    Greenberg, M.T. (2010) ‘School-based prevention: current status and future challenges’, Effective Education, 2 (1): 27–52. http://dx.doi.org/10.1080/19415531003616862
    Greenberg, M.T. and Kusche, C.A. (1993) Promoting Social and Emotional Development in Deaf Children: The PATHS Project. Seattle, WA: University of Washington Press.
    Greenberg, M.T., Kusche, C.A., Cook, E.T. and Quamma, J.P. (1995) ‘Promoting emotional competence in school-aged children: the effects of the PATHS curriculum’, Development and Psychopathology, 7 (1): 117–36. http://dx.doi.org/10.1017/S0954579400006374
    Greenberg, M.T., Kusche, C.A. and Riggs, N.R. (2004) ‘The PATHS curriculum: theory and research on neurocognitive development and school success’, in J.E.Zins (e d.), Building Academic Success on Social and Emotional Learning: What Does the Research Say?New York: Teachers College Press, pp. 170–88.
    Greenberg, M.T., Domitrovich, C.E., Graczyk, P.A. and Zins, J.E. (2005) The Study of Implementation in School-Based Preventive Interventions: Theory, Research, and Practice. Rockville, MD: CMHS.
    Gresham, F.M. and Elliot, S.N. (2008) Social Skills Improvement System: Rating Scales Manual. Minneapolis, MN: Pearson.
    Gross, J. (2010) ‘SEAL and the changing national education agenda’, Keynote Presented at the 4th Annual Secondary SEAL Conference. London: Optimus Education.
    Gross, J.J. and Muñoz, R.F. (1995) ‘Emotion regulation and mental health’, Clinical Psychology: Science and Practice, 2 (2): 151–64. http://dx.doi.org/10.1111/j.1468-2850.1995.tb00036.x
    Guldberg, H. (2009) Reclaiming Childhood: Freedom and Play in an Age of Fear. London: Routledge.
    Haddon, A., Goodman, H., Park, J. and Crick, R.D. (2005) ‘Evaluating emotional literacy in schools: the development of the School Emotional Environment for Learning Survey’, Pastoral Care in Education, 23 (4): 5–16. http://dx.doi.org/10.1111/j.1468-0122.2005.00346.x
    Hage, S.M. and Romano, J.L. (2010) ‘History of prevention and prevention groups: legacy for the 21st century’, Group Dynamics: Theory, Research, and Practice, 14 (3): 199–210. http://dx.doi.org/10.1037/a0020736
    Hallam, S., Rhamie, J. and Shaw, J. (2006) Evaluation of the Primary Behaviour and Attendance Pilot. Nottingham: DfES Publications.
    Harvey, J. and Delfabbro, P.H. (2004) ‘Psychological resilience in disadvantaged youth: a critical overview’, Australian Psychologist, 39 (1): 3–13. http://dx.doi.org/10.1080/00050060410001660281
    Hattie, J. (2009) Visible Learning. London: Routledge.
    Hattie, J. (2012) Visible Learning for Teachers: Maximising Impact on Learning. London: Routledge.
    Havighurst, R.J. (1974) ‘Youth in crisis’, School Review, 83 (1): 5–10. http://dx.doi.org/10.1086/443167
    Hawkins, J.D., Catalano, R.F., Morrison, D.M., O'Donnell, J., Abbott, R.D. and Day, L.E. (1992) ‘The Seattle Social Development Project: effects of the first four years on protective factors and problem behaviors’, in J.McCord and R.E.Tremblay (eds), Preventing Antisocial Behavior: Interventions from Birth Through AdolescenceNew York: Guilford Press, pp. 139–61.
    Hayes, W. (2006) The Progressive Education Movement: Is It Still a Factor in Today's Schools?Lanham, MD: R&L Education.
    Henry, J. (2011) ‘Lessons in Cheryl Cole replace history and geography lessons’, The Telegraph, 3 September.
    Herrnstein, R.J. and Murray, C. (1994) The Bell Curve: Intelligence and Class Structure in American Life. New York: Free Press.
    Hill, C., Bloom, H., Black, A.R. and Lipsey, M.W. (2008) ‘Empirical benchmarks for interpreting effect sizes in research’, Child Development Perspectives, 2 (3): 172–7. http://dx.doi.org/10.1111/j.1750-8606.2008.00061.x
    Hoffman, D.M. (2009) ‘Reflecting on social emotional learning: a critical perspective on trends in the United States’, Review of Educational Research, 79 (2): 533–56. http://dx.doi.org/10.3102/0034654308325184
    Holsen, I., Iversen, A.C. and Smith, B.H. (2009) ‘Universal social competence promotion programme in school: does it work for children with low socio-economic background?’, Advances in School Mental Health Promotion, 2 (2): 51–60. http://dx.doi.org/10.1080/1754730X.2009.9715704
    House of Commons Education and Skills Committee (2006) Special Educational Needs: Third Report of the Session 2005–6. London: HOCESC.
