Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children |
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| Authors: | Celene E Domitrovich Joseph A Durlak Katharine C Staley Roger P Weissberg |
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| Institution: | 1. Georgetown University;2. The Pennsylvania State University;3. Collaborative for Academic, Social, and Emotional Learning (CASEL);4. Loyola University;5. University of Illinois at Chicago |
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| 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. |
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