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Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children

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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.
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This article is part of a special section entitled Developmental Research and Trans-
lational Science: Evidence-based Interventions for At-risk Youth and Families,
edited by Suniya S. Luthar and Nancy Eisenberg.
Social-Emotional Competence: An Essential Factor for Promoting Positive
Adjustment and Reducing Risk in School Children
Celene E. Domitrovich
Georgetown University and The Pennsylvania State Univer-
sity and Collaborative for Academic, Social, and Emotional
Learning (CASEL)
Joseph A. Durlak
Loyola University
Katharine C. Staley
The Pennsylvania State University
Roger P. Weissberg
Collaborative for Academic, Social, and Emotional Learning
(CASEL) and University of Illinois at Chicago
Social-emotional competence is a critical factor to target with universal preventive interventions that are con-
ducted 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 inter-
vention model at scale.
This special issue of Child Development focuses on
research that informs the development of interven-
tions that maximize the well-being of at-risk chil-
dren. Authors identify and justify what they believe
are the most important variables to concentrate on
to reduce risk and increase protection for youth.
We have chosen social-emotional competence, a
multidimensional construct that is critical to success
in school and life for all children, including those at
risk due to economic disadvantage, minority status,
and early emotional or behavioral problems.
Social and emotional learning (SEL) is the pro-
cess through which social-emotional competence
develops. Through SEL, children and youth acquire
and effectively apply the knowledge, attitudes, and
skills necessary to understand and manage emo-
tions, set and achieve positive goals, feel and show
empathy for others, establish and maintain positive
relationships, and make responsible decisions
(Weissberg, Durlak, Domitrovich, & Gullotta, 2015).
The knowledge, skills, and attitudes that are needed
to demonstrate social-emotional competence require
integration across affective, cognitive, and behav-
ioral systems (Beauchamp & Anderson, 2010;
Greenberg et al., 2003). It can be helpful to frame
the broad construct of social-emotional competence
into two domains, that of intrapersonal and interper-
sonal competencies; this serves to better organize the
This article is supported by grants from the Einhorn Family
Charitable Trust, 1440 Foundation, and NoVo Foundation
awarded to Roger P. Weissberg. Celene E. Domitrovich is an
author of the PATHS Curriculum and has a royalty agreement
with Channing-Bete, Inc., which is reviewed and managed by
Penn States Individual Conict of Interest Committee.
Correspondence concerning this article should be addressed to
Celene E. Domitrovich, Center for Child and Human Develop-
ment, Georgetown University, 3303 Whitehaven Street NW, Suite
3300, Washington, DC 20007. Electronic mail may be sent to
cd1029@georgetown.edu.
©2017 The Authors
Child Development ©2017 Society for Research in Child Development, Inc.
All rights reserved. 0009-3920/2017/xxxx-xxxx
DOI: 10.1111/cdev.12739
Child Development, xxxx 2017, Volume 00, Number 0, Pages 19
multitude of terms and denitions that align with SEL
(Collaborative for Academic, Social, and Emotional
Learning, 2013, 2015; Pellegrino & Hilton, 2012). As
such, intrapersonal skills (e.g., realistic goal setting,
positive mindsets, self-control, emotion regulation,
and coping strategies) are those that are needed for
globally effective functioning as an individual,
whereas interpersonal skills (e.g., listening, communi-
cation, perspective taking, negotiation, and social
problem solving) are those that are needed to interact
successfully with others. In this article, we review the
research and the outcomes illustrating effective SEL
interventions using this organizing lens.
Individuals who thrive developmentally despite
being exposed to high levels of risk are referred to as
manifesting or demonstrating resilience (Luthar, Cic-
chetti, & Becker, 2000). We focus on social-emotional
competence because of the empirical evidence that it
is an individual characteristic that is critical for
healthy development and for counteracting the nega-
tive effects of exposure to risk. The review of the
research evidence justifying our selection is organized
into three levels. The rst is longitudinal research
demonstrating that social-emotional competence is a
promotive factor associated with success in key devel-
opmental tasks over time, and that decits in this area
of functioning are associated with poor outcomes
over time. There is also evidence that social-emotional
competence is a protective factor moderating the rela-
tionship between a number of individual risk factors
and developmentally signicant outcomes.
