This systematic review of articles published in 4 counseling journals found 207 articles that used online recruitment, of which 98 (47.3%) reported a response rate. These 98 studies collectively contained 22,466 individual participants. Results showed that nearly one third of all empirical articles used online recruitment, and the average response rate was 34.2% (SD = 22.6). Response rates are further described by journal, population, research methodology, and recruitment strategy. Researcher‐reported issues with online recruitment and data collection were also analyzed qualitatively, and recommendations for researchers are discussed.

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Social-emotional learning (SEL) curricula are being increasingly implemented with young children; however, access to comprehensive programs can be prohibitive for programs limited by finances, time, or other factors. This article describes an exploratory case study that investigates the use of creative activity in the direct promotion of empathy and indirect promotion of other social-emotional skills for early elementary children in an urban-based after-school setting. A novel curriculum, Creating Compassion, which combines art engagement with explicit behavioral instruction, serves as a promising avenue for socialemotional skill development, and has particular importance for children from low-income households. Five children from racially minoritized backgrounds in grades kindergarten and first attended the Creating Compassion group intervention. Group-level data and individual data of direct behavior ratings suggested a modest increase in empathy development, responsible decisionmaking, and self-management skills and thereby provide a preliminary basis for further effectiveness investigation. Suggestions for future research in this area are discussed in addition to social justice implications.Keywords Social-emotional learning . Empathy . Creative arts . Social justice Research suggests that empathy, defined by Ishaq (2006) as "the ability to identify and express one's own emotions to read another's emotions correctly and comprehensively" (p. S26), offers protective benefits to children (Lenzi et al., 2014;López et al., 2008). Researchers have also found that empathy can be taught (Teding van Berkhout & Malouff, 2016). As such, empathy is a core component of many social-emotional learning (SEL) curricula, which are gaining popularity globally and across the USA (Clayton, 2017;Cristóvão et al., 2017;Torrente et al., 2016). Although empathy-focused education can take various forms, including role plays and games, lectures, and skill-building exercises (Teding van Berkhout & Malouff, 2016), art-based interventions, such as those researched by Darewych and Bowers (2017), represent one particularly promising method for delivering empathy training to children. Given findings on links between empathy and creativity (Alligood, 1991;Carlozzi et al., 1995;Grant & Berry, 2011) and the effectiveness of experience-based social skills training programs with children (January et al., 2011), a curriculum that combines these elements has the potential to be both engaging and effective. Furthermore, in today's increasingly multicultural classrooms, arts activities offer English language learners a valuable opportunity to actively participate and express themselves more fully (Brouillette, 2009). This article documents findings from an exploratory study using an arts-centered empathy curriculum implemented with kindergarten and first grade children in an urban afterschool setting.

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students' social-emotional development is important. Research supports that using shared reading opportunities that are common in young students' in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students' social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting socialemotional skills of young elementary students in an after-school program in the United States. A pre-post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students' socialemotional learning. The implications for research and practice are discussed.