School‐Based Social and Emotional Learning Programs

By Jeffrey S. Kress, M. Elias. 2007

111 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/59161bda33811b408b20620fc1ff4bc5b8a6a217

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In Clinical Psychology

In Developmental and Educational Psychology

In General Health Professions

Citations in the corpus

Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “Those five skill sets are frequently used by school districts and states in developing standards for social–emotional learning (Kress & Elias, 2006).”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “295) noted that BIn the USA, most states now mandate or encourage character education, and many have standards related to social and emotional learning (Cohen 2006; CASEL 2010) [and] Britain’s education policy also includes the promotion of moral and character development social competencies (Arthur”
Sport-Based Life Skills Programming in the Schools (2005, methodology): “The purpose of process evaluation is to monitor the implementation process and the degree to which the program is being implemented as it was originally designed, to identify and address problems so that the quality of implementation can be maintained at a high level, and to document the implementat”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “When teachers are already feeling overburdened, the haphazard introduction of another curriculum initiative may not provide the necessary support to help teachers realize how important their affect and engagement is to quality implementation and developing students’ competence (Kress & Elias, 2006).”
The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, unknown): “In addition, research from the field of prevention suggests that "at-risk" students benefit from school-based, preventive inter ventions (Graczyk, Weissberg, Payton, Elias, Greenberg, & Zins, 2000).”
Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States (2009, background): “Indeed, many prominent SEL advocates state that the “prevalence of problematic behaviors” is the most compelling reason to undertake systematic social and emotional instruction in schools (Graczyk et al., 2000, p. 392; see also Goleman, 1995).”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, unknown): “As Kress and Elias (2006) point out, ‘In addition to… direct instruction, SEL skills are best taught when infused throughout the school day and in all aspects of a student’s experience… A comprehensively implemented approach to SEL transcends work by individual teachers in individual classes’ (p.…”
What is Religiosity (2006, background): “Contemporary educators have become increasingly aware of the importance of providing students with educational opportunities that develop characteristics and skills in the cognitive, and behavioral aspects of moral judgment, as well as the affective domain (Graczyk et al., 2000).”