The second level of evidence comes from research
on interventions designed to promote social-emo-
tional competence. These studies document the mal-
leability of the construct, that positive effects from
interventions endure over time, and that these inter-
ventions are feasible and can be very cost-effective.
The third level of evidence comes from studies of
interventions designed to promote student adjust-
ment that show how social-emotional competence
mediates the relationship between identied risk fac-
tors and developmentally signicant outcomes. After
summarizing the evidence, our review will describe
common intervention approaches used by programs
that target the development of social-emotional com-
petence and meta-analytic research regarding the rel-
ative effectiveness of different approaches. The article
ends with a description of an intervention strategy
and recommendations for implementing at scale.
We limit our review to universal interventions
delivered in schools because, as prevention scien-
tists, we are dedicated to intervening before the
effects of risk exposure are evident in childrens
functioning. Prevention is grounded in a public
health approach to addressing the needs of vulnera-
ble populations and, by denition, involves the
combination of universal, selected, and indicated
intervention approaches (OConnell, Boat, & War-
ner, 2009). As the rst level of intervention in edu-
cational systems, universal interventions that
promote social-emotional competence can raise the
overall level of adjustment for all schoolchildren
and provide guidance for more intensive services
for those in need of further assistance (Greenberg,
Domitrovich, Weissberg, & Durlak, in press).
Universal interventions are likely to be of much
greater overall public health benet than interven-
tions that only target those with current problems
(Greenberg et al., in press). This is because epidemi-
ological research on several types of negative out-
comes indicates that the general total population
will eventually develop more instances of various
problems than a subpopulation of that total which
is currently having some difculties. It is a matter
of population size and the probabilities of later dys-
function. For example, consider the current popula-
tion of 50.1 million schoolchildren in the United
States (Population A) of which approximately 20%
(10 million, Population B) currently manifest some
adjustment problems of at least a fairly serious
degree. Suppose that 30% of Population B continues
to have problems over time, but only 10% of Popu-
lation A develops problems later in life (which are
reasonable projections). Based on these projections,
Population A will eventually contain 2 million more
individuals with later adjustment problems than
Population B (5 vs. 3 million). Even if universal
intervention was successful in preventing later
problems for a modest percentage of youth, it
would still have a major public health impact.
Of course, those who are already manifesting
problems require attention, but our argument to
focus on universal school-based programs is in the
spirit of this special issue, that is, the improvement of
the overall level of health in our society. This is possi-
ble through interventions that enhance social-emo-
tional competence. We show that these interventions
are helpful for groups of schoolchildren who are at
risk due to their geographic or demographic charac-
teristics (i.e., members of a minority group or those
of lower socioeconomic status) or their behavior (i.e.,
temperament or level of disruptive behavior).
Level 1: Longitudinal Research
There is growing interest in the role that social-
emotional competence has on students both while
2 Domitrovich, Durlak, Staley, and Weissberg
they are in school and when they are adults (Far-
rington et al., 2012; Pellegrino & Hilton, 2012).
There is considerable evidence indicating that both
intrapersonal and interpersonal competencies
enhance the ability of youth to behave appropri-
ately, avoid risk behaviors, develop healthy rela-
tionships with adults and peers, and achieve
academic success (Epstein, Grifn, & Botvin, 2000;
Trentacosta & Fine, 2010). This is especially true for
children who are vulnerable due to higher levels of
behavioral dysregulation or exposure to the numer-
ous risk factors associated with poverty (Elias &
Haynes, 2008; Valiente et al., 2011). Longitudinal
studies document that social-emotional decits are
predictive of problem behaviors including aggres-
sion, delinquency, and substance use (Arsenio,
Adams, & Gold, 2009; Cook, Williams, Guerra,
Kim, & Sadek, 2010; Moftt et al., 2011; Trentacosta
& Fine, 2010).