    Hummel, S., Naylor, P., Chilcott, J., Guillaume, L., Wilkinson, A., Blank, L., Baxter, S. et al. (2009) Cost-Effectiveness of Universal Interventions Which Aim to Promote Emotional and Social Wellbeing in Secondary Schools. Sheffield: University of Sheffield.
    Humphrey, N. (2009) ‘SEAL: insufficient evidence?’, School Leadership Today, 1 (3): 69–72.
    Humphrey, N. (2012) ‘The importance of evidence’, Behaviour and Pastoral Update, 84 (February): 5.
    Humphrey, N. and Ainscow, M. (2006) ‘Transition club: facilitating learning, participation and psychological adjustment during the transition to secondary school’, European Journal of Psychology of Education, 21 (3): 319–31. http://dx.doi.org/10.1007/BF03173419
    Humphrey, N., Lendrum, A. and Wigelsworth, M. (2010) Secondary Social and Emotional Aspects of Learning (SEAL): National Evaluation. Nottingham: DFE Publications.
    Humphrey, N., Lendrum, A., Wigelsworth, M. and Kalambouka, A. (2009) ‘Primary SEAL group interventions: a qualitative study of factors affecting implementation and the role of Local Authority support’, International Journal of Emotional Education, 1 (2): 34–54.
    Humphrey, N., Curran, A., Morris, E., Farrell, P. and Woods, K. (2007) ‘Emotional intelligence and education: a critical review’, Educational Psychology, 27 (2): 235–54. http://dx.doi.org/10.1080/01443410601066735
    Humphrey, N., Kalambouka, A., Bolton, J., Lendrum, A., Wigelsworth, M., Lennie, C. and Farrell, P. (2008) Primary Social and Emotional Aspects of Learning: Evaluation of Small Group Work. Nottingham: DCSF Publications.
    Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J. and Wolpert, M. (2011) ‘Measures of social and emotional skills for children and young people: a systematic review’, Educational and Psychological Measurement, 71 (4): 617–37. http://dx.doi.org/10.1177/0013164410382896
    Immordino-Yang, M.H. and Damasio, A. (2007) ‘We feel, therefore we learn: the relevance of affective and social neuroscience to education’, Mind, Brain, and Education, 1 (1): 3–10. http://dx.doi.org/10.1111/j.1751-228X.2007.00004.x
    Institute for Public Policy Research (2006) Freedom's Orphans: Raising Youth in a Changing World. London: IPPR.
    Institute of Education Sciences (2007) What Works Clearinghouse: Caring School Community. Washington, DC: IES.
    Institute of Government and Public Affairs (2011) Social and Emotional Learning for Illinois Students: Policy, Practice and Progress. Chicago: IGPA.
    Jacobson, N.S. and Follette, W.C. (1984) ‘Psychotherapy outcome research: methods for reporting variability and evaluating clinical significance’, Behavior Therapy, 15 (4): 336–52. http://dx.doi.org/10.1016/S0005-7894%2884%2980002-7
    Jacobson, N.S. and Truax, P. (1991) ‘Clinical significance: a statistical approach to determining meaningful change in psychotherapy research’, Journal of Consulting and Clinical Psychology, 59 (1): 12–19. http://dx.doi.org/10.1037/0022-006X.59.1.12
    Jennings, P.A. and Greenberg, M.T. (2009) ‘The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes’, Review of Educational Research, 79 (1): 491–525. http://dx.doi.org/10.3102/0034654308325693
    Johnston, C. and Gowers, S. (2005) ‘Routine outcome measurement: a survey of UK Child and Adolescent Mental Health Services’, Child and Adolescent Mental Health, 10 (3): 133–9. http://dx.doi.org/10.1111/j.1475-3588.2005.00357.x
    Jones, S.M., Brown, J.L., Hoglund, W.L. G. and Aber, J.L. (2010) ‘A schoolrandomized clinical trial of an integrated social-emotional learning and literacy intervention: impacts after 1 school year’, Journal of Consulting and Clinical Psychology, 78 (6): 829–42. http://dx.doi.org/10.1037/a0021383
    Joyce, B. and Showers, B. (2002) Student Achievement Through Staff Development,
    3rd edn. Alexandria, VA: Association for Supervision and Curriculum Development.
