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<p>If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys of : * Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them. * Helping students identify, describe, and regulate their emotional responses. * Promoting the cognitive regulation skills critical to decision making and problem solving. * Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships. * Equipping students to becoming informed and involved citizens.</p>
A wide and rich body of literature has identified the family as the key context influencing children's development. In response, school districts and policymakers have sought to engage parents in children's learning, particularly low-income families. Meta-analyses conclude that efforts to engage low-income parents do improve students' academic achievement. Such research has prompted developers of some school-based preventive interventions to integrate programming components targeted at students' parents. Social Emotional Learning (SEL) programs are one such type of school-based preventive intervention. SEL programs aim to improve children's social-emotional competencies (behavioral regulation, attentional skills, problem-solving, social skills), in order to support their academic development. This paper examines the parenting component of INSIGHTS into Children's Temperament, an SEL program that includes a manualized curriculum for teachers, students, and parents. Results from a randomized trial revealed that INSIGHTS improved students' achievement and sustained attention, and reduced their disruptive behaviors. The current study tests whether program impacts on low-income urban kindergarten and first grade students' academic, social-emotional, and behavioral outcomes differed by levels of parent participation. This study took place in 22 low-income urban public elementary schools. Ninety-one percent of participating children were age five or six when they enrolled in the study. Eleven schools were randomized to INSIGHTS; the remaining eleven schools were assigned to the attention-control condition. Previous research on school-based preventive interventions has typically found that more program dosage--at multiple levels--is associated with larger gains for students. Yet, the results of this study suggest that the dosage story in the INSIGHTS evaluation may be more nuanced than has been previously understood in literature on school-based interventions. Tables and figures are appended.
Cover; Title; Contents; Acknowledgements; Foreword by His Holiness the Dalai Lama; Introduction by Dr Pema Dorjee; Part One: Encounters with Extraordinary Physicians of Tibet; 1. The Rainbow Festival; 2. The Blue-Faced God: the Medicine Buddha; 3. The Whispering Pulse; 4. The Sacred Consultation; 5. Waiting for the Dalai Lama; 6. Reflections on an Aeroplane; 7. From Death to Birth with the Rinpoche; 8. The Medicine Buddha Empowerment Ceremony; Part Two: The Basic Concepts of Tibetan Buddhist Medicine; Introduction to Part Two; 9. The Mind - the Root of All Suffering. 10. The Three Humours, the Seven Constituents and the Three Wastes11. rLung - the Mobile Energy of Life; 12. Tripa - the Sun at the Centre of our System; 13. Badkan - the Lunar Liquid of the Body; 14. The Two Principal Causes of Disease: Lifestyle and Diet; 15. Tibetan Medicine as a Reflection of Nature; 16. The Study of Tibetan Medicine through the Four Tantras; 17. Diagnosis and Treatment According to Tibetan Medicine; 18. Maintaining Health through Tibetan Medicine; Conclusion; Glossary; Bibliography; Resources; Copyright. Janet Jones and Terence Moore tell of their inspiring personal experiences with Tibetan practitioners. They unfold the holistic approach of Tibetan medicine, which aims to heal the whole person, treating spiritual, mental, physical and emotional diseases, often with miraculous results. Dr Pema Dorjee gives a practical description of the workings of the medical system, offering explanations and examples designed to help the modern reader to understand and apply the healing principles of Tibetan medicine in every day life. There is also a spiritual dimension to these practices: the ancient text.
This issue brief was written to assist state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice. In addition, examples of standards that support SEL at the federal and state levels, current SEL initiatives and programs, and outcomes and measures that can be used to assess SEL programming are described. A list of resources is included at the end of this brief for policymakers who are interested in learning more. The framework used in this brief aligns with the "College and Career Development Organizer," developed by the National High School Center (National High School Center, 2012). In the following sections, we describe how SEL fits into each of the three strands focused on (1) goals and expectations for college and career readiness, (2) pathways and supports for college and career preparation, and (3) outcomes and measures for college and career success. In the first section of the brief, we describe what high school graduates should know and be able to do. In the second section, we discuss what policies, programs, and structures will help high school graduates meet expectations. And, in the third section, we describe how we know when high school graduates meet expectations.
"In this helpful new book, John Dacey, Gian Criscitiello, and Maureen Devlin show you how to seamlessly infuse social and emotional learning into your curriculum. With the growing emphasis on student assessment and learning outcomes, many teachers find they lack the time and the encouragement to begin implementing SEL techniques into their instruction. This book offers a solution in the form of practical lesson plans for grades 3-6 in ELA, math, social studies and science--all of which can be implemented without tedious preparation and all of which are designed to boost creativity, cooperation, concentration, and critical thinking. Your students will learn how to ... Evaluate the costs and benefits of their decision-making;Connect daily choices to an overarching sense of purpose;Judge independently and pursue self-awareness;Assess, harness, and transform emotions as a strategic resource; Gain energy from personal values and commitments; Practice mindfulness and think positively. Each chapter contains a number of reproducible tools that can be photocopied from the book or downloaded as eResources from the book product page at www.routledge.com/books/details/ 9781138632066"--Provided by publisher.
