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Participant Workbook
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Component 2 KidsMatter Primary 89
Session 1:
Social and emotional learning for all students what it means and why it is important
KidsMatter PrimaryComponent 290
Risk and Protective Factors for Children’s Mental HealthRisk and Protective Factors for C
hildren’s Mental H
ealth
Difficult tem
perament -
Low self esteem
- N
egative thinking style -
- Easy tem
perament
- Good social and em
otional skills- O
ptimistic coping style
Child
- abilities and needs -
Any form
of child abuse, including neglect - Fam
ily disharmony, instability or break up -
Harsh or inconsistent discipline style -
Parent w
ith mental illness or substance abuse -
- Family harm
ony and stability- S
upportive parenting- S
trong family values
Family
- circumstances
and relationships -
Peer rejection -
School failure -
Poor connection at school -
- Positive school clim
ate that enhances belonging and connectedness- Involvem
ent with caring adult
- Support available at critical tim
es
School- practices andenvironm
ent -
Discrim
ination - Isolation -
Socioeconom
ic disadvantage - Lack of access to support services -
- Participating in com
munity netw
orks- A
ccess to support services- E
conomic security
- Strong cultural identity and pride
Societal- access, inclusion and
social cohesion -
Difficult school transition -
Death of a fam
ily mem
ber - E
motional traum
a -
- Involvement w
ith caring adult- S
upport available at critical times
Life Events- opportunitiesand stressors -
Risk factorsProtective factors
Component 2 KidsMatter Primary 91
Activity 1: Identifying positive and negative influences on children’s social and emotional competence
Individual
Family
School
Peers
Community
Promotes
Hinders
Promotes
Hinders
Promotes
Hinders
Promotes
Hinders
Promotes
Hinders
KidsMatter PrimaryComponent 292
Activity 2: Enhancing social and emotional competence Scenarios: kate, Ewan and Lucy (page 1 of 3)
Kate wants to join in with a group of children who are playing in the sand pit.
When she asks Zak, he replies...
Kate approaches the teacher on yard duty and says,
Kate struggles to join a group. Her only strategy is to tell a
teacher.
Kate is able to join a group of children.
Beginning Competent
Is this something Kate can learn?
.................................................................................................................................................
Is this something she can learn at school?
.................................................................................................................................................
What level of competency would Kate have?
.................................................................................................................................................
What skills do you think Kate would need to learn in order to successfully join a group?
.................................................................................................................................................
.................................................................................................................................................
How can you help Kate learn social and emotional skills?
Nope.Youcan’tplaywithus
“” .
Zakwon’t let meplay“ ” .
Component 2 KidsMatter Primary 93
Beginning Competent
Is this something Ewan can learn?
....................................................................................................................................
Is this something he can learn at school?
....................................................................................................................................
What level of competency would Ewan have?
....................................................................................................................................
What skills do you think Ewan would need to learn in order to successfully manage
his frustrations?
....................................................................................................................................
....................................................................................................................................
How can you help Ewan learn social and emotional skills?
A group of children are happily playing at lunch time.
You’re
Ewan ruins the game and storms off angrily.
Ewan is called out, accepts the decision and continues to participate.
Out!“ ”
Ewan yells back,
the kids call to Ewan.
Wasnot!” “
With that he kicks the ball away and storms off in a rage...
Activity 2: Enhancing social and emotional competence Scenarios: kate, Ewan and Lucy (page 2 of 3)
KidsMatter PrimaryComponent 294
Beginning Competent
Is this something Lucy can learn?
....................................................................................................................................
Is this something she can learn at school?
....................................................................................................................................
What level of competency would Lucy have?
....................................................................................................................................
What skills do you think Lucy would need to learn in order to successfully manage
her disappointments and solve problems more effectively?
....................................................................................................................................
....................................................................................................................................
.
How can you help Lucy learn social and emotional skills?
Lucy is pessimistic and crying; her only solution is to give up.
She calmly takes responsibility and offers possible solutions.
Parent permission forms had to be returned today for the class excursion tomorrow,
but Lucy has forgotten hers.
She starts to sob quietly. When asked what’s wrong she blurts out,
“”
I can’t go.
Mumdidn’t give memy
form.
