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Social and emotional learning in the classroom: promoting mental health and academic success
The Guilford practical intervention in the schools series; Variation: Guilford practical intervention in the schools series.
Short Title: Social and emotional learning in the classroom
Format: Book
Publication Date: Nov 30, 2009
Publisher: Guilford Press
Place of Publication: New York
Pages: 174
Sources ID: 107056
Notes: Accession Number: ED512318; Acquisition Information: Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com; Language: English; Education Level: Elementary Secondary Education; Reference Count: 0; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Book; Publication Type: Report; Entry Date: 2010Accession Number: ED512318; Acquisition Information: Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com; Language: English; Education Level: Elementary Secondary Education; Reference Count: 0; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Book; Publication Type: Report; Entry Date: 2010External Resources: Cite This Item Search for versions with same title and author | Advanced options ...Contents: Social and emotional learning: what it is, and what it can do for your students -- Social and emotional learning curricula: a review of selected programs -- The essentials of using social and emotional learning in the classroom -- Using social and emotional learning to foster academic learning -- On size does not fit all: adapting social and emotional learning for use in our multicultural world -- When social and emotional learning in the classroom is not enough: linking students to mental health services -- Assessment and evaluation strategies in social and emotional learning -- Using social and emotional learning within school systems: organizational dynamics and strategic planning.Note(s): Includes bibliographical references and index.Class Descriptors: LC: LB1072; Dewey: 370.15/34Responsibility: Kenneth W. Merrell, Barbara A. Gueldner.Vendor Info: Brodart Baker and Taylor Coutts Information Services YBP Library Services Blackwell Book Service (BROD BTCP COUT YANK BBUS) $30.00 $30.00Entry: 20091204Update: 20181113Provider: OCLCSocial and Emotional Learning: What it is, and what it can do for Your Students     1(22)    Introduction and Overview     1(2)    Why SEL?     3(3)    Defining and Understanding SEL     6(5)    Major Aspects of SEL     7(4)    Using SEL within Positive Behavior Intervention and Support and the Three-Tiered Prevention Model     11(6)    Positive Behavior Interventions and Supports     12(2)    The Three-Tiered Prevention Model     14(3)    Benefits of SEL: What the Research Says     17(1)    Current Trends in Legislation Affecting SEL     18(2)    Wrapping Things Up     20(3)    Socialand Emotional Learning Curricula: A Review of Selected Programs     23(25)    Introduction and Overview     23(1)    SEL Can be Implemented in Various Ways     23(1)    Choosing an SEL Program that Matches the Needs of Students     24(5)    Advantages of using Packaged, Evidence-Based Programs     29(2)    Selected SEL Programs     31(9)    Caring School Community     31(3)    I can ProblemSolve     34(1)    Promoting Alternative Thinking Strategies     35(1)    Raising Healthy Children     36(1)    Safe and Caring Schools: Skills for School, Skills for Life     36(1)    Second Step: A Violence Prevention Curriculum     37(1)    Social Decision Making/Social Problem Solving     38(1)    Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children     39(1)    SEL UpClose: The Strong Kids Curriculum Series     40(4)    How to Select a Packaged SEL Program that Meets Your Needs     44(2)    Identify the Needs of Your School     44(1)    Identify the Short-and Long-Term Goals for Your Students     45(1)    Assess the Programs that are Being and have Been Used in the School     45(1)    Review Programs that seem to be the Best Match for Your Needs and Goals     45(1)    Identify the Resources that are Needed to Sustain Implementation Efforts     46(1)    Wrapping things Up     46(1)    Worksheet for Evaluating SEL Programs     47(1)    The Essentials ofUsing Social and Emotional Learning in the Classroom     48(20)    Introduction and Overview     48(1)    Preparation and Planning: The Basics     49(7)    Obtain the Necessary Materials     50(1)Know and Understand the Content     50(2)    Estimate the Time that is Needed for Preparation and Implementation     52(1)    Technical Support: Training, Consultation, and Feedback     52(2)    Measuring Progress     54(1)    Managing Behavior     54(1)    Conclusion     55(1)    Delivery of SEL     56(4)    Are We Teaching what we Intend to Teach?     