Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances

By K. Weare. 2010

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/8f871d90297ce7dd801dfd7a49704919afd32a1e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Eva Oberle
2. N. Humphrey
3. Ann Lendrum
4. C. Emery
5. Duncan C. Meyers
6. K. Tate
7. Jeremy Oldfield
8. I. T. Bokkel

In Education

1. Eva Oberle
2. N. Humphrey
3. C. Domitrovich
4. Ann Lendrum
5. Michael Wigelsworth
6. C. Emery
7. Duncan C. Meyers
8. K. Tate

In Speech and Hearing

1. Michael Wigelsworth
2. N. Humphrey
3. Ann Lendrum
4. R. Weissberg
5. Eva Oberle

Citations in the corpus

• Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “Source: figure 1 was originally published in Weissberg et al. (2015). being implemented in approximately two-thirds of primary schools and 15% of secondary schools (Humphrey, Lendrum, & Wigelsworth, 2010; Weare, 2010).”
• The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis (2016, background): “There is an emerging consensus that the role of the school should include supporting children’s emotional education and development (Greenberg, 2010; Weare, 2010).”
• Mental health promotion and problem prevention in schools: what does the evidence say? (2011, unknown): “These go under many names: mental health, ‘social and emotional learning’ (SEL), ‘emotional literacy’, ‘emotional intelligence’, ‘resilience’, ‘lifeskills’ and ‘character education’ (Weare, 2010).”
• Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation (2010, background): “Weare (2010) notes that schools implementing SEAL are, " encouraged to take from it what they wish " (p.10), although she also cautions that, " too much tailoring to local needs and circumstances can lead to dilution and confusion " (p.11).”
• The importance of studying the implementation of interventions in school settings (2012, background): “more prescribed, ‘top-down’ approach embodied in many US-based interventions (Weare, 2010).”
• Belonging: a review of conceptual issues, an integrative framework, and directions for future research (2021, unknown): “…1995), sociology (May, 2011), education (Morieson et al., 2013), urban education (Riley, 2017), medicine (Cacioppo & Hawkley, 2003), public health (Stead et al., 2011), economics (Bhalla & Lapeyre, 1997), design (Schein, 2009; Trudeau, 2006; Weare, 2010), and political science (Yuval-Davis, 2006).”