Activity 2: Enhancing social and emotional competence Scenarios: kate, Ewan and Lucy (page 3 of 3)
Component 2 KidsMatter Primary 95
Session 2:
teaching social and emotional learning (SEL) in the classroom
KidsMatter PrimaryComponent 296
The five core social and emotional competencies
Social and emotional learning
Social awareness
Relationship skills
Respo
nsib
le d
ecis
ion-
mak
ing
Self-m
anagement Self-awareness
Managing emotions and behaviours
Showing understandingand empathy
for others.
Forming positiverelationships, working
in teams, dealing effectively with conflict.
Recognising one’s emotions and values
as well as one’sstrengths and
limitations.
Making ethical,constructive
choices about personal and
social behaviour.
to achieve one’s goals.
Component 2 KidsMatter Primary 97
Core social and em
otional competencies
12
3
45
Self-aw
arenessS
elf-managem
entS
ocial awareness
Relationship skills
Responsible decision-m
aking
Identifying emotions
Recognising strengths
Managing em
otionsG
oal settingP
erspective-takingA
ppreciating diversity
Com
munication
Building relationships
Negotiation
Refusal
Analysing situations
Assum
ing personal responsibility
Respecting others
Problem
-solving
Identifying and labelling one’s em
otions.
Identifying and cultivating one’s strengths and positive qualities.
Monitoring and
regulating feelings so they aid in the handling of situations.
Establishing and
working tow
ard achieving short and long term
goals.
Identifying and understanding the thoughts and feelings of others.
Understanding that
individual and group differences com
plement each
other.
Using verbal and
nonverbal skills to express oneself and prom
ote positive and effective changes w
ith others.
Establishing and
maintaining healthy
and rewarding
connections with
individuals and groups.
Achieving m
utually satisfactory resolutions to conflict by addressing the needs of all connected.
Effectively
conveying and follow
ing through w
ith one’s decision not to engage in unw
anted, unsafe, unethical conduct.
Accurately
perceiving when a
decision is needed, and assessing factors that m
ay influence one’s decision.
Recognising and
understanding one’s obligation to engage in ethical, safe and legal behaviours.
Believing that others
deserve to be treated w
ith kindness and feeling m
otivated to contribute to com
mon good.
Generating,
implem
enting and evaluating positive and inform
ed solutions to problem
s.
Activity 3: Micro-skill sort - Core social and emotional competencies diagram
KidsMatter PrimaryComponent 298
Effective social and emotional teaching
Self-m
anagement
Social aw
arenessR
elationship skillsR
esponsible decision-m
akingS
elf-awareness
Provide inform
ation on core features of the skill, and its relevance to lives of students
Practice and feedback
Application
Plan and provide
structured opportunities for students to practise the skill w
ith feedback
Provide ‘real-life’
opportunities for students to apply/practise the skill beyond the lesson
Core social and em
otional competencies
Explicit
Component 2 KidsMatter Primary 99
Session 3:
implementing social and emotional learning (SEL) throughout your school
KidsMatter PrimaryComponent 2100
Activity 4: Using the KidsMatter Primary Programs Guide
Strong Promising Limited Not Evident
Applicability to special student groups:
C – CALDI – IndigenousLS – Low SES
Staff PL:
R – RestrictedE – External Agency Onlyü – Yes
Key:
R – RuralS – Special Needs
Sound SEL instructional practice Other factors Staff PL
Program Title Age range (yrs) 5.