56(4)    Paying Attention to Instruction     60(1)    Practicing Skills across Settings and over Time     61(1)    Including Families in SEL     62(1)    Adapting SEL Programming for Specific Populations     63(3)    Students with Cognitive Impairments     63(1)    Students with Autism Spectrum Disorders     64(1)    General Principles of Adaptation     65(1)    Wrapping Things up     66(1)    Easy-Reference Checklist for Advance Preparation of SEL Instruction     67(1)    Using Social and Emotional Learning to Foster Academic Learning     68(15)    Introduction and Overview     68(2)    Scenario 1     69(1)    Scenario 2     69(1)    Scenario 3     69(1)    The Connection between SEL and Academics     70(4)    The Evidence for SEL Influencing Academic Performance     70(1)    Evaluating the Effectiveness of SEL Programming     71(2)    The Influence of the Student-Teacher Relationship as an SEL Component     73(1)    Applying SEL to Improve Academic Performance     74(1)    Integrating SEL throughout the Course of a Typical School Day     75(3)    Typical Integration of SEL Concepts into Academic Content     75(1)    Determining Where and How to Integrate SEL in Academics     76(2)    Promoting SEL in Students' Homes and in the Community     78(2)    Wrapping Things Up     80(2)    Worksheet for Integrating Social-Emotional and Academic Learning in the Classroom     82(1)    One Size DoesNot Fit All: Adapting Social and Emotional Learning for Use in Our Multicultural World     83(20)     Sara Castro-Olivo      Introduction and Overview     83(2)    Rationale for Making CulturalAdaptations to SEL Programs     85(1)    Making Cultural Adaptations to SEL Programs: The Changing Cultural Landscape of American Schools     86(7)    Guiding Principles for Adapting and Modifying SEL Curricula     93(1)    Recommendations and Examples for Adapting SEL Programs to CLD Students     94(5)    Review the Big Ideas of SEL     96(1)    When Should You Consider Making Adaptations?96(3)    Limitations of Adapting Curricula     99(1)    Wrapping Things Up     100(3)    When Social and Emotional Learning in the Classroom is not Enough: Linking Students to Mental Health Services     103(20)    Introduction and Overview     103(1)    Another look at the Three-Tiered Prevention Model     104(7)    Necessary but not Sufficient     104(2)    A Little More     106(2)    A Lot More     108(3)    Cultivating and Ecological Approach to Mental Health Assessment and Treatment     111(2)    Examples of Mental Health Problems that Require Comprehensive Care     113(2)    Psychosis     113(1)    Alcohol and Drug Abuse     113(1)    Trauma     114(1)    Accessing Community Mental Health Services 101     115(4)    Licensed Clinical Social Workers     117(1)    Licensed Professional Counselors     118(1)    Licensed Psychologists     118(1)    Psychiatrists     118(1)    Pediatricians, Family Medicine Physicians, and Nurse Practitioners     119(1)    Wrapping Things Up     119(3)    Worksheet for Planning and Coordinating Community-Based Mental Health Care     122(1)    Assessment and Evaluation Strategies in Social and Emotional Learning     123(25)    Introduction and Overview     123(1)    Assessing SEL Competencies     124(8)    Assessment Methods     125(1)    Recommended Methods and Assessment Tools     126(6)    Using Assessment Data to Solve Problems     132(4)    Identification and Clarification of the Problem     134(1)    Data Collection     135(1)    Analysis     135(1)    Solution and Evaluation     135(1)    Using the Three-Tiered Model for Screening and Assessment     136(3)    Using Brief Assessment Data to Monitor Intervention Progress for Individual Students     139(4)    Wrapping things Up     143(3)    Social andEmotional Assessment Worksheet     146(2)    Using Social and Emotional Learning within School Systems: Organizational Dynamics and Strategic Planning     148(17)    Introduction and OverviewExternal Resources: Cite This Item Search for versions with same title and author | Advanced options ...Contents: Social and emotional learning: what it is, and what it can do for your students -- Social and emotional learning curricula: a review of selected programs -- The essentials of using social and emotional learning in the classroom -- Using social and emotional learning to foster academic learning -- On size does not fit all: adapting social and emotional learning for use in our multicultural world -- When social and emotional learning in the classroom is not enough: linking students to mental health services -- Assessment and evaluation strategies in social and emotional learning -- Using social and emotional learning within school systems: organizational dynamics and strategic planning.Note(s): Includes bibliographical references and index.Class Descriptors: LC: LB1072; Dewey: 370.15/34Responsibility: Kenneth W. Merrell, Barbara A. Gueldner.Vendor Info: Brodart Baker and Taylor Coutts Information Services YBP Library Services Blackwell Book Service (BROD BTCP COUT YANK BBUS) $30.00 $30.00Entry: 20091204Update: 20181113Provider: OCLCSocial and Emotional Learning: What it is, and what it can do for Your Students     1(22)    Introduction and Overview     1(2)    Why SEL?     3(3)    Defining and Understanding SEL     6(5)    Major Aspects of SEL     7(4)    Using SEL within Positive Behavior Intervention and Support and the Three-Tiered Prevention Model     11(6)    Positive Behavior Interventions and Supports     12(2)    The Three-Tiered Prevention Model     14(3)    Benefits of SEL: What the Research Says     17(1)    Current Trends in Legislation Affecting SEL     18(2)    Wrapping Things Up     20(3)    Socialand Emotional Learning Curricula: A Review of Selected Programs     23(25)    Introduction and Overview     23(1)    SEL Can be Implemented in Various Ways     23(1)    Choosing an SEL Program that Matches the Needs of Students     24(5)    Advantages of using Packaged, Evidence-Based Programs     29(2)    Selected SEL Programs     31(9)    Caring School Community     31(3)    I can ProblemSolve     34(1)    Promoting Alternative Thinking Strategies     35(1)    Raising Healthy Children     36(1)    Safe and Caring Schools: Skills for School, Skills for Life     36(1)    Second Step: A Violence Prevention Curriculum     37(1)    Social Decision Making/Social Problem Solving     38(1)    Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children     39(1)    SEL UpClose: The Strong Kids Curriculum Series     40(4)    How to Select a Packaged SEL Program that Meets Your Needs     44(2)    Identify the Needs of Your School     44(1)    Identify the Short-and Long-Term Goals for Your Students     45(1)    Assess the Programs that are Being and have Been Used in the School     45(1)    Review Programs that seem to be the Best Match for Your Needs and Goals     45(1)    Identify the Resources that are Needed to Sustain Implementation Efforts     46(1)    Wrapping things Up     46(1)    Worksheet for Evaluating SEL Programs     47(1)    The Essentials ofUsing Social and Emotional Learning in the Classroom     48(20)    Introduction and Overview     48(1)    Preparation and Planning: The Basics     49(7)    Obtain the Necessary Materials     50(1)Know and Understand the Content     50(2)    Estimate the Time that is Needed for Preparation and Implementation     52(1)    Technical Support: Training, Consultation, and Feedback     52(2)    Measuring Progress     54(1)    Managing Behavior     54(1)    Conclusion     55(1)    Delivery of SEL     56(4)    Are We Teaching what we Intend to Teach?     56(4)    Paying Attention to Instruction     60(1)    Practicing Skills across Settings and over Time     61(1)    Including Families in SEL     62(1)    Adapting SEL Programming for Specific Populations     63(3)    Students with Cognitive Impairments     63(1)    Students with Autism Spectrum Disorders     64(1)    General Principles of Adaptation     65(1)    Wrapping Things up     66(1)    Easy-Reference Checklist for Advance Preparation of SEL Instruction     67(1)    Using Social and Emotional Learning to Foster Academic Learning     68(15)    Introduction and Overview     68(2)    Scenario 1     69(1)    Scenario 2     69(1)    Scenario 3     69(1)    The Connection between SEL and Academics     70(4)    The Evidence for SEL Influencing Academic Performance     70(1)    Evaluating the Effectiveness of SEL Programming     71(2)    The Influence of the Student-Teacher Relationship as an SEL Component     73(1)    Applying SEL to Improve Academic Performance     74(1)    Integrating SEL throughout the Course of a Typical