    Kam, C.-M., Greenberg, M.T. and Kusche, C.A. (2004) ‘Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in special education’, Journal of Emotional and Behavioral Disorders, 12 (2): 66–78. http://dx.doi.org/10.1177/10634266040120020101
    Kam, C.-M., Greenberg, M.T. and Walls, C.T. (2003) ‘Examining the role of implementation quality in school-based prevention using the PATHS curriculum’, Prevention Science, 4 (1): 55–63. http://dx.doi.org/10.1023/A:1021786811186
    Kimber, B. (2011a) ‘Social and emotional training in school: a contentious matter in Sweden’, in J.O'Dea (ed.), Current Issues and Controversies in School and Community Health, Sport and Physical Education. Hauppage, NY: NOVA Publishers.
    Kimber, B. (2011b) Primary Prevention of Mental Health Problems Among Children and Adolescents Through Social and Emotional Training in School. Stockholm: Karolinska Institutet.
    Kimber, B., Sandell, R. and Bremberg, S. (2008) ‘Social and emotional training in Swedish classrooms for the promotion of mental health: results from an effectiveness study in Sweden’, Health Promotion International, 23 (2): 134–43. http://dx.doi.org/10.1093/heapro/dam046
    Klein, J.B., Jacobs, R.H. and Reinecke, M.A. (2007) ‘Cognitive-behavioral therapy for adolescent depression: a meta-analytic investigation of changes in effect-size estimates’, Journal of the American Academy of Child and Adolescent Psychiatry, 46 (11): 1403–13. http://dx.doi.org/10.1097/chi.0b013e3180592aaa
    Knoff, H. and Prout, H. (1985) The Kinetic Drawing System: Family and School. Los Angeles: Western Psychological Services.
    Kohn, A. (1997) ‘How not to teach values: a critical look at character education’, Phi Delta Kappan, 78 (6): 428–39.
    Kom, D. (2011) ‘Social and emotional education in Singapore’, in Marcelino Botín Foundation (ed.), Social and Emotional Education: An International AnalysisSantander, Spain: MBF, p. 45.
    Kress, J.S., Norris, J.A., Schoenholz, D.A., Elias, M.J. and Seigle, P. (2004) ‘Bringing together educational standards and social and emotional learning: making the case for educators’, American Journal of Education, 111 (1): 68–89. http://dx.doi.org/10.1086/424720
    Kuperminc, G.P., Leadbeater, B.J. and Blatt, S.J. (2001) ‘School social climate and individual differences in vulnerability to psychopathology among middle school students’, Journal of School Psychology, 39 (2): 141–59. http://dx.doi.org/10.1016/S0022-4405%2801%2900059-0
    Leithwood, K., Harris, A. and Hopkins, D. (2008) ‘Seven strong claims about successful school leadership’, School Leadership and Management, 28 (1): 27–42. http://dx.doi.org/10.1080/13632430701800060
    Lendrum, A. (2010) Implementing Social and Emotional Aspects of Learning (SEAL) in Secondary Schools in England: Issues and Implications. Manchester: University of Manchester.
    Lendrum, A. and Humphrey, N. (2012) ‘The importance of studying the implementation of school-based interventions’, Oxford Review of Education, 38 (5): 635–52. http://dx.doi.org/10.1080/03054985.2012.734800
    Lendrum, A., Humphrey, N. and Wigelsworth, M. (2012) ‘Social and emotional aspects of learning (SEAL) for secondary schools: implementation difficulties and their implications for school-based mental health promotion’, Child and Adolescent Mental Health.
    Lerner, R.M. (1995) America's Youth in Crisis: Challenges and Options for Programs and Policies. Thousand Oaks, CA: Sage.
    Lewis, M., Schaps, E. and Watson, M. (2003) ‘The Child Development Project’, in M.Elias, H.Arnold and C.StegierHussey (eds), EQ+IQ: How to Build Smart, Nonviolent, Emotionally Intelligent SchoolsThousand Oaks, CA: Corwin Press, pp. 100–8.
    Little, M. and Hopkins, C. (2010) ‘Will PATHS lead to the 4th “R”?’, Better: Evidence-based Education, 2: 8–9.
    Locke, E.A. (2005) ‘Why emotional intelligence is an invalid concept’, Journal of Organizational Behavior, 26 (4): 425–31. http://dx.doi.org/10.1002/job.318
    McCabe, C. (2008) Estimating the Short-Term Cost-Effectiveness of a Mental Health Promotion Intervention in Primary Schools. Leeds: University of Leeds.
