Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

by Barbara A. Gueldner PhD, NCSP, Laura L. Feuerborn PhD, NCSP, Kenneth W. Merrell PhD, Roger P. Weissberg PhD (Foreword by)

Overview

This trusted resource—now in a thoroughly updated second edition reflecting the tremendous growth of the field—provides a best-practice guide to planning and implementing social and emotional learning (SEL) in K–12 classrooms and schools. The authors present a roadmap to help practitioners choose exemplary programs and strategies, integrate SEL with academics and mental health interventions, create culturally affirming programming for diverse students, use assessment to guide data-based decision making, and support educator SEL. In a convenient large-size format, the volume includes illustrative vignettes and 24 reproducible worksheets and other practical tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition
*Chapter on educators’ social and emotional competence and teacher wellness.
*Expanded coverage of implementation and systems issues, strategies for weaving SEL into the school day, applying SEL within a multi-tiered system of support, and professional development.
*Numerous new and revised worksheets—now downloadable—including new educator reflection activities in each chapter.
*Timely topics and themes infused throughout—such as culturally responsive and trauma-informed practices, teacher–family–community partnerships, and relationships as a foundation to SEL success—plus updated SEL resources.

This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

Product Details

ISBN-13:	9781462544011
Publisher:	Guilford Publications, Inc.
Publication date:	08/30/2020
Series:	The Guilford Practical Intervention in the Schools Series
Edition description:	Second Edition
Pages:	268
Sales rank:	1,115,249
Product dimensions:	7.90(w) x 10.40(h) x 0.60(d)

About the Author

Barbara A. Gueldner, PhD, NCSP, IMH-E® Infant Mental Health Specialist, is a licensed psychologist in Steamboat Springs, Colorado. She has worked for over 20 years with children and families, educators, medical and mental health professionals, community agencies, and postsecondary students across a range of settings including private practice, schools, a university-based clinic, pediatric primary care clinics, and a large children’s hospital, and served as Visiting Assistant Professor at the University of Oregon. Dr. Gueldner’s research, publications, program development, workshops, and community service focus on social and emotional learning, childhood mental health and prevention, internalizing problems and solutions, supporting adults to facilitate children’s social and emotional development, and facilitating excellence in early childhood programs. She is a coauthor of Kenneth W. Merrell’s Strong Kids and Strong Teens social and emotional learning (SEL) programs.

Laura L. Feuerborn, PhD, NCSP, is Professor in the School of Education at the University of Washington Tacoma. As a core member of the faculty since 2006, she has founded master’s degree study options and graduate-level coursework in social and emotional learning (SEL) and systems change. Dr. Feuerborn’s school and community partnerships, national and international presentations, and teaching expertise are grounded in the field of social, emotional, and behavioral supports. Her research and peer-reviewed publications focus on implementation science, SEL, and supporting school staff in the implementation of schoolwide positive behavior interventions and supports. She is a coauthor of Kenneth W. Merrell’s Strong Kids and Strong Teens SEL programs.

Kenneth W. Merrell, PhD, until his death in 2011, was Professor of School Psychology and Director of the Oregon Resilience Project at the University of Oregon in Eugene. For 25 years, Dr. Merrell’s influential teaching and research focused on social-emotional assessment and intervention for children and adolescents and social-emotional learning in schools. He published over 90 peer-reviewed journal articles; several books and nationally normed assessment instruments; and the Strong Kids programs, a comprehensive social and emotional learning curriculum. Dr. Merrell was a Fellow of the Division of School Psychology (Division 16) and the Society for Clinical Child and Adolescent Psychology (Division 53) of the American Psychological Association. He received the Senior Scientist Award from Division 16, the Division’s highest honor for excellence in science.