"In this helpful new book, John Dacey, Gian Criscitiello, and Maureen Devlin show you how to seamlessly infuse social and emotional learning into your curriculum. With the growing emphasis on student assessment and learning outcomes, many teachers find they lack the time and the encouragement to begin implementing SEL techniques into their instruction. This book offers a solution in the form of practical lesson plans for grades 3-6 in ELA, math, social studies and science--all of which can be implemented without tedious preparation and all of which are designed to boost creativity, cooperation, concentration, and critical thinking. Your students will learn how to ... Evaluate the costs and benefits of their decision-making;Connect daily choices to an overarching sense of purpose;Judge independently and pursue self-awareness;Assess, harness, and transform emotions as a strategic resource; Gain energy from personal values and commitments; Practice mindfulness and think positively. Each chapter contains a number of reproducible tools that can be photocopied from the book or downloaded as eResources from the book product page at www.routledge.com/books/details/ 9781138632066"--Provided by publisher.
"Music educators are in a prime position to help students become socially and emotionally competent while at the same time develop excellent musicianship. For every child to be successful in the music classroom, teachers need to be aware of the whole student. How do music educators create success when students every day struggle with social awareness, bullying, communication, problem solving, and other challenges? This pioneering book by Scott Edgar addresses how music educators can utilize Social Emotional Learning (SEL) to maximize learning in the choral, instrumental, and general music classroom at all levels, and at the same time support a student's social and emotional growth" -- Back cover.
"Music educators are in a prime position to help students become socially and emotionally competent while at the same time develop excellent musicianship. For every child to be successful in the music classroom, teachers need to be aware of the whole student. How do music educators create success when students every day struggle with social awareness, bullying, communication, problem solving, and other challenges? This pioneering book by Scott Edgar addresses how music educators can utilize Social Emotional Learning (SEL) to maximize learning in the choral, instrumental, and general music classroom at all levels, and at the same time support a student's social and emotional growth" -- Back cover.
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students--that is, programs that seek to promote various social and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs yielded multiple benefits in each review and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings. SEL programs improved students' social-emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced students' conduct problems and emotional distress. Comparing results from these reviews to findings obtained in reviews of interventions by other research teams suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Furthermore, school staff (e.g., teachers, student support staff) carried out SEL programs effectively, indicating that they can be incorporated into routine educational practice. In addition, SEL programming improved students' academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school. (Three appendixes are included: (1) Bibliography of Reviewed Universal Studies; (2) Bibliography of Reviewed Indicated Studies; (3) Bibliography of Reviewed After-School Studies. (Contains 12 tables.) [This report is supported by grants awarded to Roger P. Weissberg and Joseph A. Durlak by the Lucile Packard Foundation for Children's Health and the University of Illinois at Chicago.].
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students--that is, programs that seek to promote various social and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs yielded multiple benefits in each review and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings. SEL programs improved students' social-emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced students' conduct problems and emotional distress. Comparing results from these reviews to findings obtained in reviews of interventions by other research teams suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Furthermore, school staff (e.g., teachers, student support staff) carried out SEL programs effectively, indicating that they can be incorporated into routine educational practice. In addition, SEL programming improved students' academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school. (Three appendixes are included: (1) Bibliography of Reviewed Universal Studies; (2) Bibliography of Reviewed Indicated Studies; (3) Bibliography of Reviewed After-School Studies. (Contains 12 tables.) [This report is supported by grants awarded to Roger P. Weissberg and Joseph A. Durlak by the Lucile Packard Foundation for Children's Health and the University of Illinois at Chicago.].
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.].
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.].
Kentucky's Jefferson County Public Schools are using an initiative for social and emotional education to help students become better learners while developing the skills necessary to become self-aware, caring, and connected to others.
The purpose of the CASEL State Scan is to support the development of high-quality standards for social and emotional learning (SEL), preschool through high school, across the country (Dusenbury, Zadrazil, Weiss-berg & Mart, 2011). This brief summarizes recent findings from CASEL's State Scan (Dusenbury, Newman, Weissberg, Goren, Domitrovich & Mart, in press), which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for SEL, preschool through high school. This brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL's State Scan. We conclude with a discussion of CASEL's plans for advancing high-quality standards for SEL nationwide.
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1," see ED574846.].
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1," see ED574846.].
In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been success-fully used to promote social and emotional development in students. One approach uses free-standing lessons that provide step-by-step instructions to teach students' social and emotional competencies. The second approach uses general teaching practices to create classroom and schoolwide conditions that facilitate and support social and emotional development in students. A third approach integrates skill instruction or practices that support SEL within the context of an academic curriculum. The fourth approach provides school leaders with guidance on how to facilitate SEL as a schoolwide initiative. The identification of these four approaches and types of strategies that support each one should help school leaders and teachers develop a comprehensive plan for developing students' social and emotional competencies.
While anxiety (feelings of worry, fear and tension) is a normal reaction to stress, a constant state of anxiety or excessive levels of anxiety is a primary symptom of an