    McConaughy, S. and Achenbach, T. (2001) Manual for the Semi-Structured Clinical Interview for Children and Adolescents. Burlington, VT: Research Center for Children, Youth and Families.
    McGilloway, S., Hyland, L., Mháille, G., Lodge, A., Neill, D., Kelly, P., Leckey, Y., Bywater, T., Comiskey, C. and Donnelly, M. (2010) Positive Classrooms, Positive Children: A Randomised Controlled Trial to Investigate the Effectiveness of the Incredible Years Teacher Classroom Management Programme in an Irish Context. Belfast: Archways.
    Mclaughlin, J. and Jordan, G. (1999) ‘Logic models: a tool for telling your program's performance story’, Evaluation and Program Planning, 22 (1): 65–72. http://dx.doi.org/10.1016/S0149-7189%2898%2900042-1
    McLaughlin, K.A. (2011) ‘The public health impact of major depression: a call for interdisciplinary prevention efforts’, Prevention Science, 12 (4): 361–71. http://dx.doi.org/10.1007/s11121-011-0231-8
    McMahon, S., Washburn, J., Felix, E. and Yakin, J. (2000) ‘Violence prevention: program effects on urban preschool and kindergarten children’, Applied and Preventive Psychology, 9: 271–81. http://dx.doi.org/10.1016/S0962-1849%2800%2980004-9
    Malti, T., Ribeaud, D. and Eisner, M.P. (2011) ‘The effectiveness of two universal preventive interventions in reducing children's externalizing behavior: a cluster randomized controlled trial’, Journal of Clinical Child and Adolescent Psychology, 40 (5): 677–92. http://dx.doi.org/10.1080/15374416.2011.597084
    Marcelino Botín Foundation (2011) Social and Emotional Education: An International Analysis. Santander, Spain: Marcelino Botín Foundation.
    Masten, A.S. and Obradovic, J. (2006) ‘Competence and resilience in development’, Annals of the New York Academy of Sciences, 1094: 13–27. http://dx.doi.org/10.1196/annals.1376.003
    Matson, J.L., Rotatori, A.F. and Helsel, W.J. (1983) ‘Development of a rating scale to measure social skills in children: the Matson Evaluation of Social Skills with Youngsters (MESSY)’, Behaviour Research and Therapy, 21 (4): 335–40. http://dx.doi.org/10.1016/0005-7967%2883%2990001-3
    Matthews, G., Roberts, R.D. and Zeidner, M. (2004) ‘Seven myths about emotional intelligence’, Psychological Inquiry, 15 (3): 179–96. http://dx.doi.org/10.1207/s15327965pli1503_01
    Mavroveli, S., Petrides, K.V., Sangareau, Y. and Furnham, A. (2009) ‘Exploring the relationships between trait emotional intelligence and objective socio-emotional outcomes in childhood’, British Journal of Educational Psychology, 79 (2): 259–72. http://dx.doi.org/10.1348/000709908X368848
    Mayer, J.D. and Cobb, C.D. (2000) ‘Educational policy on emotional intelligence: does it make sense?’, Educational Psychology Review, 12 (2): 21. http://dx.doi.org/10.1023/A:1009093231445
    Mayer, J.D., Roberts, R.D. and Barsade, S.G. (2008) ‘Human abilities: emotional intelligence’, Annual Review of Psychology, 59: 507–36. http://dx.doi.org/10.1146/annurev.psych.59.103006.093646
    Mayer, J.D., Salovey, P. and Caruso, D.R. (2008) ‘Emotional intelligence: new ability or eclectic traits?’, American Psychologist, 63 (6): 503–17. http://dx.doi.org/10.1037/0003-066X.63.6.503
    Mayer, J.D., Salovey, P. and Caruso, D.R. (n.d.) Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version – Research Edition. Toronto: MHS. http://dx.doi.org/10.1037/t05047-000
    Melde, C., Esbensen, F.-A. and Tusinski, K. (2006) ‘Addressing program fidelity using onsite observations and program provider descriptions of program delivery’, Evaluation Review, 30 (6): 714–40. http://dx.doi.org/10.1177/0193841X06293412
    Merrell, K.W. (2008) Behavioural, Social, and Emotional Assessment of Children and Adolescents,
    3rd edn.
    Oxford: Routledge.
    Merrell, K.W. and Gueldner, B.A. (2010) Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. London: Guilford Press.
    Merrell, K.W., Felver-Gant, J.C. and Tom, K.M. (2010) ‘Development and validation of a parent report measure for assessing social-emotional competencies of children and adolescents’, Journal of Child and Family Studies, 20 (4): 529–40. http://dx.doi.org/10.1007/s10826-010-9425-0
    Milne, J. (2008) ‘Teachers’ wasted study on popular emotional literacy course', Times Education Supplement, 10 October.
