School Psychologists' Knowledge and Use of Evidence-Based, Social-Emotional Learning Interventions
Contemporary School Psychology
Short Title:
Contemporary School Psychology
Format:
Journal Article
Publication Date:
2012/01/01/
Pages:
33 - 45
Sources ID:
89956
Notes:
Accession Number: EJ978372; Acquisition Information: California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org; Language: English; Education Level: Adult Education; Reference Count: 20; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2012
Visibility:
Public (group default)
Abstract:
(Show)
This article describes the results of a national survey pertaining to school psychologists' knowledge and use of evidence-based, social-emotional learning (SEL) interventions. For the study, 331 school psychologists responded to a survey that listed (a) techniques for identifying SEL interventions, (b) 16 SEL programs that have been identified by more than one source as having strong evidence for their effectiveness, and (c) factors that school psychologists may use for deciding on a program to use in their schools. Participants in the survey were asked to rate their opinions about selecting and using SEL interventions, as well as their knowledge and experience with various SEL programs that have received much research attention. Results of the survey indicated that school psychologists have limited awareness of the majority of published, evidence-based SEL programs. These results are of interest to school psychologists and other school personnel who make decisions about purchasing and implementing SEL programs. Implications for training and practice are discussed. (Contains 3 tables.)