School Day     75(3)    Typical Integration of SEL Concepts into Academic Content     75(1)    Determining Where and How to Integrate SEL in Academics     76(2)    Promoting SEL in Students' Homes and in the Community     78(2)    Wrapping Things Up     80(2)    Worksheet for Integrating Social-Emotional and Academic Learning in the Classroom     82(1)    One Size DoesNot Fit All: Adapting Social and Emotional Learning for Use in Our Multicultural World     83(20)     Sara Castro-Olivo      Introduction and Overview     83(2)    Rationale for Making CulturalAdaptations to SEL Programs     85(1)    Making Cultural Adaptations to SEL Programs: The Changing Cultural Landscape of American Schools     86(7)    Guiding Principles for Adapting and Modifying SEL Curricula     93(1)    Recommendations and Examples for Adapting SEL Programs to CLD Students     94(5)    Review the Big Ideas of SEL     96(1)    When Should You Consider Making Adaptations?96(3)    Limitations of Adapting Curricula     99(1)    Wrapping Things Up     100(3)    When Social and Emotional Learning in the Classroom is not Enough: Linking Students to Mental Health Services     103(20)    Introduction and Overview     103(1)    Another look at the Three-Tiered Prevention Model     104(7)    Necessary but not Sufficient     104(2)    A Little More     106(2)    A Lot More     108(3)    Cultivating and Ecological Approach to Mental Health Assessment and Treatment     111(2)    Examples of Mental Health Problems that Require Comprehensive Care     113(2)    Psychosis     113(1)    Alcohol and Drug Abuse     113(1)    Trauma     114(1)    Accessing Community Mental Health Services 101     115(4)    Licensed Clinical Social Workers     117(1)    Licensed Professional Counselors     118(1)    Licensed Psychologists     118(1)    Psychiatrists     118(1)    Pediatricians, Family Medicine Physicians, and Nurse Practitioners     119(1)    Wrapping Things Up     119(3)    Worksheet for Planning and Coordinating Community-Based Mental Health Care     122(1)    Assessment and Evaluation Strategies in Social and Emotional Learning     123(25)    Introduction and Overview     123(1)    Assessing SEL Competencies     124(8)    Assessment Methods     125(1)    Recommended Methods and Assessment Tools     126(6)    Using Assessment Data to Solve Problems     132(4)    Identification and Clarification of the Problem     134(1)    Data Collection     135(1)    Analysis     135(1)    Solution and Evaluation     135(1)    Using the Three-Tiered Model for Screening and Assessment     136(3)    Using Brief Assessment Data to Monitor Intervention Progress for Individual Students     139(4)    Wrapping things Up     143(3)    Social andEmotional Assessment Worksheet     146(2)    Using Social and Emotional Learning within School Systems: Organizational Dynamics and Strategic Planning     148(17)    Introduction and OverviewExternal Resources: Cite This Item Search for versions with same title and author | Advanced options ...Contents: Social and emotional learning: what it is, and what it can do for your students -- Social and emotional learning curricula: a review of selected programs -- The essentials of using social and emotional learning in the classroom -- Using social and emotional learning to foster academic learning -- On size does not fit all: adapting social and emotional learning for use in our multicultural world -- When social and emotional learning in the classroom is not enough: linking students to mental health services -- Assessment and evaluation strategies in social and emotional learning -- Using social and emotional learning within school systems: organizational dynamics and strategic planning.Note(s): Includes bibliographical references and index.Class Descriptors: LC: LB1072; Dewey: 370.15/34Responsibility: Kenneth W. Merrell, Barbara A. Gueldner.Vendor Info: Brodart Baker and Taylor Coutts Information Services YBP Library Services Blackwell Book Service (BROD BTCP COUT YANK BBUS) $30.00 $30.00Entry: 20091204Update: 20181113Provider: OCLCSocial and Emotional Learning: What it is, and what it can do for Your Students     1(22)    Introduction and Overview     1(2)    Why SEL?     3(3)    Defining and Understanding SEL     6(5)    Major Aspects of SEL     7(4)    Using SEL within Positive Behavior Intervention and Support and the Three-Tiered Prevention Model     11(6)    Positive Behavior Interventions and Supports     12(2)    