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Handbook of Social and Emotional Learning
The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
Emotional Intelligence
Bool of readings collected by cd-founders of emotional intelligence introduces theory measurement & applications of.
Higher Expectations
Calls for the integration of social emotional learning into school curricula, providing assistance for the process and including sample programs from which to model.
Handbook of Research in School Consultation
The field of school consultation, which is centered principally in school psychology and cuts across related disciplines such as special education and school counseling, has never had a comprehensive volume that examines its research perspectives and methodologies, its models of practice, and its future research directions. That is the mission of this Handbook. It provides both producers and consumers of school consultation with an invaluable snapshot of its current boundaries and rapidly growing content. Key features of this outstanding new book include the following: research oriented - whereas many books dealing with school consultation practice have appeared over the last decade, none ha...
Successful Aging
There is a near-universal folk saying that everyone wishes to live a good long life, but no one wishes for old age. More contemporarily, the rock and roll band, Little Feat, sang, "You know that you're over the hill when your mind's making promises your body can't fill. " This book is about the good long life. It is a book about primary prevention strategies in the aging process; it is not about preventing that process. It is not about being old. Instead, it is about the things that individuals - and the helping professionals who provide them with counsel and assistance - can do to prevent the preventable problems of advancing age, and to better manage those changes in functioning that canno...
Type a Behavior
Friedman (Meyer Friedman Institute, U. of California) first related the type A behavior (TAB) personality to widespread coronary problems in 1959 and in 1979 began the recurrent Coronary Prevention Project (RCPP). This volume describes the diagnosis and treatment he has used to successfully modify TAB in post infarction patients, presenting for the first time a therapeutic procedure for mitigating the effects of TAB, assessing its severity, and changing life threatening behavior patterns. Includes photographs, illustrations, and appendices of behavior modification "work" sheets. Annotation copyrighted by Book News, Inc., Portland, OR
High-Risk Sexual Behavior
High-Risk Sexual Behavior outlines specific interventions that address the needs of particularly vulnerable populations: women, ethnic minorities and the gay community. The full spectrum of adverse consequences, from HIV transmission to unplanned pregnancy are addressed for the first time in a single work Prevention strategies that instill knowledge, motivation and self-confidence, as well as those that feature social support systems are emphasized.
DARE To Be You
DARE To Be You (DTBY) is a program that has both a conceptual foundation and is demonstrably effective in building assets linked to a decrease in problem behaviors. Its success is based on working not only with the individual child, but also with multiple systems that affect the child. These systems include family, peers, school and the broader community. The DTBY curricula is age-appropriate and adapted to account for changing developmental needs. While this volume focuses on the DTBY program for families with 2 to 5 year old children, references are made to the programs for school aged children and teens. This program has proven effective in diverse settings including a Native American community; an urban setting of mixed cultures; a traditional Hispanic and Anglo rural community; and a poor, isolated agricultural region.
Teaching with a Social, Emotional, and Cultural Lens
Teaching with a Social, Emotional, and Cultural Lens goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice. The framework spells out the competencies, processes, and strategies that effective P-12 educators need to employ in order to build students’ social and emotional learning. The book is based on a decade of pioneering work by the Center for Reaching and Teaching the Whole Child at San José State University, building on the work of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and on research about effective teaching and learning and culturally responsive practices. Teaching with a Social, Emotional, and Cultural Lens serves as a critical roadmap for educators, whether they are university faculty searching for how to bring a social, emotional, and cultural lens into their methods or foundations course and field work experiences, or classroom teachers hoping to infuse critical skill building into the everyday academic learning that is the traditional focus of schools.
Building Academic Success on Social and Emotional Learning
In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success.
