Literaturnachweis - Detailanzeige
Autor/inn/en | Domitrovich, Celene E.; Durlak, Joseph A.; Staley, Katharine C.; Weissberg, Roger P. |
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Titel | Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children |
Quelle | In: Child Development, 88 (2017) 2, S.408-416 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.12739 |
Schlagwörter | Social Development; Emotional Development; Screening Tests; Intervention; Behavior Change; Role; Resilience (Psychology); Prevention; Correlation; Outcomes of Education; Child Development; Cost Effectiveness; Risk; Student Adjustment; Educational Environment; Elementary School Students Soziale Entwicklung; Gefühlsbildung; Screening-Verfahren; Rollen; Prävention; Vorbeugung; Korrelation; Lernleistung; Schulerfolg; Kindesentwicklung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Risiko; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Lernumgebung; Pädagogische Umwelt; Schulumwelt |
Abstract | Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |