Expert answer:brief psych clinical intervention paper
Expert answer:Requirements:- Specify the problem: Facilitating the development of social skills in children- Describe the Intervention: Social Emotional Learning in School (SEL) (pdf of handbook provided to aid in description) – Describe the research supporting (research supporting the intervention is effective): 2 articles provided describing effectiveness- Where did you obtain research and information: The handbook and Durlak study were obtained from the CASEL website (the creators of the intervention), the 2nd article was obtained from a library search for relevant literature- APA format and references, no spelling or grammatical errors, graduate level writing- 4 pages double spaced (APA format)
2013_casel_guide_1.pdf
meta_analysis_child_development_1.pdf
nihms_706757.pdf
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2013
CASEL guide
Effective Social
and Emotional
Learning Programs
Preschool and Elementary School Edition
CASEL
(Collaborative for Academic, Social, and Emotional Learning)
CASEL is dedicated to advancing the science and practice of school-based social and
emotional learning (SEL). CASEL’s mission is to make social and emotional learning an
integral part of education from preschool through high school.
Copyright © 2012 Collaborative for Academic, Social, and Emotional Learning
All rights reserved.
Editorial assistance and design: KSA-Plus Communications, Inc.
Contents
Acknowledgments ……………………………………………………………………………………………………………. 3
Executive Summary ………………………………………………………………………………………………………….. 4
Chapter 1: About This Guide ………………………………………………………………………………………….. 6
Chapter 2: Overview of Social and Emotional Learning ………………………………………………….. 9
Chapter 3: Review Methods ………………………………………………………………………………………….. 15
Chapter 4: Rating Framework and Ratings of CASEL SELect Programs ………………………… 19
● SEL Programs for Preschool: Rating Tables 1 and 2
● SEL Programs for Elementary School (K-5): Rating Tables 3 and 4
Chapter 5: Guidelines for Selecting Evidence-Based SEL Programs …………………………….. 31
Chapter 6: Summary and Future Directions ………………………………………………………………….. 38
Appendix A: Program Descriptions ………………………………………………………………………………….. 42
Appendix B: References …………………………………………………………………………………………………. 66
Appendix C: Program Evaluation References ………………………………………………………………….. 70
1 2013 CASEL GUIDE: effective Social and Emotional Learning programs
preschool and Elementary School Edition (9/12)
Acknowledgments
CASEL takes pride in collaborating with colleagues to advance academic, social, and emotional learning. The 2013
CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition is a prime
example of such collaboration.
We are extremely grateful to NoVo Foundation and the 1440 Foundation for their generous support of this effort.
Robert Sherman and Pamela McVeagh-Lally at NoVo, and Dinabandhu and Ila Sarley at 1440, serve as outstanding
thought partners and critical friends for this project and CASEL’s work overall.
We want to express our sincere appreciation to the CASEL Board of Directors: Tim Shriver (Chairman), Ann Nerad (Vice
Chairman), Stephen Arnold, Jennifer Buffett, Carl Cohn, Linda Darling-Hammond, Mark Greenberg, and Joan Lombardi.
They provide the leadership, commitment, constructive critiques, and enthusiasm that drive our work.
A team of colleagues at CASEL and the University of Illinois at Chicago Social and Emotional Learning Research Group
produced this guide. Special thanks go to the review team: Jessy Newman, Sophia Solar, John Payton, Peter Ji, Adena
Meyer, Kay Ragozzino, Nicole Paterson, and Claire Christensen.
Linda Dusenbury served as project director and supported the writing team that included Celene Domitrovich, Joe
Durlak, Paul Goren, and Roger Weissberg. CASEL’s Vice President for Practice and Knowledge Use Libia Gil provided
invaluable commentary on the report. The team of consultants who work on CASEL’s eight-district Collaborating
Districts Initiative reviewed and commented on a preliminary draft of the Guide. Hank Resnik served as the Guide’s
editor. The report was designed and produced by KSA-Plus Communications under the leadership of Adam KernanSchloss and with the assistance of CASEL Vice President for External Affairs Jason Cascarino.