The Three-Tiered Prevention Model     14(3)    Benefits of SEL: What the Research Says     17(1)    Current Trends in Legislation Affecting SEL     18(2)    Wrapping Things Up     20(3)    Socialand Emotional Learning Curricula: A Review of Selected Programs     23(25)    Introduction and Overview     23(1)    SEL Can be Implemented in Various Ways     23(1)    Choosing an SEL Program that Matches the Needs of Students     24(5)    Advantages of using Packaged, Evidence-Based Programs     29(2)    Selected SEL Programs     31(9)    Caring School Community     31(3)    I can ProblemSolve     34(1)    Promoting Alternative Thinking Strategies     35(1)    Raising Healthy Children     36(1)    Safe and Caring Schools: Skills for School, Skills for Life     36(1)    Second Step: A Violence Prevention Curriculum     37(1)    Social Decision Making/Social Problem Solving     38(1)    Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children     39(1)    SEL UpClose: The Strong Kids Curriculum Series     40(4)    How to Select a Packaged SEL Program that Meets Your Needs     44(2)    Identify the Needs of Your School     44(1)    Identify the Short-and Long-Term Goals for Your Students     45(1)    Assess the Programs that are Being and have Been Used in the School     45(1)    Review Programs that seem to be the Best Match for Your Needs and Goals     45(1)    Identify the Resources that are Needed to Sustain Implementation Efforts     46(1)    Wrapping things Up     46(1)    Worksheet for Evaluating SEL Programs     47(1)    The Essentials ofUsing Social and Emotional Learning in the Classroom     48(20)    Introduction and Overview     48(1)    Preparation and Planning: The Basics     49(7)    Obtain the Necessary Materials     50(1)Know and Understand the Content     50(2)    Estimate the Time that is Needed for Preparation and Implementation     52(1)    Technical Support: Training, Consultation, and Feedback     52(2)    Measuring Progress     54(1)    Managing Behavior     54(1)    Conclusion     55(1)    Delivery of SEL     56(4)    Are We Teaching what we Intend to Teach?     56(4)    Paying Attention to Instruction     60(1)    Practicing Skills across Settings and over Time     61(1)    Including Families in SEL     62(1)    Adapting SEL Programming for Specific Populations     63(3)    Students with Cognitive Impairments     63(1)    Students with Autism Spectrum Disorders     64(1)    General Principles of Adaptation     65(1)    Wrapping Things up     66(1)    Easy-Reference Checklist for Advance Preparation of SEL Instruction     67(1)    Using Social and Emotional Learning to Foster Academic Learning     68(15)    Introduction and Overview     68(2)    Scenario 1     69(1)    Scenario 2     69(1)    Scenario 3     69(1)    The Connection between SEL and Academics     70(4)    The Evidence for SEL Influencing Academic Performance     70(1)    Evaluating the Effectiveness of SEL Programming     71(2)    The Influence of the Student-Teacher Relationship as an SEL Component     73(1)    Applying SEL to Improve Academic Performance     74(1)    Integrating SEL throughout the Course of a Typical School Day     75(3)    Typical Integration of SEL Concepts into Academic Content     75(1)    Determining Where and How to Integrate SEL in Academics     76(2)    Promoting SEL in Students' Homes and in the Community     78(2)    Wrapping Things Up     80(2)    Worksheet for Integrating Social-Emotional and Academic Learning in the Classroom     82(1)    One Size DoesNot Fit All: Adapting Social and Emotional Learning for Use in Our Multicultural World     83(20)     Sara Castro-Olivo      Introduction and Overview     83(2)    Rationale for Making CulturalAdaptations to SEL Programs     85(1)    Making Cultural Adaptations to SEL Programs: The Changing Cultural Landscape of American Schools     86(7)    Guiding Principles for Adapting and Modifying SEL Curricula     93(1)    Recommendations and Examples for Adapting SEL Programs to CLD Students     94(5)    Review the Big Ideas of SEL     96(1)    When Should You Consider Making Adaptations?96(3)    Limitations of Adapting Curricula     99(1)    Wrapping Things Up     100(3)    When Social and Emotional Learning in the Classroom is not Enough: Linking Students to Mental Health Services     103(20)    Introduction and Overview     103(1)    Another look at the Three-Tiered Prevention Model     104(7)    Necessary but not Sufficient     104(2)    A Little More     106(2)    A Lot More     108(3)    Cultivating and Ecological Approach to Mental Health Assessment and Treatment     111(2)    Examples of Mental Health Problems that Require Comprehensive Care     113(2)    Psychosis     113(1)    Alcohol and Drug Abuse     113(1)    Trauma     114(1)    Accessing Community Mental Health Services 101     115(4)    Licensed Clinical Social Workers     117(1)    Licensed Professional Counselors     118(1)    Licensed Psychologists     118(1)    Psychiatrists     118(1)    Pediatricians, Family Medicine Physicians, and Nurse Practitioners     119(1)    Wrapping Things Up     119(3)    Worksheet for Planning and Coordinating Community-Based Mental Health Care     122(1)    Assessment and Evaluation Strategies in Social and Emotional Learning     123(25)    Introduction and Overview     123(1)    Assessing SEL Competencies     124(8)    Assessment Methods     125(1)    Recommended Methods and Assessment Tools     126(6)    Using Assessment Data to Solve Problems     132(4)    Identification and Clarification of the Problem     134(1)    Data Collection     135(1)    Analysis     135(1)    Solution and Evaluation     135(1)    Using the Three-Tiered Model for Screening and Assessment     136(3)    Using Brief Assessment Data to Monitor Intervention Progress for Individual Students     139(4)    Wrapping things Up     143(3)    Social andEmotional Assessment Worksheet     146(2)    Using Social and Emotional Learning within School Systems: Organizational Dynamics and Strategic Planning     148(17)    Introduction and OverviewExternal Resources: Cite This Item Search for versions with same title and author | Advanced options ...Identifier: Evaluation Methods; Program Descriptions; Curriculum Implementation; Student Diversity; Special Needs Students; Educational Strategies; Guides; Educational Resources; Social Development; Multicultural Education; Emotional Development; Mental Health; Mental Health Programs; Strategic PlanningNote(s): Audience:           Elementary Secondary Education.Material Type: Microfiche (mfc)Entry: 20150617Update: 20160216Provider: OCLCSocial and Emotional Learning: What it is, and what it can do for Your Students     1(22)    Introduction and Overview     1(2)    Why SEL?     3(3)    Defining and Understanding SEL     6(5)    Major Aspects of SEL     7(4)    Using SEL within Positive Behavior Intervention and Support and the Three-Tiered Prevention Model     11(6)    Positive Behavior Interventions and Supports     12(2)    The Three-Tiered Prevention Model     14(3)    Benefits of SEL: What the Research Says     17(1)    Current Trends in Legislation Affecting SEL     18(2)    Wrapping Things Up     20(3)    Socialand Emotional Learning Curricula: A Review of Selected Programs     23(25)    Introduction and Overview     23(1)    SEL Can be Implemented in Various Ways     23(1)    Choosing an SEL Program that Matches the Needs of Students     24(5)    Advantages of using Packaged, Evidence-Based Programs     29(2)    Selected SEL Programs     31(9)    Caring School Community     31(3)    I can ProblemSolve     34(1)    Promoting Alternative Thinking Strategies     35(1)    Raising Healthy Children     36(1)    Safe and Caring Schools: Skills for School, Skills for Life     36(1)    Second Step: A Violence Prevention Curriculum     37(1)    Social Decision Making/Social Problem Solving     38(1)    Thinking, Feeling, Behaving: An Emotional Education Curriculum for Children     39(1)    SEL UpClose: The Strong Kids Curriculum Series     40(4)    How to Select a Packaged SEL Program that Meets Your Needs     44(2)    Identify the Needs of Your School     44(1)    Identify the Short-and Long-Term Goals for Your Students     45(1)    Assess the Programs that are Being and have Been Used in the School     45(1)    Review Programs that seem to be the Best Match for Your Needs and Goals     45(1)    Identify the Resources that are Needed to Sustain Implementation Efforts     46(1)    Wrapping things Up     46(1)    Worksheet for Evaluating SEL Programs     47(1)    The Essentials ofUsing Social and Emotional Learning in the Classroom     48(20)    Introduction and Overview     48(1)    Preparation and Planning: The Basics     49(7)    Obtain the Necessary Materials     50(1)Know and Understand the Content     50(2)    Estimate the Time that is Needed for Preparation and Implementation     52(1)    Technical Support: Training, Consultation, and Feedback     52(2)    Measuring Progress     54(1)    Managing Behavior     54(1)    Conclusion     55(1)    Delivery of SEL     56(4)    Are We Teaching what we Intend to Teach?     