This book explores the social-emotional learning (SEL) movement in the
United States and the current situation in schools that both supports
and impedes the infusion of programs and strategies that actually work
for children and adolescents. The volume describes overarching issues to
include what the term evidence-based should mean as well as the
confusing and sometimes ill-advised proliferation of programs that
become components of the many barriers to the success of the SEL
movement. The book examines why it may be necessary to take a step back
when considering nonacademic interventions in schools. This book
explores the need to - and the process of - vetting interventions before
trying to implement them in the classroom.
In addition, the volume examines the various frameworks and standards
involving SEL to shape a thoughtful approach that makes a difference in
each student's academic success. It offers a scientific approach to
selecting brief, easy to implement SEL strategies for school
psychologists, teachers, and related mental health and educational
professionals. The book describes each strategy in detail and addresses
how to use these strategies, when to use them, and for whom they are
likely to work. The volume concludes recommended implementation and
dissemination strategies.
This book is a must-have resource for researchers,
clinicians/practitioners, and graduate students in child and school
psychology, educational psychology, social work as well as all
interrelated sub disciplines.