    Ministry of Education (2001) Desired Outcomes of Education. Singapore: MIE.
    Muldoon, O. (2004) ‘Children of the Troubles: the impact of political violence in Northern Ireland’, Journal of Social Issues, 60: 453–68. http://dx.doi.org/10.1111/j.0022-4537.2004.00366.x
    National Agency for Education (2006) Curriculum Plan for Public Schools, Preschool Classes and Leisure Centres. Stockholm: NAE.
    National Research Council and Institute of Medicine (2009) Preventing Mental, Emotional and Behavioral Disorders Among Young People: Progress and Possibilities. Washington, DC: NRCIM.
    NICE (2008) Promoting Children's Social and Emotional Wellbeing in Primary Education. London: NICE.
    Northen, S. (2012) ‘Schools strive for pupils’ happiness', The Guardian, 16 October.
    O'Connell, M., Boat, T. and Warner, K.E. (2009) Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. Washington, DC: National Academies Press.
    O'Reilly, D. and Stevenson, M. (2003) ‘Mental health in Northern Ireland: have the Troubles made it worse?’, Journal of Epidemiology and Community Health, 57: 488–92. http://dx.doi.org/10.1136/jech.57.7.488
    Park, J. (2011) ‘The importance of school ethos’, Antidote Blog. Retrieved from http://www.antidote.org.uk/the-importance-of-school-ethos/.
    Parker, J.D. A., Creque, R.E., Barnhart, D.L., Harris, J.I., Majeski, S.A., Wood, L.M., Bond, B.J. et al. (2004) ‘Academic achievement in high school: does emotional intelligence matter?’, Personality and Individual Differences, 37 (7): 1321–30. http://dx.doi.org/10.1016/j.paid.2004.01.002
    Partnership Management Board (2007) Personal Development and Mutual Understanding for Key Stages 1 and 2. Belfast: CCEA.
    Paul, R. and Elder, L. (2007) A Critical Thinker's Guide to Educational Fads. Tomales, CA: Critical Thinking Press.
    Pellegrini, A.D. and Bartini, M. (2000) ‘A longitudinal study of bullying, victimisation and peer affiliation during the transition from primary to middle school’, American Educational Research Journal, 37 (3): 699–725. http://dx.doi.org/10.3102/00028312037003699
    Pellegrini, A.D. and Long, J.D. (2002) ‘A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school’, British Journal of Developmental Psychology, 20 (2): 259–80. http://dx.doi.org/10.1348/026151002166442
    Penza, S., Zeman, J. and Shipman, K. (1998). Validation of the Emotion Dysregulation Scale for Children (EDS). Poster presented at the Conference on Human Development, Mobile, AL.
    Perlis, R.H., Perlis, C.S., Wu, Y., Hwang, C., Joseph, M. and Nierenberg, A.A. (2005) ‘Industry sponsorship and financial conflict of interest in the reporting of clinical trials in psychiatry’, American Journal of Psychiatry, 162 (10): 1957–60. http://dx.doi.org/10.1176/appi.ajp.162.10.1957
    Peters, C., Kranzler, J.H. and Rossen, E. (2009) ‘Validity of the Mayer-Salovey-Caruso Emotional Intelligence Test: Youth Version – Research Edition’, Canadian Journal of School Psychology, 24 (1): 76–81. http://dx.doi.org/10.1177/0829573508329822
    Petrides, K.V. and Furnham, A. (2001) ‘Trait emotional intelligence: psychometric investigation with reference to established trait taxonomies’, European Journal of Personality, 15 (6): 425–48. http://dx.doi.org/10.1002/per.416
    Petrides, K.V., Frederickson, N. and Furnham, A. (2004) ‘The role of trait emotional intelligence in academic performance and deviant behavior at school’, Personality and Individual Differences, 36 (2): 277–93. http://dx.doi.org/10.1016/S0191-8869%2803%2900084-9
    Petrides, K.V., Sangareau, Y., Furnham, A. and Frederickson, N. (2006) ‘Trait emotional intelligence and children's peer relations at school’, Social Development, 15 (3): 537–47. http://dx.doi.org/10.1111/j.1467-9507.2006.00355.x
    Petrosino, A. and Soydan, H. (2005) ‘The impact of program developers as evaluators on criminal recidivism: results from meta-analyses of experimental and quasi-experimental research’, Journal of Experimental Criminology, 1 (4): 435–50. http://dx.doi.org/10.1007/s11292-005-3540-8
    Posse, M., Hällström, T. and Backenroth-Ohsako, G. (2002) ‘Alexithymia, social support, psycho-social stress and mental health in a female population’, Nordic Journal of Psychiatry, 56 (5): 329–34. http://dx.doi.org/10.1080/080394802760322088
    Poulou, M. (2007) ‘Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece’, Emotional and Behavioural Difficulties, 12 (2): 91–104. http://dx.doi.org/10.1080/13632750701315482
    Rae-Grant, N., Thomas, B.H., Offord, D.R. and Boyle, M.H. (1989) ‘Risk, protective factors, and the prevalence of behavioral and emotional disorders in children and adolescents’, Journal of the American Academy of Child and Adolescent Psychiatry, 28 (2): 262–8. http://dx.doi.org/10.1097/00004583-198903000-00019
    Ransford, C., Greenberg, M., Domitrovich, C.E., Small, M. and Jacobson, L. (2009) ‘The role of teachers’ psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional learning curriculum', School Psychology Review, 38 (4): 510–32.
