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.