Educational, psychological, and econometric
research suggests that social-emotional competence
is fundamental to increasing studentspostsec-
ondary performance and completion, to enhancing
workplace success, and for adult life outcomes
including rates of incarceration, marital status, and
levels of depression (Heckman, Stixrud, & Urzua,
2006; Moftt et al., 2011). In a recent analysis of
outcomes in a longitudinal study of racially diverse,
low-income students living in both rural and urban
communities in four states, teacher ratings of stu-
dentsinterpersonal competence made in kinder-
garten were examined in relation to adult outcomes
in multiple domains assessed 1319 years later
(Jones, Greenberg, & Crowley, 2015). After account-
ing for a number of individual and school-level
covariates, higher levels of competence were inver-
sely related to receiving public assistance, being
involved in criminal activity, and substance use
(Jones et al., 2015). Students rated by teachers as
more competent in kindergarten were more likely
to have stable employment at age 25.
Level 2: School-Based Intervention Research
Space does not allow us to review results for
all interventions. Table 1 summarizes the ndings
from ve representative meta-analyses of
school-based interventions targeting different com-
binations of social-emotional competencies. There is
some overlap in the studies, but collectively, these
reviews cover over 300 published and unpublished
studies involving over 300,000 students. For the
sake of comparison, the mean effect obtained on
measures of aggression and disruptive behavior is
presented as well as the ndings for several poten-
tial moderators of that outcome were examined in
these reviews.
The ndings are fairly consistent with respect to
the mean posttest effect size (ranging from .21 to
.26). Of note, the Taylor, Oberle, Durlak, and Weiss-
berg (in press) meta-analysis of 82 SEL studies
found that signicant positive effects on disruptive
behaviors were obtained at a mean follow-up per-
iod of 2 years, indicating the durability of effects
over time. Moreover, the strongest predictor of fol-
low-up effects was the mean effect at posttest
reecting the level of studentssocial-emotional
competence. In other words, students with higher
levels of social-emotional competence at the end of
intervention fared the best over the longer term.
In addition to the ndings for aggressive and
disruptive behaviors noted in Table 1, meta-ana-
lyses of school-based social competence interven-
tions have also reported signicant positive effects
at posttest for other outcomes that are important
for healthy development including academic perfor-
mance, positive social behaviors, drug use, and
Table 1
Major Findings From Meta-Analyses of Universal School-Based Programs Using the Promotion of Social-Emotional Competence To Promote Posi-
tive Adjustment and Reduce Risk
Review
Moderating variables Outcome
Gender Ethnicity SES Age Risk Location Problem behavior
Barnes et al. (2014) No .23
Durlak et al. (2011) No No No .22
Garrard and Lipsey (2007) No No Older>No .26
Taylor et al. (in press) No No .14
Wilson and Lipsey (2007) No No Lower>.21
Note. Blank cell means that variable was not analyzed as a potential moderator; No indicates the variable did not emerge as a signi-
cant moderator. Older> means students aged 1417 did better than those 59or1013. Lower> means children at low SES level did
better than their middle SES peers. Location in Durlak et al. (2011) referred to urban, suburban, or rural schools.
Process of Social and Emotional Learning 3
emotional distress (Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011; January, Casey, & Paul-
son, 2011; Korpershoek, Harms, de Boer, van Kuijk,
& Doolaard, 2016; Sklad, Diekstra, Ritter, Ben, &
Gravesteijn, 2012).
Of interest is whether interventions are more
effective for some participants than others. Overall,
the data in Table 1 reect that intervention effects
were comparable for students of different ethnicities
(examined in all ve reviews) and for both genders
(assessed in three of the ve). In other cases, stu-
dentssocioeconomic status either did not make a
difference (Durlak et al., 2011) or favored those
from a lower as compared to a middle economic
class (Wilson & Lipsey, 2007). Initially, age emerged
as a moderator in four of the ve reviews but only
remained signicant in one after the relative inu-
ence of other variables was assessed (Garrard &
Lipsey, 2007). School location, in urban, suburban,
or rural settings, was examined in one study but
was not a signicant factor (Durlak et al., 2011).
Only one review examined behavioral risk levels
coded as the combination of initial problems and
attendance at an inner city school but did not nd
it to be a moderating factor (Garrard & Lipsey,
2007). In general, the results from Table 1 suggest
that school-based social-emotional competence
interventions are suitable and effective for all stu-
dents, and in some cases, these interventions were
more favorable for students from low-income fami-
lies (Durlak et al., 2011).
