This book explores the social-emotional learning (SEL) movement in
the United States and the current situation in schools that both
supports and impedes the infusion of programs and strategies that
actually work for children and adolescents. The volume describes
overarching issues to include what the term evidence-based should
mean as well as the confusing and sometimes ill-advised
proliferation of programs that become components of the many
barriers to the success of the SEL movement. The book examines why
it may be necessary to take a step back when considering
nonacademic interventions in schools. This book explores the need
to - and the process of - vetting interventions before trying to
implement them in the classroom. In addition, the volume examines
the various frameworks and standards involving SEL to shape a
thoughtful approach that makes a difference in each student's
academic success. It offers a scientific approach to selecting
brief, easy to implement SEL strategies for school psychologists,
teachers, and related mental health and educational professionals.
The book describes each strategy in detail and addresses how to use
these strategies, when to use them, and for whom they are likely to
work. The volume concludes recommended implementation and
dissemination strategies. This book is a must-have resource for
researchers, clinicians/practitioners, and graduate students in
child and school psychology, educational psychology, social work as
well as all interrelated sub disciplines.
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