Social and Emotional Learning: A Critical Appraisal
‘A landmark book for SEL. It provides an even-handed, scholarly appraisal of the latest research. This major contribution will advance SEL science, improve school-based practice, and benefit many students’ -Professor Roger Weissberg, University of Illinois at Chicago
This important new book provides the first in-depth, authoritative and balanced examination of the critical issues pervading Social and Emotional Learning (SEL). The book highlights strengths and flaws in SEL theory and research, and sets the agenda for the next generation of inquiry.
The book investigates key topics such as:
definitions and conceptualization; origins and influences; international policy and practice; assessment and monitoring; implementation; outcomes
It will be valuable to researchers, policy-makers, students, teachers, and anyone interested in the role of schools play in promoting children's social and emotional wellbeing.
Neil Humphrey is ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Introduction
- Rationale for the Text
- What is SEL?
- A Taxonomy of SEL
- Why has SEL become So Popular?
- What Can Research Tell Us about SEL?
- The Importance of Implementation
- The Structure of this Book
- Notes on Voice, Terminology and Textual Features
- Further Reading
- Chapter 2: What do we Mean by Social and Emotional Learning?
- The Prevailing Definition of SEL
- The Universalist Approach (and its Potential Problems)
- What is the Nature of the Skills Imparted through SEL?
- The Broader Discourse – Diversity or Dilution?
- Mapping SEL and Associated Concepts
- The Backbone of SEL
- Mental Health and Well-Being
- How does SEL Work? An Analysis of the Logic Model
- Direct Links between SEL and School Outcomes
- Indirect Links between SEL and School Outcomes
- Further Reading
- Chapter 3: Origins and Influences
- The Historical Roots of SEL
- Progressive Education
- The Interplay between Emotions and Reason
- The Influence of Social, Emotional and Multiple Intelligences
- The Self-Esteem Movement
- A Youth in Crisis
- Evidence for Hope Rather than Despair
- Risk, Protection and Resilience
- The Field of School-Based Prevention
- The Political and Financial Drivers of SEL
- Further Reading
- Chapter 4: SEL around the World
- The United States
- Northern Ireland
- Convergences and Divergences in SEL across the World – an Analysis
- Further Reading
- Chapter 5: Assessment
- The Importance of Assessment
- Key Issues in Assessing SEL
- A Selected Anthology of Measures of Social and Emotional Competence in Children and Young People
- Beyond Social and Emotional Competence – what Else should be Assessed?
- Further Reading
- Chapter 6: Implementation
- Implementation Matters
- Elements of Implementation
- Factors Affecting Implementation
- Bringing it all Together – the Implementation Quality Framework
- Further Reading
- Chapter 7: Outcomes of SEL
- What does the Research Tell Us about the Impact of SEL on Outcomes for Children and Young People?
- Key Issues in Interpreting SEL Outcome Research
- Interpreting SEL Evaluation Studies with Null Results: A Framework
- Further Reading
- Chapter 8: Conclusion
- Examining the Orthodoxy of SEL
- Future Directions
- Final Thoughts
- Further Reading
Education at SAGE[Page ii]
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
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Find out more at: http://www.sagepub.co.uk/education
© Neil Humphrey, 2013
First published 2013
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2012947267
British Library Cataloguing in Publication data
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ISBN 978-1-4462-5696-1 (pbk)
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For Angela and Beth[Page vi]
List of Abbreviations[Page xi]
ABCD Affective-Behavioural-Cognitive-Dynamic ACER Australian Council for Educational Research ACES Assessment of Children's Emotional Skills AGDHA Australian Government Department of Health and Ageing CASEL Collaborative for Academic, Social and Emotional Learning CDCP Centers for Disease Control and Prevention CDP Child Development Project CfC Committee for Children CMHS Center for Mental Health Services CSC Caring School Community CSVP Centre for the Study of Violence Prevention DENI Department for Education in Northern Ireland EDS Emotional Dysregulation Scale EI emotional intelligence ELAI Emotional Literacy Assessment Instrument EQi-YV Emotional Quotient Inventory – Youth Version HOCESC House of Commons Education and Skills Committee IES Institute of Education Sciences IGPA Institute of Government and Public Affairs IPPR Institute for Public Policy Research IQ implementation quality LA local authority LLW Learning for Life and Work MESSY Matson Evaluation of Social Skills in Youngsters [Page xii] MSCEIT-YV Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Version NAE National Agency for Education NCLB No Child Left Behind Act 2001 (US) NICE National Institute for Health and Clinical Excellence NRCIM National Research Council and Institute of Medicine PATHS Promoting Alternative Thinking Strategies PDMU Personal Development and Mutual Understanding PEHW Pupils' Emotional Health and Wellbeing RCT randomised controlled trial REDI Research-Based Developmentally Informed SACDRC Social and Character Development Research Consortium SAFE Sequenced, Active, Focused, Explicit SAT standard assessment task/test SCCP School as a Caring Community Profile SEAL Social and Emotional Aspects of Learning SEARS Social-Emotional Assets and Resilience Scales SECD social, emotional and character development SEEAE social, emotional, ethical and academic education SEL social and emotional learning SET Social and Emotional Training SSIS Social Skills Improvement System SSRS Social Skills Rating System TaMHS Targeted Mental Health in Schools TEIQue Trait Emotional Intelligence Questionnaire UNICEF United Nations Children's Emergency Fund USDHHS US Department of Health and Human Services
I am deeply grateful to Drs Ann Lendrum and Michael Wigelsworth for their support, advice and encouragement during the writing of this book.[Page xiv]
About the Author
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