000			03601cam a2200373 a 4500
999			_c30196 _d30196
003			CUTN
005			20190824171547.0
008			120816s2013 cau b 001 0 eng d
020			_a9781446256954
020			_a1446256952
020			_a9781446256961
020			_a1446256960
041			_aEnglish
042			_alccopycat
082	0	4	_a370.153 _223 _bHUM
100	1		_aHumphrey, Neil
245	1	0	_aSocial and emotional learning : _ba critical appraisal / _cNeil Humphrey.
260			_aLos Angeles _bSAGE, _c2013.
300			_axv, 167 pages ; _c25 cm
505	0	0	_tIntroduction _tOverview _tRationale for the text _tWhat is SEL? _tA taxonomy of SEL _tWhy has SEL become so popular? _tWhat can research tell us about SEL? _tThe importance of implementation _tThe structure of this book _tNotes on voice, terminology and textual features _tFurther reading _tOverview _tThe prevailing definition of SEL _tThe universalist approach (and its potential problems) _tWhat is the nature of the skills imparted through SEL? _tThe broader discourse -- diversity or dilution? _tMapping SEL and associated concepts _tThe backbone of SEL _tMental health and well-being _tHow does SEL work? An analysis of the logic model _tDirect links between SEL and school outcomes _tIndirect links between SEL and school outcomes _tFurther reading _tOverview _tThe historical roots of SEL _tProgressive education _tThe interplay between emotions and reason _tThe influence of social, emotional and multiple intelligences _tThe self-esteem movement _tA youth in crisis _tEvidence for hope rather than despair _tRisk, protection and resilience _tThe field of school-based prevention _tThe political and financial drivers of SEL _tFurther reading _tOverview _tThe United States _tEngland _tNorthern Ireland _tAustralia _tSweden _tSingapore _tConvergences and divergences in SEL across the world -- an analysis _tFurther reading _tOverview _tThe importance of assessment _tKey issues in assessing SEL _tA selected anthology of measures of social and emotional competence in children and young people _tBeyond social and emotional competence -- what else should be assessed? _tFurther reading _tOverview _tImplementation matters _tElements of implementation _tFactors affecting implementation _tBringing it all together -- the implementation quality framework _tFurther reading _tOverview _tWhat does the research tell us about the impact of SEL on outcomes for children and young people? _tKey issues in interpreting SEL outcome research _tInterpreting SEL evaluation studies with null results: a framework _tFurther reading _tOverview _tExamining the orthodoxy of SEL _tFuture directions _tFinal thoughts _tFurther reading.
520	8		_aSocial and emotional learning is a dominant orthodoxy in education systems around the world. This book provides the first in-depth, authoritative and balanced examination of the critical issues pervading the field. Each substantive aspect of SEL is examined through a critical lens, thanks to an extensive and thorough review of the international research literature.
650		0	_aAffective education.
650		0	_aSocial learning.
650		7	_aAffective education.
650		7	_aSocial learning.
942			_2ddc _cBOOKS
100	1		_c(Professor of educational psychology)
504			_aIncludes bibliographical references (pages 147-163) and index.
650		7	_2fast
650		7	_2fast
906			_a7 _bcbc _ccopycat _d2 _encip _f20 _gy-gencatlg