Level 3: Research Examining Intervention
Mechanisms
One way to conrm the importance of social-emo-
tional competence is to demonstrate that it plays an
important role in the behavior change process. This
can be achieved empirically with mediation analyses
conducted in the context of intervention studies or
with meta-analysis by coding program approaches
or characteristics and testing for differential effects.
Intervention studies that examine mediation are lim-
ited, but one review identied nine studies con-
ducted in school-based elementary settings in which
variables responsible for the positive effects on overt
aggression were identied (Dymnicki, Weissberg, &
Henry, 2011). In seven of these nine studies, social-
emotional competencies were a key change mecha-
nism. These included the acquisition of attitudes
favoring prosocial over aggressive solutions to prob-
lems, and skills related to social problem solving,
conict resolution, and interpersonal relationships.
A 4-year longitudinal study that took place in
the context of an intervention trial tested the effect
of a combined (i.e., instructional and environmen-
tal) approach to promoting social and emotional
competence and demonstrated with mediation anal-
yses that reductions in violent behavior were a
function of studentsimprovements in competence
(Ngwe, Liu, Flay, Segawa, & the Aban Aya Co-Inves-
tigators, 2004). The study took place in 12 Chicago
schools with a sample of 571 African American male
students who were randomly assigned either to the
intervention or to receive a curriculum that focused
on health-enhancing behaviors from fth through
eighth grades. The competence dimensions that
mediated the intervention effects were behavioral
intentions, attitudes toward aggression, and percep-
tions of peer norms for aggression (Ngwe et al.,
2004).
School-Based Intervention Approaches
Interventions vary in their approaches to promoting
studentssocial and emotional competence, and
while some use an eclectic mix of strategies, most
interventions either foster student social and behav-
ioral adjustment directly by teaching student com-
petencies (i.e., social skills training) or indirectly by
creating a positive learning environment that fosters
the development of social-emotional competence
(Collaborative for Academic, Social, and Emotional
Learning, 2013, 2015). Programs that include expli-
cit instruction typically include a sequence of les-
sons offered to the entire class, and focus on the
development of one or more competencies. Lesson
plans usually consist of explanation of the target
skills, a live or videotaped demonstration of their
execution, opportunities for students to practice the
skills through role playing or other exercises, and
then feedback and support to encourage skill mas-
tery. These lessons either stand alone or are inte-
grated with academic instruction (Collaborative for
Academic, Social, and Emotional Learning, 2013,
2015).
Programs that are designed to create a positive
learning environment typically use classroom or
schoolwide strategies to enhance one of several
indicators of school climate such as (a) the quality
of relationships and support among teachers, stu-
dents, and staff; (b) school safety; and (c) norms
related to respect, diversity, or positive civic values
(Thapa, Cohen, Guffey, & Higgins-DAlessandro,
2013). One of the most common environmental
strategies at the classroom level is to train teachers
4 Domitrovich, Durlak, Staley, and Weissberg
in developmentally appropriate instructional tech-
niques (e.g., cooperative learning), classroom man-
agement, and emotionally supportive teaching
practices (Dusenbury, Calin, Domitrovich, & Weiss-
berg, 2015). School-level strategies take several forms
and may include changing school structures to foster
a sense of community (e.g., smaller class sizes, cre-
ation of special advisories, and organizing special
assemblies), establishing policies (e.g., restorative
discipline) that increase the use of effective teaching
practices by adults, or creating natural opportunities
for students to learn and practice specic social-emo-
tional skills (Dusenbury, Newman, et al., 2015).
Several meta-analyses have attempted to evalu-
ate the advantages of different program approaches
by including these features in their coding systems.
Using this method, there appears to be little evi-
dence that one approach is superior to another. In a
meta-analysis by Garrard and Lipsey (2007), conict
education programs were coded according to the
method by which they helped students learn to
manage interpersonal conicts. These included
direct instruction, peer mediation, and embedding
concepts and strategies into the academic curricu-
lum. There were no signicant differences in effect
sizes by program focus. Similarly, in their meta-
analysis of school-based psychosocial interventions,
Wilson and Lipsey (2007) classied programs
according to whether they used an anger manage-
ment, social problem solving, or social skills train-
ing reecting a behavioral, cognitive, or
interpersonal approach. Effects were similar across
these different treatment modalities.