We remain grateful to the developers of the programs featured in this Guide for their submissions and their
responsiveness to our requests for materials and background information. We salute the program providers’ efforts to
bring academic, social, and emotional learning into classrooms and schools at scale.
The 2013 CASEL Guide and its previous version, Safe and Sound: An Educational Leader’s Guide to Evidence-Based
Social and Emotional Learning (SEL) Programs (CASEL, 2003), have been inspired by the late Mary Utne O’Brien. Mary’s
commitment to improving the lives of all children through the development of academic, social, and emotional skills and
competencies is remembered and modeled daily at CASEL. We dedicate this Guide to her passion and spirit.
Roger P. Weissberg, CASEL President and CEO
Paul Goren, CASEL Vice President for Research and Knowledge Use
Celene Domitrovich, CASEL Director of Research
Linda Dusenbury, Project Director
3 2013 CASEL GUIDE: effective Social and Emotional Learning programs
preschool and Elementary School Edition (9/12)
Executive Summary
Social and emotional learning (SEL) involves the processes through which children and adults acquire and effectively
apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive
goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible
decisions. Effective SEL programming begins in preschool and continues through high school. The Collaborative for
Academic, Social, and Emotional Learning (CASEL) strives to advance SEL science, evidence-based practice, and
policy. In an ideal world, CASEL would see every school in the nation providing evidence-based SEL programming to all
students in preschool through high school.
The 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School
Edition provides a systematic framework for evaluating the quality of classroom-based SEL programs. It uses this
framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to
schools across the United States. The primary goal of the Guide is to give educators information for selecting and
implementing SEL programs in their districts and schools. It also documents the significant advances the SEL field
has made in the past decade, establishes new and more rigorous standards for SEL program adoption, and provides
suggestions for next steps for SEL research and practice.
Although many worthwhile programs are currently available, to be included in the 2013 CASEL Guide and designated as
CASEL SELect, programs had to:
●●
Be well-designed classroom-based programs that systematically promote students’ social and emotional
competence, provide opportunities for practice, and offer multi-year programming.
●●
Deliver high-quality training and other implementation supports, including initial training and ongoing support to
ensure sound implementation.
●●
Be evidence-based with at least one carefully conducted evaluation that documents positive impacts on student
behavior and/or academic performance.
CASEL began the tradition of identifying SELect programs in 2003, when it released Safe and Sound: An Educational
Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs (CASEL, 2003). This ground-breaking
document offered an overview of the SEL field and reviewed widely available SEL programs for kindergarten through
twelfth grade. The current Guide builds on the tradition of Safe and Sound but goes much further in capturing the
significant advances of the field of SEL. We now know that SEL programs are one of the most successful interventions
to promote the positive development of students. Research findings from 213 controlled studies indicate that SEL
programming improves students’ academic achievement and positive social behavior while reducing their conduct
problems and emotional distress (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). We also have a better
understanding of factors that can make SEL programs more effective, which program approaches are most successful,
and what it takes to achieve effective program implementation.
The 2013 CASEL Guide provides information on 23 SELect programs. Four programs target preschool-age children,
16 are designed to be used with children in elementary school (K-5), and three serve both preschool and elementary.
These programs vary in the approach they take to promoting students’ social and emotional skills, but all have
documented impact on students’ behavior and/or academic performance. Traditionally, most SEL programs have used
explicit lessons to teach students social and emotional skills. This was the most common approach of the SELect
programs included in the 2013 Guide. This Guide also identified several evidence-based SEL programs that provide
teachers with academic content while simultaneously promoting SEL. Other programs emphasize using teacher
instructional and classroom management practices to create classroom environments that foster social, emotional,
and academic competence.