    Raudenbush, S. (2008) ‘Advancing educational policy by advancing research on instruction’, American Educational Research Journal, 45 (1): 206–30. http://dx.doi.org/10.3102/0002831207312905
    Reicher, H. (2010) ‘Building inclusive education on social and emotional learning: challenges and perspectives – a review’, International Journal of Inclusive Education, 14 (3): 213–46. http://dx.doi.org/10.1080/13603110802504218
    Resnicow, K., Davis, M., Smith, M., Lazarus-Yaroch, A., Baranowski, T., Baranowski, J., Doyle, C. et al. (1998) ‘How best to measure implementation of school health curricula: a comparison of three measures’, Health Education Research, 13 (2): 239–50. http://dx.doi.org/10.1093/her/13.2.239
    Reyes, M.R., Brackett, M.A., Rivers, S.E., Elbertson, N.A. and Salovey, P. (2012) ‘The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning’, School Psychology Review, 41 (1): 82–99.
    Riggs, N.R., Greenberg, M.T., Kusché, C.A. and Pentz, M.A. (2006) ‘The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS Curriculum’, Prevention Science, 7 (1): 91–102. http://dx.doi.org/10.1007/s11121-005-0022-1
    Rimm-Kaufman, S.E., Fan, X., Chiu, Y.-J. and You, W. (2007) ‘The contribution of the Responsive Classroom approach on children's academic achievement: results from a three-year longitudinal study’, Journal of School Psychology, 45 (4): 401–21. http://dx.doi.org/10.1016/j.jsp.2006.10.003
    Romano, E., Babchishin, L., Pagani, L.S. and Kohen, D. (2010) ‘School readiness and later achievement: replication and extension using a nationwide Canadian survey’, Developmental Psychology, 46 (5): 995–1007. http://dx.doi.org/10.1037/a0018880
    Rosenblatt, J.L. and Elias, M.J. (2008) ‘Dosage effects of a preventive social-emotional learning intervention on achievement loss associated with middle school transition’, Journal of Primary Prevention, 29 (6): 535–55. http://dx.doi.org/10.1007/s10935-008-0153-9
    Saarni, C. (1999) The Development of Emotional Competence. New York: Guilford Press.
    Salovey, P. and Mayer, J. (1990) ‘Emotional intelligence’, Imagination, Cognition and Personality, 9 (2): 185–211. http://dx.doi.org/10.2190/DUGG-P24E-52WK-6CDG
    Sánchez, V., Steckler, A., Nitirat, P., Hallfors, D., Cho, H. and Brodish, P. (2007) ‘Fidelity of implementation in a treatment effectiveness trial of Reconnecting Youth’, Health Education Research, 22 (1): 95–107.
    Sanders, M., Turner, K. and Markie-Dadds, C. (2002) ‘The development and dissemination of the Triple P Positive Parenting Program: a multilevel, evidence-based system of parenting and family support’, Prevention Science, 3 (3): 173–89. http://dx.doi.org/10.1023/A:1019942516231
    Schultz, D., Izard, C.E. and Bear, G. (2004) ‘Children's emotion processing: relations to emotionality and aggression’, Development and psychopathology, 16 (2): 371–87. http://dx.doi.org/10.1017/S0954579404044566
    Schweinhart, L.J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.R. and Nores, M. (2005) The High Scope Perry Preschool Study Through Age 40: Summary, Conclusions and Frequently Asked Questions. Ypsilanti, MI: High Scope Press.