Res
pons
ible
dec
isio
n-m
akin
g
Evid
ence
of e
ffect
iven
ess
Iden
tified
theo
retic
al fr
amew
ork
Stud
ent a
sses
smen
t mea
sure
s
Des
igne
d fo
r, or
dem
onst
rate
d ap
plic
abilit
y to
, spe
cial
stu
dent
gro
ups
Form
al p
aren
t/car
er c
ompo
nent
pro
vide
d
Staf
f pro
fess
iona
l lea
rnin
g (P
L) a
vaila
ble
Staf
f pro
fess
iona
l lea
rnin
g (P
L) c
ompu
lsor
y
1. S
elf-a
war
enes
s
2. S
ocia
l aw
aren
ess
3. S
elf-m
anag
emen
t
4. R
elat
ions
hips
Stru
ctur
ed s
essi
ons
Component 2: Social and emotional learning (SEL) for students
General Programs
R
Aussie Optimism 8–13
Being Me 9–12
Digging Deep
Bright Ideas 9–12
9–16
Friendly Schools and Families
FRIENDS for Life
4–13
4–11
I Can Problem Solve
Literature for Life
4–12
10–12
Passport Program
PATHS Curriculum
6–14
5–12
Program Achieve
Guest 4 Values
6–12
5–12
Rock and Water
Second Step
9–12
4–13
Social Decision Making/Social Problem Solving
Steps to Respect
4–14
9–12
Stories of Us: Belonging
Stories of Us: Bullying
9–12
9–12
Thinking, Feeling, Behaving
Values Education Toolkit
6–12
4–14
Friendly kids, Friendly Classrooms
Heart Masters
MPower Girls
Peer Mediation
Resilient Kids (Primary)
Skills for Growing
Stop Think Do Social Skills Training
Sunshine and Rainbows
BOUNCE BACK! 5–15
5–12
5–12
10–12
11–12
5–12
5–11
4–12
5–8
Component 2 KidsMatter Primary 101
Activity 4: Blank KidsMatter Primary Programs Guide
StrongProm
isingLim
itedN
ot Evident
Applicability to special student groups:
C – C
ALDI – IndigenousLS – Low
SES
Staff PL:
R – R
estrictedE – External Agency O
nlyü
– Yes
Key:
R – R
uralS – Special N
eeds
Sound SEL instructional practice
Other factors
Staff PL
Program Title
Age range
(yrs)
5. Responsible decision-making
Evidence of effectiveness
Identified theoretical framework
Student assessment measures
Designed for, or demonstrated applicability to, special student groups
Formal parent/carer component provided
Staff professional learning (PL) available
Staff professional learning (PL) compulsory
1. Self-awareness
2. Social awareness
3. Self-management
4. Relationships
Structured sessions
Categorisation sheet for your
school’s social and emotional
learning (SEL) programs
ExamplesComparisonprograms
S
Program A
5–6
Program B
3–6
KidsMatter PrimaryComponent 2102
Activity 5: Discuss the factors that might be important considerations for social and emotional learning (SEL) programming in your school community- Group discussion questions
Using butcher’s paper or blank paper, answer the following questions in your allocated groups.
Action Team to collect for Component 2 planning.
1. What other supports or resources does our school need for school-wide SEL implementation? (for example, leadership support, professional development)
2. How can the school community be organised to ensure that all students gain social and emotional competence? (for example, relationship-centred learning community)
Component 2 KidsMatter Primary 103
Participant references and other resources for KidsMatter Primary Component 2: Social and Emotional Learning
Barry, M. M. (2007). “Generic principles of effective mental health promotion.” International Journal of Mental Health Promotion, 9(2), 4-16.
Bernard, M. (2004). “The relationship of young children’s social-emotional development to their achievement and social-emotional wellbeing.” Paper presented at the Australian Council for Education of Research Conference, Adelaide.
Collaborative for Academic Social and Emotional Learning. (2003). “Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs.” www.casel.org.
Collaborative for Academic Social and Emotional Learning. (CASEL) (2006). “Sustainable schoolwide social and emotional learning (SEL): Implementation guide.” Chicago, IL. www.casel.org.
Collaborative for Academic, Social and Emotional Learning (CASEL) promote co-ordinated, systematic, social and emotional learning in educational settings. www.casel.org
Collaborative for Academic, Social and Emotional Learning (CASEL) background - http://casel.org/downloads/SEL&CASELbackground.pdf
Collaborative for Academic, Social and Emotional Learning (CASEL) articles: www.casel.org/pub/articles.php
Elias, M.J. (2006) “Connection Between Academic and Social-Emotional Learning” http://www.casel.org/downloads/Elias2006BookCh1.pdf
Kress, J. S. & Elias, M. J. (2006). “School-based social and emotional learning programs” in N. Eisenberg (Ed.), Handbook of child psychology (6th ed., Vol. 4, pp. 592-618). New Jersey: Wiley.
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. & Weissberg, R. P. (2000). “Social and emotional learning: A framework for promoting mental health and reducing risk behaviours in children and youth.” Journal of School Health, 70, 179-185.
World Health Organization. (2004). Promoting mental health: Concepts, emerging evidence, practice (Summary report). Geneva.
World Health Organization. (2006). Creating an environment for emotional and social well-being. Geneva, Switzerland.
Zins, J. E., Elias, M. J., & Greenberg, M. T. (2004). “Facilitating success in school and in life through social and emotional learning.” Perspectives in Education, 21, 59-60.