The CASEL Guide summarizes objective information about the characteristics of these nationally available, multi-year
programs in a clear, easy-to-read “consumer report” format. CASEL considers the characteristics that are reviewed
4 2013 CASEL GUIDE: effective Social and Emotional Learning programs
preschool and Elementary School Edition (9/12)
especially important for high-quality programming. They include the grade range that each program targets, whether
the program offers students the opportunity to practice skills that are taught, and the settings (classroom, school,
family, community) in which the program promotes and reinforces the target skills. Information about professional
development and implementation support is also provided, along with details about the findings of the programs’
evaluation studies. If your district or school is just beginning to explore SEL, the Guide will help in your planning and
selection of strong, evidence-based programs that serve your students’ needs. If you are seeking to deepen SEL
practice you have already begun, the Guide will help you reflect on and augment your efforts.
The Guide is divided into six chapters. Chapter 1 presents an overview of the field of social and emotional learning
and recent developments in SEL-related research, practice, and policy. Chapter 2 introduces the underpinnings of
a major new systemic district and school-wide SEL initiative CASEL has launched to take SEL to scale. Chapter 3
describes the methodology we used to review and select the 23 programs included in this Guide. The heart of Chapter
4 is a set of four tables that provide a consumer-guide approach to summarizing the 23 programs. For each program
level (preschool and elementary school) we offer a set of two tables. One summarizes the program characteristics;
the other presents an overview of the program’s evaluation findings. The chapter provides explanations of each of
the tables’ individual components so that readers understand how to use the ratings. Finally, the chapter links to
individual program descriptions in Appendix A that provide useful information for narrowing down the selection process
to a few top choices. Chapter 5 presents a process to help users of this Guide understand the context for selecting
evidence-based SEL programs, making optimal use of the Guide in choosing programs to investigate implementation in
their districts and individual schools. Chapter 6 summarizes the key issues to consider in the process of selecting and
implementing evidence-based SEL programs and suggests future directions for SEL research, practice, and policy.
CASEL believes that using high-quality evidence-based programs is critically important in fostering students’ social
and emotional development. While all of the CASEL SELect programs met our criteria, the outcomes of each program
varied. Most demonstrated impacts on students’ behavior, with outcomes such as positive social behavior and the
reduction of conduct problems. Only some showed effects on emotional distress and academic performance. Given
the current emphasis on accountability for academic performance and the priorities of federal funding agencies,
researchers are more likely to include assessments of academic outcomes in the future when evaluating SEL
programs. CASEL looks forward to including more SEL programs that document these outcomes in future versions of
the Guide.
CASEL endorses the use of evidence-based SEL programs in the context of systemic district-wide and school-wide
approaches (Devaney, O’Brien, Resnik, Keister, and Weissberg, 2006; CASEL, 2013). This starts with choosing the
right program and includes integrating SEL programs with all of the school’s activities and identifying strategies for
monitoring how programs are used to ensure high quality. From our experience, the quality of program implementation
is also a function of how prepared schools are when they adopt an SEL program, the extent to which all staff members
are involved in that decision, and whether or not there is real commitment to training and implementation support.
When districts and schools support high-quality program implementation, the impact of SEL programs is significantly
strengthened (Durlak et al., 2011).
This Guide is only the first document presenting the findings of CASEL’s extensive review of evidence-based programs
for preschool through twelfth grade. A second Guide with SEL programs for middle and high schools will be published
in 2013.
Both guides will be available primarily on CASEL’s website (casel.org), with all chapters downloadable as PDF files.
Electronic publication enables CASEL to provide updates at least annually, and thus to include additional programs as
they become eligible.
5 2013 CASEL GUIDE: effective Social and Emotional Learning programs
preschool and Elementary School Edition (9/12)
Chapter 1: About This Guide
The 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition
has four goals:
●●
To provide a systematic framework for evaluating the quality of classroom-based social and emotional learning
(SEL) programs;
●●
To apply this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad
dissemination to schools across the United States;
●●
To share best-practice guidelines for district and school teams on how to select and implement SEL programs; and
●●
To offer recommendations for future priorities to advance SEL research, practice, and policy.