    Sharp, P. (2000) ‘Promoting emotional literacy: emotional literacy improves and increases your life chances’, Pastoral Care in Education, 18 (3): 8–10. http://dx.doi.org/10.1111/1468-0122.00165
    Sheffield, J.K., Spence, S.H., Rapee, R.M., Kowalenko, N.K., Wignall, A., Davis, A. and McLoone, J. (2006) ‘Evaluation of universal, indicated and combined cognitive-behavioural approaches to the prevention of depression among adolescents’, Journal of Consulting and Clinical Psychology, 74 (1): 66–79. http://dx.doi.org/10.1037/0022-006X.74.1.66
    Shuayb, M. and O'Donnell, S. (2008) Aims and Values in Primary Education: England and Other Countries. Cambridge: Cambridge University Press.
    Shucksmith, J. (2007) Mental Wellbeing of Children in Primary Education (Targeted/Indicated Activities). Teeside: University of Teeside.
    Shucksmith, J., Spratt, J., Philip, K. and McNaughton, R. (2009) A Critical Review of the Literature on Children and Young People's Views of the Factors That Influence Their Mental Health. Edinburgh: NHS Scotland.
    Slee, P., Lawson, M., Russell, A., Askell-Williams, H., Dix, K., Owens, L., Skrzypiec, G. et al. (2009) KidsMatter Primary Evaluation Final Report. Flinders, South Australia: Flinders University.
    Smith, J., Schneider, B. and Smith, P. (2004) ‘The effectiveness of whole-school antibullying programs: a synthesis of evaluation research’, School Psychology Review, 33 (4): 547–60.
    Social and Character Development Research Consortium (2010) Efficacy of School-Wide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Washington, DC: SACDRC.
    Solomon, D., Battistich, V., Watson, M., Schaps, E. and Lewis, C. (2000) ‘A six-district study of educational change: direct and mediated effects of the Child Development Project’, Social Psychology of Education, 4 (1): 3–51. http://dx.doi.org/10.1023/A:1009609606692
    Southampton Psychology Service (2003) Emotional Literacy: Assessment and Intervention. London: Nfer Nelson.
    Stallard, P., Simpson, N., Anderson, S., Carter, T., Osborn, C. and Bush, S. (2005) ‘An evaluation of the FRIENDS programme: a cognitive behaviour therapy intervention to promote emotional resilience’, Archives of Disease in Childhood, 90 (10): 1016–9. http://dx.doi.org/10.1136/adc.2004.068163
    Statham, J. and Chase, E. (2010) Childhood Wellbeing: A Brief Overview. London: Institute of Education.
    Sternberg, R. (2002) ‘Foreword’, in G.Matthews and M.Zeidner (eds), Emotional Intelligence: Science and Myth. Boston: MIT Press, pp. xi-xv.
    Stewart, E.B. (2007) ‘School structural characteristics, student effort, peer associations, and parental involvement: the influence of school- and individual-level factors on academic achievement’, Education and Urban Society, 40 (2): 179–204. http://dx.doi.org/10.1177/0013124507304167
    Terwee, C.B., Bot, S.D. M., de Boer, M.R., van der Windt, D.A. W. M., Knol, D.L., Dekker, J., Bouter, L.M. et al. (2007) ‘Quality criteria were proposed for measurement properties of health status questionnaires’, Journal of Clinical Epidemiology, 60 (1): 34–42. http://dx.doi.org/10.1016/j.jclinepi.2006.03.012
    Thorndike, R.L. and Stein, S. (1937) ‘An evaluation of the attempts to measure social intelligence’, Psychological Bulletin, 34: 275–85. http://dx.doi.org/10.1037/h0053850
    UNICEF (2007) An Overview of Child Well-Being in Rich Countries. Florence: UNICEF.
    US Department of Health and Human Services (2010) Health-Risk Behaviors and Academic Achievement. Atlanta, GA: USDHHS.
    Van Horn, M.L., Atkins-Burnett, S., Karlin, E., Ramey, S.L. and Snyder, S. (2007) ‘Parent ratings of children's social skills: longitudinal psychometric analyses of the Social Skills Rating System’, School Psychology Quarterly, 22 (2): 162–99. http://dx.doi.org/10.1037/1045-3830.22.2.162
    Vostanis, P., Humphrey, N., Fitzgerald, N., Wolpert, M. and Deighton, J. (2012) ‘How do schools promote emotional wellbeing among their pupils? Findings from a national scoping survey of mental health provision in English schools’, Child and Adolescent Mental Health, iFirst.