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear, K. M. Minke & A. Thomas (Eds.), Children’s needs III: Development, problems, and alternatives. Bethesda, MD: National Association of School Psychologists.
School staff professional learning Component 2: Social and emotional learning (SEL) for students
Feedback form – school participant
This was a:
Three-hour session for whole-school professional learning
OR Component 2
One-hour session for Session 1: Social and emotional learning (SEL) for all students – what it means and why it is important
One-hour session for Session 2: Teaching social and emotional learning (SEL) in the classroom
One-hour session for Session 3:Implementing social and emotional (SEL) learning throughout your school
Location/School: _____________________________________ Date ___/___/___
State/Territory: _____________________________ Cluster: _________________
Current role in school (indicate where most appropriate)
Leadership
Student wellbeing/ welfare coordinator
Teaching
Non-teaching (support)
Non-teaching (administration)
Parent/ Carer
Thank you for attending this KidsMatter Primary school professional learning session. Please give us feedback so we know what we are doing well and where we need to improve.
Please circle the rating that best fits your opinion Stronglydisagree
Somewhatdisagree
Somewhatagree
StronglyagreeNeutral
Very poor Poor Good Very
goodAverage
1. This session was relevant to my school’s needs
2. This session provided me with useful ideas to apply within my role at the school
3. The ‘activities’ and discussions’ of this session supported my learning
4.These activities were relevant to help me understand a more positive school community• ‘Influences on social and emotional competence’
• ‘Enhancing social and emotional learning competence’
• ‘Micro-skill sort’
• ‘Using the Programs Guide’
• ‘Social and emotional competence of your students’
• ‘What skills does a socially and emotionally competent student have?’
• ‘Demonstration of social and emotional learning in actions’ discussions
• ‘Presentation of KidsMatter Primary supporting resources’
5. Overall what rating would you give to this session?
6. Do you have any recommendations for improving this session?
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Component 2 KidsMatter Primary 105
Appendix A: General resources
Books for parents and carers
Your child’s emotional needs: What they are and how to meet them. This book discusses the emotional needs of children at various developmental stages from birth to age 12. V. Flory (2005). Sydney, NSW: Finch Publishing.
A parent’s treasure chest: Exploring the path to resilience. This user-friendly book provides information on emotional intelligence, problem solving and optimism for parents and carers. C. Jenkin, and A. McGenniss (2000). Canberra, ACT: Commonwealth Department of Health and Aged Care.
Mind your mind: How to master your thoughts and feelings. This book provides clear information for parents, carers and children on the link between thoughts, feelings and behaviour. J. Johansen, and L. Hay (1996). Oakleigh, VIC: The Australian Scholarship Group.
The optimistic child. This book provides exercises and strategies that can be used to teach children optimistic thinking patterns. M. E. Seligman (1995). New York: HarperCollins.
Resources for use with children
Arthur is a PBS kid’s series that has a large range of activities that parents, carers and teachers can use with children to help them develop important skills. Games, activities and suggestions for teaching children social and emotional skills pbskids.org/arthur/parentsteachers/activities/development.html?cat=development
The socially speaking game. This game is ideal for children aged 7+ and covers topics such as greeting, taking turns, eye contact and listening. Designed to complement the Socially Speaking book, the game focuses on social interaction in three key areas: home, school, and the wider community. A. Schroeder (2003). Grand Rapids, MI: School Specialty Publishing.
Resources for school staff
Academic and social-emotional learning. Educational Practices Series 11. This booklet provides a succinct introduction to social and emotional learning in classroom settings and includes practical strategies for teachers. By M. J. Elias (2003). Brussels, Belgium: International Academy of Education. www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac11e.pdf
The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. This book provides a valuable overview of social and emotional learning and specific ideas and strategies that can be used in classrooms. M. J. Elias, and H. Arnold (2007). Thousand Oaks, CA: Corwin Press.
Guiding children’s social development: Theory to practice (5th ed.). This book is a comprehensive and useful guide to children’s social and emotional development. M. J. Kostelnik, A. Phipps Whiren, A. K. Soderman, and K. Gregory (2006). New York: Thomson Delmar Learning.
How to talk so kids can learn: At home and at school. This book provides great ideas on how to communicate with children in ways that builds children’s confidence and life skills. A. Faber and E. Mazlish (1996). New York: Scriber.
