School‐Based Social and Emotional Learning Programs

Kress, Jeffrey S.; Elias, Maurice J.

doi:10.1002/9780470147658.chpsy0415

Cited by 25 publications

(30 citation statements)

References 42 publications

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“…Teachers who believe students' social and emotional skills are malleable are more likely to spend more time on SEL instruction and buy into SEL efforts at their schools (Dweck, Chiu, & Hong, 1995). This parallels to Kress and Elias' (2006) quote that "teachers who believe that social and emotional skills are part of a student's immutable genetic makeup will be likely to show support for a program".…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Ee¹,

Cheng²

2013

J. Tea. Tea. Edu.

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This study is part of a bigger research project that addresses the infusion of social emotional learning (SEL) in students' academic subjects such as English, Mathematics, Science and Character Education. Seventy-six teachers were involved in the infusion of SEL in four schools. After the Posttest 1, besides administering a teacher questionnaire, 19 out of 76 teachers were interviewed individually to assess their perceptions of SEL, their views on their SEL infusion in class and their perceptions of the factors that enhance or hinder SEL implementation. The interview questions were divided into three categories: the importance of social and emotional competencies (SECs) for students; infusion of SEL into the school curricula and their own attempts at imparting SECs to their students during their lessons. Teachers' perceptions of their role in infusing SEL and their doubtful belief that SEL will lead to students' academic achievement may impede the success of their SEL infusion in class. Furthermore, although they perceived that students with low SECs have poor self-management and relationship-management skills, they did not translate this into practice in enhancing their students' SEL. Implications for the classroom will be discussed.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Ee¹,

Cheng²

2013

J. Tea. Tea. Edu.

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“…The extant literature indicates that both young children and young adolescents may be particularly vulnerable to family level factors such as low-income, maternal education, marital status, and parenting (Kalil, 2013; Duncan & Brooks-Gunn, 1999; Duncan, Yeung, Brooks-Gunn, & Smith, 1998). In addition to these family level factors, young adolescents’ development is also affected by school and neighborhood environments, peers, and economic opportunity (Kress & Elias, 2006; Leventhal, Dupere, & Brooks-Gunn, 2009; Rubin, Bulkowski, & Parker, 2006). The children in our study are on the cusp of adolescence.…”

Section: How Children May Be Affectedmentioning

confidence: 99%

The great recession and behavior problems in 9-year old children.

Schneider

Waldfogel

Brooks‐Gunn

2015

Developmental Psychology

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This paper examines associations between the Great Recession and four aspects of 9-year olds’ behavior—aggression (externalizing), anxiety/depression (internalizing), alcohol and drug use, and vandalism—using the Fragile Families and Child Wellbeing Study, a longitudinal birth cohort drawn from twenty U.S. cities (21%, White, 50% African-American, 26% Hispanic, and 3% other race/ethnicity). The study was in the field for the 9-year follow-up right before and during the Great Recession (2007-2010) (N = 3,311). Interview dates (month) were linked to the national Consumer Sentiment Index (CSI), calculated from a national probability sample drawn monthly to assess consumer confidence and uncertainty about the economy, as well as to data on local unemployment rates. Controlling for city-fixed effects and extensive controls (including prior child behavior at age 5), we find that greater uncertainty as measured by the CSI was associated with higher rates of all four behavior problems for boys (in both maternal and child reports). Such associations were not found for girls (all gender differences were significant). Links between the CSI and boys’ behavior problems were concentrated in single-parent families and were partially explained by parenting behaviors. Local unemployment rates, in contrast, had fewer associations with children's behavior, suggesting that in the Great Recession, what was most meaningful for child behavior problems was the uncertainty about the national economy, rather than local labor markets.

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“…Dweck, Chiu, & Hong, 1995). As Kress and Elias (2006) note, "Teachers who believe that social and emotional skills are part of a student's immutable genetic makeup will be unlikely to show support for a program" (p. 600).…”

Section: Concurrent and Predictive Validity Of The Sel Beliefs Scalesmentioning

confidence: 99%

Assessing Teachers’ Beliefs About Social and Emotional Learning

Brackett

Reyes

Rivers

et al. 2011

Journal of Psychoeducational Assessment

141

111

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Teachers are the primary implementers of social and emotional learning (SEL) programs. Their beliefs about SEL likely influence program delivery, evaluation, and outcomes. A simple tool for measuring these beliefs could be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes. In a two-phase study, we developed and then validated a parsimonious measure of teachers' beliefs about SEL. In Phase 1, survey items were administered to 935 teachers and subjected to both exploratory and confirmatory factor analysis, resulting in three reliable scales pertaining to teachers' comfort with teaching SEL, commitment to learning about SEL, and perceptions about whether their school culture supports SEL. Phase 2 provided evidence for the concurrent and predictive validity of the scales with a subsample of teachers implementing an SEL program as part of a randomized controlled trial. The discussion focuses on the value of measuring teachers' beliefs about SEL from both researcher and practitioner perspectives.

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School‐Based Social and Emotional Learning Programs

Abstract: From the late 1990s schools have been inundated with well-intentioned prevention and promotion programs that address such diverse issues as bullying, HIV/

Cited by 25 publications

References 42 publications

Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

Teachers’ Perceptions of Students’ Social Emotional Learning and their Infusion of SEL

The great recession and behavior problems in 9-year old children.

Assessing Teachers’ Beliefs About Social and Emotional Learning

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