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25 - Social and Emotional Learning in Schools

from Part IV - Behavioral and Social-Emotional Interventions

Published online by Cambridge University Press:  18 September 2020

By
James C. DiPerna ,
Jennifer R. Frey  and
Susan C. Hart
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Although parents and educators have identified student social and emotional development as an important educational outcome, this domain has not received as much emphasis in educational policy or practice as academic achievement. Recognition of the contributions of social and emotional learning (SEL) to students’ social and academic success, however, has increased interest in promoting SEL in schools over the last decade. This chapter begins with a brief introduction to SEL constructs and definitions, followed by a synopsis of current SEL assessment and intervention practices. We also highlight the current state of empirical evidence for these practices and then turn to several important necessary future directions to advance school-based SEL practices.

Keywords

social-emotional learningself-awarenessself-managementresponsible decision makingrelationship skillssocial awarenesssocial skillsassessmentintervention
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 428 - 450
Publisher: Cambridge University Press
Print publication year: 2020

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References

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