    Waterhouse, L. (2006) ‘Multiple intelligences, the Mozart effect, and emotional intelligence: a critical review’, Educational Psychologist, 41 (4): 207–25. http://dx.doi.org/10.1207/s15326985ep4104_1
    Watson, D., Emery, C. and Bayliss, P. (2012) Children's Social and Emotional Wellbeing in Schools: A Critical Perspective. Bristol: Policy Press.
    Weare, K. (2004) Developing the Emotionally Literate School. London: Sage. http://dx.doi.org/10.4135/9781446215081
    Weare, K. (2010) ‘Mental health and social and emotional learning: evidence, principles, tensions, balances’, Advances in School Mental Health Promotion, 3 (1): 5–17. http://dx.doi.org/10.1080/1754730X.2010.9715670
    Weare, K. and Gray, G. (2003) What Works in Promoting Children's Emotional and Social Competence and Wellbeing?Nottingham: DfES Publications.
    Weare, K. and Markham, W. (2005) ‘What do we know about promoting mental health through schools?’, Promotion and Education, 12 (3): 4–8. http://dx.doi.org/10.1177/10253823050120030104
    Weare, K. and Nind, M. (2011) Promoting Mental Health of Children and Adolescents Through Schools and School-Based Interventions. Southampton: University of Southampton.
    Weisz, J.R., Sandler, I.N., Durlak, J.A. and Anton, B.S. (2005) ‘Promoting and protecting youth mental health through evidence-based prevention and treatment’, American Psychologist, 60 (6): 628–48. http://dx.doi.org/10.1037/0003-066X.60.6.628
    Wells, J., Barlow, J. and Stewart-Brown, S. (2003) ‘A systematic review of universal approaches to mental health promotion in schools’, Health Education, 103 (4): 197–220. http://dx.doi.org/10.1108/09654280310485546
    Wigelsworth, M., Humphrey, N. and Lendrum, A. (2012) ‘Evaluation of a school-wide preventive intervention for adolescents: the secondary social and emotional aspects of learning (SEAL) programme’, School Mental Health, iFirst.
    Wigelsworth, M., Humphrey, N., Kalambouka, A. and Lendrum, A. (2010) ‘A review of key issues in the measurement of children's social and emotional skills’, Educational Psychology in Practice, 26 (2): 173–86. http://dx.doi.org/10.1080/02667361003768526
    Willhelm, O. (2005) ‘Measures of emotional intelligence: practice and standards’, in R.Schulze and R.D.Roberts (eds), Emotional Intelligence: An International HandbookCambridge, MA: Hogrefe & Huber, pp. 131–54.
    Wilson, S.J. and Lipsey, M.W. (2007) ‘School-based interventions for aggressive and disruptive behavior: update of a meta-analysis’, American Journal of Preventive Medicine, 33 (2 Suppl.): S130–43. http://dx.doi.org/10.1016/j.amepre.2007.04.011
    Wolpert, M. et al. (2008) Review and Recommendations for National Policy for England for the Use of Mental Health Outcome Measures with Children and Young People. Nottingham: DCSF Publications.
    Wolpert, M. et al. (2011) Me and My School: Findings from the National Evaluation of Targeted Mental Health in Schools. Nottingham: DFE Publications.
    Wyn, J., Cahill, H., Holdsworth, R., Rowling, L. and Carson, S. (2000) ‘MindMatters, a whole-school approach promoting mental health and wellbeing’, Australasian Psychiatry, 34 (4): 594–601.
    Yeaton, W.H. and Sechrest, L. (1981) ‘Critical dimensions in the choice and maintenance of successful treatments: strength, integrity, and effectiveness’, Journal of Consulting and Clinical Psychology, 49 (2): 156–67. http://dx.doi.org/10.1037/0022-006X.49.2.156
    Zeidner, M., Roberts, R.D. and Matthews, G. (2002) ‘Can emotional intelligence be schooled? A critical review’, Educational Psychologist, 37 (4): 215–31. http://dx.doi.org/10.1207/S15326985EP3704_2
    Zins, J. and Elias, M.J. (2007) ‘Social and emotional learning: promoting the development of all students’, Journal of Educational and Psychological Consultation, 17 (2–3): 233–55. http://dx.doi.org/10.1080/10474410701413152
    Zins, J.E., Bloodworth, M.R., Weissberg, R.P. and Walberg, H.J. (2004) ‘The scientific base linking social and emotional learning to school success’, in J.E.Zins, R.P.Weissberg, M.C.Wang and H.J.Walberg (eds), Building Academic Success on Social and Emotional Learning: What Does the Research Say?New York: Teachers College Press, pp. 3–22.

    • Loading...
Back to Top

Copy and paste the following HTML into your website