Korpershoek et al. (2016) used meta-analysis to
assess the relative inuence of major components
present in school-based interventions on different
categories of student outcomes. These authors
examined four components consisting of (a)
attempts to improve teachersclassroom manage-
ment strategies, (b) efforts at improving the quality
of teacherstudent relationships, (c) efforts to
change student behaviors through positive or nega-
tive contingencies, and nally, (d) approaches that
explicitly focused on enhancing studentssocial and
emotional development. Analyses suggested that
the presence of these components was associated
with small but signicant and comparable improve-
ment (mean effect using Hedgesg) in students
behavior (from .21 to .25) and academic performance
(from .17 to .24). However, a focus on studentssocial
and emotional development was the only component
associated with a signicant improvement (.14) in
studentsacademic motivation, and their commit-
ment to and engagement with school.
One meta-analysis categorized interventions in
terms of whether or not they followed four general
practices represented by the acronym, SAFE. These
practices included whether or not the intervention
was: (a) Sequenceda connected and coordinated set of
activities to foster skill development, (b) Activeactive
forms of learning to help students master new skills,
(c) Focusedspecic sections of the intervention
devoted to developing personal and social skills, and
(d) Explicitskills targeted in the program were clearly
identied so students knew what was expected
of them (Durlak et al., 2011). Programs containing
all four of these practices were associated with signi-
cant improvement in studentsprosocial behavior
(e.g., cooperation, helping others), whereas programs
lacking all four features were not effective in this
regard (Hedges gvalues of .24 vs. .02, respectively).
In a meta-analysis of 28 studies of school-based
interventions with elementary-aged students
designed to promote social-emotional competence,
studies were coded as to whether programs used
active (e.g., role play) or passive (e.g., lecture) inter-
vention methods and demonstrated that this was
an important distinction that moderated effects
(January et al., 2011). Programs that used passive
approaches had an overall effect of .12, whereas
those that used active approaches had an overall
effect of .37. This nding is consistent with the ac-
tivecomponent of the SAFE framework.
A Proposed Strategy to Promote Student Social-
Emotional Competence
Authors in this special issue were asked to propose
an intervention strategy based on the factors and
mechanisms they identify as critical to promoting
wellness for at-risk students. Based on the research
reviewed here and what meta-analyses suggest are
the benets of interventions that include an explicit
and active (i.e., SAFE) approach to instruction in
social and emotional skills for younger children, we
advocate for the use of these programs in all grades
from preschool through elementary school (Durlak
et al., 2011; January et al., 2011). There are a num-
ber of programs listed on national registries that
are considered proveneffective with unique pro-
gramming that can be delivered across multiple
years at these developmental levels.
Additional research is needed on the specic
knowledge, skills, and behaviors that should be
absolute priorities for programs to cover in order to
produce a full range of positive outcomes. Compo-
nent analyses of interventions are almost nonexistent
Process of Social and Emotional Learning 5
so for now the most rigorous empirical information
regarding program content is what was coded in
meta-analyses. Until more detailed coding of subdo-
mains of competence (e.g., self-management vs. social
awareness) is conducted, we suggest that schools use
programs that provide coordinated coverage of both
the intrapersonal and interpersonal domains (Collab-
orative for Academic, Social, and Emotional Learning,
2013, 2015; Greenberg et al., 2003).
There is support from meta-analytic studies to
show that universal interventions focused on pro-
moting social-emotional competence are equally
effective at middle and high school (Durlak et al.,
2011); however, there are also examples of interven-
tions producing unintended negative outcomes (Mul-
tisite Violence Prevention Project, 2009). During
adolescence when students are more susceptible to
the inuence of peers, the intervention delivery struc-
ture is extremely important, and small group formats
may make low-risk students vulnerable to deviance
training (Dodge, Lansford, & Dishion, 2006).
Many universal interventions at this develop-
mental level are designed to be risk reduction
programs that target specic outcomes like violence
or substance use. In these programs, interpersonal
competence often includes resistance skillswhich
help students avoid peer pressure to engage in
risky behavior and its inclusion is important for
program effectiveness (Tobler et al., 2000). One
study used structural equation modeling to exam-
ine how general aspects of social-emotional compe-
tence (decision making and self-efcacy) and
resistance skills related to substance use for inner-
city adolescents (Epstein et al., 2000). They found
that general competence predicted effective use of
refusal skills suggesting that it may be important to
target a broader array of skills in preventive inter-
ventions that target substance use.
When proposing a school-based intervention
strategy to promote wellness for students in middle
and high school, it is important to consider the lit-
erature on school climate because ratings of this
construct are associated with academic functioning,
mental health, and substance use at these develop-
mental levels (Thapa et al., 2013). Perceptions of
school climate evolve out of repeated social interac-
tions and experiences that take place within relation-
ships, physical spaces, and organizational structures.
When these perceptions are positive, they can serve
as a protective factor moderating how studentsde-
cits in social-emotional competence are associated
with poor outcomes. In one longitudinal study of an
ethnically and socioeconomically diverse group of
middle school students with decits in intrapersonal
competence (i.e., low self-efcacy and high levels of
self-criticism), studentsperceptions of a positive
school climate reduced the negative effects these
characteristics had on their levels of internalizing
and externalizing symptoms (Kuperminc, Lead-
beater, & Blatt, 2001). These ndings suggest inter-
ventions that combine skills instruction and
strategies to improve school climate may be more
effective. While there are successful examples of this
at the elementary level, more research is needed to
determine how best to create effective models at the
secondary level (Flay, 2000). Research suggests that
denitions of competence, mechanisms of behavior
change, and the outcomes that are relevant to target
may vary by contexts (e.g., afuent vs. disadvan-
taged communities; Luthar & Barkin, 2012).
Taking Interventions to Scale
There are two important factors that favor the
wider use and implementation of universal social-
emotional competence interventions. First, is that
meta-analyses have indicated that these programs
achieve similar (Barnes, Smith, & Miller, 2014) or
better (Durlak et al., 2011) outcomes when they are
conducted by school faculty and staff compared to
those from outside the school system. This indicates
that such programs can be integrated into routine
educational practice. Second, an economic review of
seven SEL programs that have been replicated in
multiple settings found they produced an average
return of $11 for every dollar expended (Beleld
et al., 2015). This indicates that some school-based
interventions are very cost-effective. Nevertheless,
there are major challenges to overcome in attempts
to take successful programs to scale. We cannot dis-
cuss all the issues, but the single most important
factor in scaling up is clear: High-quality program
implementation is essential for maximizing the
effects of evidence-based interventions (Barnes et al.,
2014; Durlak et al., 2011; Wilson & Lipsey, 2007).
High-quality implementation requires that
schools secure professional development services
from program developers who have expertise in the
chosen program. Indeed, one feature of a high-qual-
ity program is that it offers these services, which
typically involve both preprogram training and
ongoing technical assistance via consultation or
coaching strategies. Therefore, schools must commit
the necessary nancial resources and time to
increase the likelihood of effective implementation
that, in turn, will enhance the probability of pro-
gram success. Unfortunately, some schools do not
6 Domitrovich, Durlak, Staley, and Weissberg
have the necessary resources available to conduct,
adopt, and sustain evidence-based programs.
There is a growing eld of scientic study
devoted to better understanding the implementa-
tion process in order to support dissemination. Sev-
eral sources discuss the multiple factors that can
serve to either impede or enhance the chances of
achieving high-quality implementation when pro-
grams are conducted in new settings (Domitrovich
et al., 2008; Durlak, 2016; Fixsen, Naoom, Blas
e,
Friedman, & Wallace, 2005). This research is being
incorporated into technical assistance systems that
are used in community settings (Mihalic, Irwin,
Fagan, Ballard, & Elliott, 2004; Wandersman et al.,
2008). There are also organizations working to sup-
port districts that are interested in introducing and
integrating a focus on SEL throughout the educa-
tional system (Collaborative for Academic, Social,
and Emotional Learning, 2016). An independent
evaluation of a large-scale demonstration project
with eight large urban school districts suggests that
this work is feasible, and preliminary results sug-
gest that higher levels of implementation are associ-
ated with improvements in student outcomes
(Kendziora & Osher, 2016).