Social and emotional learning involves the processes through which children and adults acquire and effectively apply
the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals,
feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
These intrapersonal and interpersonal competencies can be taught and measured, and research shows that students
with these skills do better in school and in life (National Research Council, 2009, 2012; Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011; Goleman, 2005; Greenberg et al., 2003).
The Collaborative for Academic, Social, and Emotional Learning (CASEL) strives to advance SEL science, evidencebased practice, and policy. Our current major focus involves a national Collaborating Districts Initiative to establish
preschool through high school SEL programming in schools throughout the United States. We strongly recommend
that schools use evidence-based classroom SEL programs as a core component of their efforts to promote students’
social, emotional, and academic learning. When implemented well, these programs have a documented record of
significantly improving school climate as well as students’ behavior and academic performance. Many SEL programs
are available to schools, but not all of them have been carefully evaluated to determine their quality and impact. This
Guide highlights effective programs—we call them “CASEL SELect”—and provides information for educators on how to
select and implement them.
CASEL views this Guide as a valuable resource for educational leaders and teams aspiring to implement researchbased approaches to promote students’ social-emotional development and academic performance. The Guide will also
be helpful to program developers who seek to improve their SEL programs, researchers who evaluate SEL programs,
and policymakers who want to encourage the use of best educational practices.
CASEL published its first review of SEL programs almost ten years ago. Many advances in SEL research, practice, and
policy have occurred since the publication of Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social
and Emotional Learning (SEL) Programs (CASEL, 2003). For example:
●●
A growing body of research links SEL to improved attitudes about school, prosocial behavior, and academic
achievement, and reductions in aggression, mental health problems, and substance use (Durlak et al., 2011;
Greenberg et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004).
●●
There is increased interest in going beyond classroom-based implementation of one SEL program to coordinated,
systemic school-wide and district-wide SEL programming (Devaney, O’Brien, Resnik, Keister, & Weissberg, 2006;
CASEL, 2013).
●●
A scan of 50 states indicates that many states have established preschool through high school student learning
standards that emphasize social and emotional competence (Dusenbury, Zadrazil, Mart, & Weissberg, 2011). Also,
federal legislation—most notably, the Academic, Social, and Emotional Learning Act (HR 2437, 2011) has been
introduced with bipartisan support.
6 2013 CASEL GUIDE: effective Social and Emotional Learning programs
preschool and Elementary School Edition (9/12)
Given the evolution of the field and growing national interest in SEL, this is an opportune time to update a review of
evidence-based programs. As was the case with Safe and Sound, we recommend programs as “CASEL SELect” if they:
●●
Are well-designed classroom-based programs that systematically promote students’ social and emotional
competence, provide opportunities for practice, and offer multi-year programming.
●●
Deliver high-quality training and other implementation supports, including initial training and ongoing support to
ensure sound implementation.
●●
Are evidence-based with at least one carefully conducted evaluation that documents positive impacts on student
behavior and/or academic performance.
Because of the advances in SEL research and practice over the past few years, the current CASEL Guide differs in
several ways from Safe and Sound. Most notably, the current Guide is more selective and the criteria for inclusion are
more rigorous than they were in the previous review.
●●
Our criteria for characterizing programs as “evidence-based” are more stringent. We recommend programs that
document improved student behavior only if their research included a comparison group in addition to pretest and
posttest measurement of behavior.
●●
We have broadened the types of programs included in the current review to include lesson-based programs that
provide explicit SEL skill instruction, teacher instructional practices and pedagogy, and programs that fully integrate
SEL with academic content in specific core content areas.
●●
In the previous review we included programs for grades K-12. The current Guide expands our coverage to include
preschool approaches. There is increasing reco …
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