Social-emotional learning (SEL) in schools is a fast-growing field of research and practice that is aimed at teaching children and adolescents core social and emotional competencies that are linked to trajectories of health and success in life. This chapter reviews empirical evidence that supports the effectiveness of school-based SEL in achieving positive developmental outcomes (e.g., mental health, academic success) in children. We further explain how SEL can be taught in schools effectively and how schools can develop a sustainable approach to firmly integrate SEL into their curricula and day-to-day activities. We argue that critical next steps are teaching SEL to teachers for their own social-emotional development and providing training in SEL to preservice teachers in the context of teacher training programs, to adequately prepare them for their work as educators.
BackgroundChronic depression is a severe and disabling condition. Compared to an episodic course, chronic depression has been shown to be less responsive to psychopharmacological and psychological treatments. The cognitive behavioral analysis system of psychotherapy (CBASP) has been developed as a specific psychotherapy for chronic depression. However, conflicting results concerning its efficacy have been reported in randomized‐controlled trials (RCT). Therefore, we aimed at examining the efficacy of CBASP using meta‐analytical methods.
Methods
Randomized‐controlled trials assessing the efficacy of CBASP in chronic depression were identified by searching electronic databases (PsycINFO, PubMed, Scopus, Cochrane Central Register of Controlled Trials) and by manual searches (citation search, contacting experts). Searching period was restricted from the first available entry to October 2015. Identified studies were systematically reviewed. The standardized mean difference Hedges' g was calculated from posttreatment and mean change scores. The random‐effects model was used to compute combined overall effect sizes. A risk of publication bias was addressed using fail‐safe N calculations and trim‐and‐fill analysis.
Results
Six studies comprising 1.510 patients met our inclusion criteria. The combined overall effect sizes of CBASP versus other treatments or treatment as usual (TAU) pointed to a significant effect of small magnitude (g = 0.34–0.44, P < 0.01). In particular, CBASP revealed moderate‐to‐high effect sizes when compared to TAU and interpersonal psychotherapy (g = 0.64–0.75, P < 0.05), and showed similar effects when compared to antidepressant medication (ADM) (g = −0.29 to 0.02, ns). The combination of CBASP and ADM yielded benefits over antidepressant monotherapy (g = 0.49–0.59, P < 0.05).
Limitations
The small number of included studies, a certain degree of heterogeneity among the study designs and comparison conditions, and insufficient data evaluating long‐term effects of CBASP restrict generalizability yet.
Conclusions
We conclude that there is supporting evidence that CBASP is effective in the treatment of chronic depression.
This paper asks how the social sciences can engage with the idea of the Anthropocene in productive ways. In response to this question we outline an interpretative research agenda that allows critical engagement with the Anthropocene as a socially and culturally bounded object with many possible meanings and political trajectories. In order to facilitate the kind of political mobilization required to meet the complex environmental challenges of our times, we argue that the social sciences should refrain from adjusting to standardized research agendas and templates. A more urgent analytical challenge lies in exposing, challenging and extending the ontological assumptions that inform how we make sense of and respond to a rapidly changing environment. By cultivating environmental research that opens up multiple interpretations of the Anthropocene, the social sciences can help to extend the realm of the possible for environmental politics.
This paper asks how the social sciences can engage with the idea of the Anthropocene in productive ways. In response to this question we outline an interpretative research agenda that allows critical engagement with the Anthropocene as a socially and culturally bounded object with many possible meanings and political trajectories. In order to facilitate the kind of political mobilization required to meet the complex environmental challenges of our times, we argue that the social sciences should refrain from adjusting to standardized research agendas and templates. A more urgent analytical challenge lies in exposing, challenging and extending the ontological assumptions that inform how we make sense of and respond to a rapidly changing environment. By cultivating environmental research that opens up multiple interpretations of the Anthropocene, the social sciences can help to extend the realm of the possible for environmental politics.
Pages |