Conclusions
Given the amount of time that children spend in
schools, this setting is an important location for pre-
vention efforts designed to promote the wellness of
at-risk students. In this article, we argue that uni-
versal interventions that promote studentssocial
and emotional competence should be implemented
in preK-12 as part of a public health strategy. There
are a number of evidence-based SEL programs that
could be used immediately and are identied in
registries, but additional research is needed to dis-
cern the active ingredients of these interventions so
that they can be streamlined and tailored to the
needs of different schools and communities. Addi-
tional research is also needed to determine how
individual and contextual factors interact in school
settings to facilitate or impede the behavior change
process for different groups of students. Finally, it
is imperative that policymakers support state and
federal policies that promote universal SEL pro-
grams as part of standard educational practice so
that schools have the resources they need to be able
to adopt and sustain these interventions (Dusen-
bury, Newman, et al., 2015; Zaslow, Mackintosh,
Mancoll, & Mandell, 2015). Doing so will be a good
economic investment (Beleld et al., 2015) as well
as a sound investment in the future by producing
young people who are knowledgeable, responsible,
caring, and contributing citizens.
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Process of Social and Emotional Learning 9
... A meta-analysis conducted by Durlak et al. (2011) evaluating 213 SEL programs found that participation was associated with increased social-emotional competence and academic skills, providing empirical support for adopting these practices within schools. Also, by the age of 3, children start spending more time in structured educational settings, in which teaching about SEL skills can be easily embedded within daily interactions in order to create an emotionally safe classroom climate, improve learning, as well as the quality of peer and teacher-child interactions (Domitrovich et al., 2017;Mahoney et al., 2020). ...
... The total sample size was N = 5330. Based on the geographic location, only three effectiveness studies (42.9%) were conducted in the USA(Domitrovich et al., 2017;Fishbein et al., 2016;Hughes & Cline, 2015). PATHS was delivered in four studies (57.1%) as a universal intervention(Arda & Ocak, 2012;Eninger et al., 2021;Hughes & Cline., 2015;Bilir Seyhan et al. ...
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... Restrictions on quarantine caused children many problems related to their social well-being and psychological health, and especially their emotional well-being and experiences worldwide [7][8][9][10][11][12][13]. In this context, the children's capacity to cope with current challenges is critical, as it will aid in avoiding major implications for the children's personality and development. General education school students with higher socio-emotional intelligence are much more effective and successful in dealing with the problems they face, experiencing significantly fewer internal, external, and general emotional and behavioral difficulties [14][15][16][17]. Socio-emotional competence is one of the most central variables affecting a child's effective functioning; hence, it must be regularly analyzed and enhanced through the most effective educational approaches. ...
... The measure of The Limbic Performance Indicators [43] is based on the theory that social competence and emotional competence are two distinct constructs but strongly connected with overlapping developmental and behavioral processes. The scale is comprised of 17 dimensions: (1) an ability to meet basic emotional needs (such as need for the security, autonomy and control, privacy and reflection, etc.), (2) ability to live according to personal values, (3) self-esteem (ability to unconditionally accept and evaluate one's personality), (4) respect for others (ability to unconditionally accept and value the personalities of others), (5) emotional self-perception (ability to analyse and perceive one's feelings and emotions), (6) emotional perception of others (ability to analyse and perceive the feelings and emotions of others), (7) ability to manage stress, (8) positivity (ability to remain both optimistic and realistic), (9) balance (ability to allocate resources for the different areas of life), (10) ability to manage change, (11) authenticity (ability to remain yourself in different social situations), (12) active reflection (ability to learn from own experiences), (13) trust (ability to keep the trust in others), (14) ability to manage conflicts, (15) openness (ability to express one's thoughts and feelings in an open manner), (16) ability to collaborate with others, and (17) support (ability to provide others with help and support). This scale is designed to be sensitive to changes over time and intends to assist school practitioners and evaluators in assessing the level of social-emotional competence and subsequently identify those areas deemed in need of improvement. ...