56(4)    Paying Attention to Instruction     60(1)    Practicing Skills across Settings and over Time     61(1)    Including Families in SEL     62(1)    Adapting SEL Programming for Specific Populations     63(3)    Students with Cognitive Impairments     63(1)    Students with Autism Spectrum Disorders     64(1)    General Principles of Adaptation     65(1)    Wrapping Things up     66(1)    Easy-Reference Checklist for Advance Preparation of SEL Instruction     67(1)    Using Social and Emotional Learning to Foster Academic Learning     68(15)    Introduction and Overview     68(2)    Scenario 1     69(1)    Scenario 2     69(1)    Scenario 3     69(1)    The Connection between SEL and Academics     70(4)    The Evidence for SEL Influencing Academic Performance     70(1)    Evaluating the Effectiveness of SEL Programming     71(2)    The Influence of the Student-Teacher Relationship as an SEL Component     73(1)    Applying SEL to Improve Academic Performance     74(1)    Integrating SEL throughout the Course of a Typical School Day     75(3)    Typical Integration of SEL Concepts into Academic Content     75(1)    Determining Where and How to Integrate SEL in Academics     76(2)    Promoting SEL in Students' Homes and in the Community     78(2)    Wrapping Things Up     80(2)    Worksheet for Integrating Social-Emotional and Academic Learning in the Classroom     82(1)    One Size DoesNot Fit All: Adapting Social and Emotional Learning for Use in Our Multicultural World     83(20)     Sara Castro-Olivo      Introduction and Overview     83(2)    Rationale for Making CulturalAdaptations to SEL Programs     85(1)    Making Cultural Adaptations to SEL Programs: The Changing Cultural Landscape of American Schools     86(7)    Guiding Principles for Adapting and Modifying SEL Curricula     93(1)    Recommendations and Examples for Adapting SEL Programs to CLD Students     94(5)    Review the Big Ideas of SEL     96(1)    When Should You Consider Making Adaptations?96(3)    Limitations of Adapting Curricula     99(1)    Wrapping Things Up     100(3)    When Social and Emotional Learning in the Classroom is not Enough: Linking Students to Mental Health Services     103(20)    Introduction and Overview     103(1)    Another look at the Three-Tiered Prevention Model     104(7)    Necessary but not Sufficient     104(2)    A Little More     106(2)    A Lot More     108(3)    Cultivating and Ecological Approach to Mental Health Assessment and Treatment     111(2)    Examples of Mental Health Problems that Require Comprehensive Care     113(2)    Psychosis     113(1)    Alcohol and Drug Abuse     113(1)    Trauma     114(1)    Accessing Community Mental Health Services 101     115(4)    Licensed Clinical Social Workers     117(1)    Licensed Professional Counselors     118(1)    Licensed Psychologists     118(1)    Psychiatrists     118(1)    Pediatricians, Family Medicine Physicians, and Nurse Practitioners     119(1)    Wrapping Things Up     119(3)    Worksheet for Planning and Coordinating Community-Based Mental Health Care     122(1)    Assessment and Evaluation Strategies in Social and Emotional Learning     123(25)    Introduction and Overview     123(1)    Assessing SEL Competencies     124(8)    Assessment Methods     125(1)    Recommended Methods and Assessment Tools     126(6)    Using Assessment Data to Solve Problems     132(4)    Identification and Clarification of the Problem     134(1)    Data Collection     135(1)    Analysis     135(1)    Solution and Evaluation     135(1)    Using the Three-Tiered Model for Screening and Assessment     136(3)    Using Brief Assessment Data to Monitor Intervention Progress for Individual Students     139(4)    Wrapping things Up     143(3)    Social andEmotional Assessment Worksheet     146(2)    Using Social and Emotional Learning within School Systems: Organizational Dynamics and Strategic Planning     148(17)    Introduction and Overview
Collection: K-12 Social Emotional Learning (SEL)
Visibility: Public (group default)
Abstract: (Show)
"This book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are included."--Jacket.
URL: https://www.guilford.com/books/Social-and-Emotional-Learning-in-the-Classroom/Merrell-Gueldner/9781606235508