The Committee for Children provides some useful whole-school and classroom activities that can be used to create a positive school environment and promote effective social and emotional learning. Available from: www.cfchildren.org/support/teacherstips
Research articles
Fuller, A. (2001). A blueprint for building social competencies in children and adolescents. Australian Journal of Middle Schooling, 1, (1), 40-48. Provides useful information on the importance of developing social competencies, emotional intelligence and resilience in school children. Available from: http://www.learningtolearn.sa.edu.au/Colleagues/files/links/3B1_02R3_A_Blueprint_for_t.pdf
Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for parents and teachers. In F. Pajares and T. Urdon (Eds.), Self-efficacy beliefs of adolescents (pp. 336-367). Information Age Publishing. Available from: www.des.emory.edu/mfp/PajaresAdoed2006.pdf Provides useful information on self-efficacy specifically as well as more general information on social and emotional learning. It is primarily aimed at teachers but may also be valuable for parents and carers.
Zins, J. E, Bloodworth, M. R., Weissberg, R. P., and Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success Chapter 1. In Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College, Columbia University. http://casel.org/wp-content/uploads/2011/04/T3053c01.pdf Summarises research findings that link school success to social and emotional learning and provides a succinct
KidsMatter PrimaryComponent 2106
overview of the kinds of practices that are most effective for supporting children’s social and emotional learning at school.
Scope and Sequence References
Illinois Learning Standards - Social/Emotional Learning (SEL) – Goals and Standards, Illinois State Board of Education http://www.isbe.state.il.us/ils/social_emotional/standards.htm
Performance Descriptors Social Emotional Learning Grades 1-5, Illinois State Board of Education www.isbe.state.il.us/ILS/social_emotional/word/descriptor_1-5.doc
The KidsMatter Primary resources
KidsMatter Primary http://www.kidsmatter.edu.au
KidsMatter Primary Programs Guide provides information on school based social and emotional learning programs. www.kidsmatter.edu.au/programs-guide/
KidsMatter Primary Programs Guide – Information specifically for Component 2 http://www.kidsmatter.edu.au/primary/programs-guide/choosing-a-program/component-2-programs/
KidsMatter Primary Resources for use with parent, carers and children www.kidsmatter.edu.au/wp/wp-content/uploads/2009/09/sel-other-resources.pdf
Other relevant organisations and initiatives
Australian
Australian Health Promoting Schools Association (AHPSA) The Australian Health Promoting Schools Association was established in 1994. It has a number of aims including promoting nationally the concept of health promoting schools and encouraging collaboration among existing agencies, associations, government departments and student and parent groups. http://www.ahpsa.org.au/
International
CASEL CASEL is a not-for-profit organisation that works to advance the science and evidence-based practice of social and emotional learning. http://casel.org/
Social and Emotional Aspects of Learning (SEAL) The National Behaviour and Attendance Pilot (2003)(The Department for Education, UK- Formally Department for Schools, Children and Families) was designed to develop teaching strategies which promote positive behaviour for learning, and enhance the quality of relationships between staff, children and other members of the school community. A major part of this program is Social and Emotional Aspects of Learning (SEAL): a comprehensive approach to promoting social and emotional skills. https://www.education.gov.uk/publications/eOrderingDownload/DCSF-RB064.pdf
World Health Organization, Global School health initiative - Health Promoting Schools This initiative is designed to improve the health of students, school personnel, families and other members of the community through schools. www.who.int/school_youth_health/gshi/en/
Distributors of social and emotional learning relevant resources
Australian Council for Educational Research www.acer.edu.au/
Open Leaves Bookshop www.openleaves.com.au
Peoplemaking www.peoplemaking.com.au
Pearson Australia www.pearson.com.au
Other suggestions for obtaining sample copies of mental health and well being program materials
There are a number of ways to obtain copies of program materials including:
• local universities
• council library
• individual program websites
• program publishers and distributors
• your own school library
• other local schools
• regional or district education department offices
• Catholic diocese office (if appropriate)
• your school psychologist, guidance officer, counsellor or social worker
• educational psychologists working in your local area.