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Emotional competence (EC) is a key component of children's psychological, cognitive, and social development, and it is a central element of learning. The primary goal of this study was to evaluate the effectiveness of implementing a psycho-educational group intervention aimed at improving children's emotional competence (EC), quality of integration and scholastic skills. A total of 229 children (123 females; M Age = 7.22 years; SD = 0.97 years) completed the Pictures of Facial Affect (POFA), the Drawn Stories Technique, the Classroom Drawing, and the Colored Progressive Matrices. The total sample was randomly divided into an intervention group (N = 116) who took part in psycho-educational activities and a control (no-intervention) group (N = 84). Both groups were tested at baseline, before the intervention started, and at the end of the intervention (4 months from baseline). Results from mixed-model ANOVA revealed a significant main effect for POFA score over time (F = 6.24, p = 0.01) and an interaction effect between POFA and group (F = 4.82, p = 0.03). No significant main effect was found for classroom drawing over time (F = 0.81, p > 0.05) or for quality of integration and group intervention. These findings support the importance of developing psycho-educational programmes in school for promotion of emotional health for preventing not only the onset of problematic behaviours at school such as bullying but also the development of clinical conditions linked to difficulties in emotional recognition, expression, and regulation such as alexithymia.
... como factor protector, que favorece la adaptación al contexto, el afrontamiento al estrés y a cualquier circunstancia en el ámbito educativo o laboral de las personas (Mikulic et al., 2015). Así, las competencias socioemocionales docentes son fundamentales, pues estas favorecen el clima de aula y pueden mejorar los resultados académicos, sociales y emocionales de los estudiantes (Arens & Morin, 2016;Domitrovich et al., 2017;Jennings et al., 2017). ...
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... In the future, research in the areas of relaxation therapy, cognitive behavioural therapy, various training programmes, mindfulness meditation, yoga, psychotherapy, and emotional literacy as a course in the curriculum may be conducted. As a result, effective management measures for controlling aggressive behaviour should be developed [57][58][59][60][61][62][63][64][65][66][67][68][69][70][71]. ...
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... Studies of shared reading in the homes and classrooms of preschool children indicate that discussions of emotions and feelings facilitate children's socio-emotional competence (Schapira and Aram, 2020), ability to generate solutions to social problems (Bergman Deitcher et al., 2021), and development of theory of mind (Martucci, 2016). Because socio-emotional competence is a predictor of both academic achievement and social outcomes (Domitrovich et al., 2017;Trentacosta and Izard, 2007), librarians should continue the practice of discussing emotions within the context of storytime. While it is likely easier for librarians to focus these conversations on identifying the emotions characters are expressing (Garner and Parker, 2018), it is probably more beneficial for children if librarians direct the discussion toward deciphering the causes of characters' emotions (Martucci, 2016). ...
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Shared book reading in which children actively participate in the reading of a text via discussion or extratextual talk has been well-established as an activity to advance children’s literacy and language learning, and it is a characteristic practice of public library storytime programs. This study scrutinized the extratextual talk that occurred within the shared reading episodes of 15 public library storytime programs. Findings from this study confirm prior assertions that storytime programs hold the promise of advancing children’s early literacy development. With more than two-fifths of librarians’ extratextual utterances at an abstract level of understanding, storytimes serve as a favorable setting for advancing children’s inferencing skills and symbolic understanding. Results also point to areas that librarians might target for improvement including integration of questions requiring extended responses and attention to vocabulary.
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Chapter
This chapter explores how school counselors are servant leaders through the MTMDSS Framework in K-12 and how they practice servant leadership skills pre- and post-pandemic. School counselors are servant leaders in their school communities. They lead with their hearts to serve students through their academics, social-emotional needs, and post-high school plans. They collaborate with staff to ensure students get the personal support needed. In addition, they develop school culture with faculty and administrators. As school counselors return to campus, they face challenges since they have large caseloads and new responsibilities, but their ability to multitask, connect with others, and provide help when needed will help guide their work. School counselors demonstrate servant leadership values in their work. As school counselors, their goal is always the greater good. School counselors are student-centered and strive to help their students be the best possible version of themselves.
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