Translating Knowledge of Social-Emotional Learning and Evidence-Based Practice into Responsive School Innovations

Autor/in	Stoiber, Karen Callan
Titel	Translating Knowledge of Social-Emotional Learning and Evidence-Based Practice into Responsive School Innovations
Quelle	In: Journal of Educational & Psychological Consultation, 21 (2011) 1, S.46-55 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
Schlagwörter	Stellungnahme; Health Needs; Mental Health; Interpersonal Competence; Behavior Problems; Social Development; Emotional Development; Academic Failure; Prevention; Program Implementation; School Counseling + Suchen Sie Ihr Suchwort? Psychohygiene; Interpersonale Kompetenz; Soziale Entwicklung; Gefühlsbildung; Prävention; Vorbeugung; School counselling; Pädagogische Beratung
Abstract	As the number of children engaging in problem behaviors grows, teachers increasingly report feeling unprepared to effectively meet students' mental health needs. Social-emotional learning (SEL) should be a prominent goal of school programs because social competence prevents school failure. This commentary reviews the challenges associated with implementing and researching school-based SEL programs, examines the current state of the evidence-based literature on SEL, and comments on the companion articles that appear in this Journal of Educational and Psychological Consultation special topic section. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10