Component 2 KidsMatter Primary 107
Appendix B: State and territory policy resources related to social and emotional learning
ACT
Every chance to learn: Curriculum framework for ACT schools - Preschool to year 10, ACT Government Education and Training http://activated.act.edu.au/ectl/framework.htm
NSW
Educational Resources for Australian teachers and students, Kindergarten to Year 6, Board of Studies NSW http://k6.boardofstudies.nsw.edu.au/
NSW Board of Studies Outcomes for all K-6 Learning Areas http://k6.boardofstudies.nsw.edu.au/files/curriculum/k6_outcomes.pdf
NT
NT Curriculum Framework, Dept of Education and Training www.det.nt.gov.au/students/curriculum-ntbos/ntcf
Health and Physical Education Learning Area www.det.nt.gov.au/__data/assets/pdf_file/0016/2365/learning_areas_hpe.pdf
QLD
Queensland curriculum, assessment and reporting framework (QCAR) (2008), Department of Education and Training http://education.qld.gov.au/qcar/
SA
South Australian Curriculum Accountability Framework www.sacsa.sa.edu.au/index_fsrc.asp?t=CB
Health Promoting Schools Framework http:/ www.healthpromotion.cywhs.sa.gov.au/Content.aspx?p=154#healthpromschools
Centre for Health Promotion, Department of Children, Youth and Women’s Services http://www.healthpromotion.cywhs.sa.gov.au/
TAS
Department of Education, Tasmanian Curriculum www.education.tas.gov.au/curriculum/standards/health
http://www.education.tas.gov.au/school/health/mental-health-and-wellbeing-initiatives-for-schools
VIC
Victorian Educational Learning Standards (VELS) - Victorian Curriculum and Assessment Authority http://vels.vcaa.vic.edu.au/
Health and Physical Education Domain within the Physical, Personal and Social Relationship Strand http://vels.vcaa.vic.edu.au/hpe/intro.html
Interpersonal Relationship Domain within the Physical, Personal and Social Relationship Strand http://vels.vcaa.vic.edu.au/interpersonal/intro.html
WA
WA Scope and Sequence of Self-management - WA Department of Education and Training http://k-10syllabus.det.wa.edu.au/content/syllabus-documents/early-childhood-k-3-syllabus/scope-and-sequence-statements
WA Department of Education: Health and Physical education http://det.wa.edu.au/curriculumsupport/k10syllabus/detcms/navigation/health---physical-education/?oid=Category-id-10862621
Curriculum Frameworks for Health and Physical Education http://det.wa.edu.au/curriculumsupport/k10syllabus/detcms/navigation/health---physical-education/?page=2&tab=Main#toc4
Outcomes and Standards Framework Health and Physical Education http://www.google.com.au/search?rlz=1C1CHKB_en-GBAU443AU444&sourceid=chrome&ie=UTF-8&q=Outcomes+and+Standards+Framework+Health+and+Physical+Education
Curriculum resources www.curriculum.wa.edu.au/internet/Years_K10/Curriculum_Resources
KidsMatter PrimaryComponent 2108
References
Barry, M. M. (2007). Generic principles of effective mental health promotion. International Journal of Mental Health Promotion, 9(2), 4-16.
Bernard, M. (2004). The relationship of young children’s social-emotional development to their achievement and social-emotional wellbeing. Paper presented at the Supporting student wellbeing: What does the research tell us about the social and emotional development of young people, Adelaide.
Collaborative for Academic Social and Emotional Learning. (2003). Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs.
Collaborative for Academic Social and Emotional Learning. (2006). Sustainable schoolwide social and emotional learning (SEL): Implementation guide. Chicago, IL.
Commonwealth Department of Health and Aged Care. (2000). Promotion, prevention and early intervention for mental health - A monograph. Canberra.
Denham, S.A., Weissberg, R.P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. pp13-50, A blueprint for the promotion of prosocial behavior in early childhood
Durlak, J. A., and Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25(2), 115-153.
Elias, M. J. (2003). Academic and Social Emotional Learning. Brussels, Belgium: International Academy of Education.
Fuller, A. (2001). A blueprint for building social competencies in children and adolescents. Australian Journal of Middle Schooling, 1(40-48).
Katz, L., (1996). Child Development Knowledge and Teacher preparation: Confronting Assumptions. Early Childhood Research Quarterly, 11, 135-146.
Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J. R., et al. (2005). Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years. Developmental Psychology, 41(5), 733-746.
Merrell, K. and Gueldner, B. (2010). Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. NY: Guilford Press
Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., and Weissberg, R. P. (2000). Social and emotional learning: A frameworkfor promoting mental health and reducing riskbehaviours in children and youth. Journal of SchoolHealth, 70, 179 - 185.
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