Table of Contents

1 Social and Emotional Learning: What It Is, and What It Can Do for Your Students 1

Introduction and Overview 1

Why SEL? 1

Defining and Understanding SEL 4

A Focus on Wellness and Healthy Development 5

SEL Conceptual Frameworks 6

Using SEL within a Multi-Tiered Prevention Model and SWPBIS 9

An MTSS 10

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) 11

Benefits of SEL: What the Research Says 13

Current Trends in Legislation, Policy, and SEL 15

SEL, National, and State Standards 17

VIGNETTE: A Teacher Leading an SEL Initiative 17

Wrapping Things Up 18

2 Strategic Planning for Social and Emotional Learning 22

Introduction and Overview 22

The Change Process 23

Readiness 23

Initial Implementation 24

Sustained Implementation 25

Key Steps to Mobilizing Change 26

Conduct a Needs Assessment 28

Enlist a Team 28

Gain the Active Support of Administrators and Stakeholders 29

Rally Key Stakeholders 31

Secure Necessary Resources 33

Create a Professional Development, Implementation, and Evaluation Plan 35

Your Strategic Plan 39

VIGNETTE: A Tale of Two Schools 39

Wrapping Things Up 41

3 Social and Emotional Learning Curricula: A Review of Programs and Guide to Selection 51

Introduction and Overview 51

Your Setting, Your Team, and Your Plan 52

Identify and Review the Short- and Long-Term Goals for Your Students 53

Select Programs for Review and Conduct a Review Process 53

Assess Current and Past SEL Programs 53

Consider How the Program Fits with SEL Standards and District Goals 54

Identify the Resources That Are Needed to Sustain Implementation Efforts 54

Advantages of Using Packaged, Evidence-Based Programs 54

Challenges in Reviewing the Research and Choosing a Packaged Program 56

Characteristics of Programs 57

A Review of SEL Programs 58

Caring School Community 58

Incredible Years Parents, Teachers, and Children's Series 59

MindUP 62

Promoting Alternative Thinking Strategies 63

RULER Approach 64

Second Step 66

SEL Up Close: Merrell's Strong Kids Curriculum Series 67

VIGNETTE: Reviewing and Choosing an SEL Program 71

Wrapping Things Up 72

4 The Essentials of Using Social and Emotional Learning in the Classroom 78

Introduction and Overview 78

Creating Classrooms Conducive to SEL Implementation 79

Supportive Classrooms through Relationships and Engagement 79

Classroom Organizational Practices 83

Preparatory Activities: Implementing SEL in the Classroom 86

Consider Your Site 86

Choose Programs That Work 87

Designate an "Implementer" 87

Estimate the Time Needed for Preparation and Implementation 87

Determine When and Where to Teach Core SEL Content 87

Obtain the Necessary Materials 88

Review, Understand, and Practice the Content 88

Engage in Professional Development and Support for Implementation 88

Pay Attention to Instruction 90

Make Adaptations for General and Specific Needs 91

Assessment: Monitor Implementation and Evaluating Outcomes 95

Address Tough Conversations during Instruction: When Student Comments Give Us Pause 95

VIGNETTE: Educators Expect, Prepare for, and Respond to Tough Moments 96

Wrapping Things Up 98

5 Academics and Social and Emotional Learning: An Interconnected and Integrated Relationship 108

Introduction and Overview 108

Research to Support the Connections among Social, Emotional, and School Competence 110

Social and Emotional Areas Connected to School Competence 111

Emotion Knowledge 114

Regulation 114

Social Skills 114

Using Academics as a Platform for Infusing SEL 115

Typical Integration of SEL Programs into Academic Content 115

Logistical Planning Issues and Solutions 116

VIGNETTE: Integrating Academics and a SEL Program 117

Noncurricular SEL Strategies in an Academic Context 118

Responsive Classroom 118

Stand-Alone Strategies 119

VIGNETTE; A Teacher Infuses SEL Strategies into Academics 122

Building Connections with Families and Community Partners 124

Wrapping Things Up 126

6 One Size Does Not Fit All: Adapting Social and Emotional Learning in Our Multicultural World Sara Castro-Olivo Ana d'Abreu Jessica Furrer Oscar Widales-Benitez 129

Introduction and Overview 129

What Is Culturally Responsive SEL? 131

Understanding Diversity in Our Communities 132

Frameworks That Guide Cultural Adaptations of Evidence-Based Practices 134

Ecological Validity Framework 135

The Cultural Adaptation Process Model 137

The Integrated Top-Down and Bottom-Up Approaches to Adapting Psychotherapy 138

Research That Supports the Use of SEL with CLD Students and Using Culturally Responsive Adaptations 138

Targeted Needs for Culturally Responsive Approaches to SEL 141

When Do We Consider Making Adaptations? 142

Recommendations for Adapting SEL Programs to CLD Students 143

VIGNETTE: Applying a Framework to CLD Students and SEL 146

Wrapping Things Up 147

7 Assessment and Evaluation Strategies in Social and Emotional Learning 150

Introduction and Overview 150

Challenges in Assessing SEL 151

Preparing to Meet the Challenges: Get Ready, Set, SLOW! 152

Ecological Considerations 153

Technical Considerations 155

SEL Assessment Methods and Measures 158

Surveys 158

Observations 160

Checklists 161

Program-Based Assessments 162

Interviews 162

Rating Scales 163

The Assessment Process: Cycle of Inquiry 167

Phase I Identification and Clarification 167

Phase II Measurement Selection and Data Collection 168

Phase III Data Analysis and Evaluation 169

Applying the Process Using MTSS 170

Tier 1 Universal Assessment 170

Tier 2 Targeted Assessment 173

Tier 3 Individual Levels of Support 174

Monitoring Progress 175

VIGNETTE: Assessment in Action 177

Wrapping Things Up 178

8 Social and Emotional Learning and Mental Health Interventions: A Multi-Tiered and Ecological Approach 185

Introduction and Overview 185

Fine-Tuning SEL from a Tiered Approach 186

Moving through a Flexible, Tiered System 186

Addressing Externalizing and Internalizing Problems 189

Applying More Than One Program in a Tier 189

Classrooms, Schools, Families, and Community Systems: Essential Collaborations 191

Families 191

Health Care 192

Community Agencies and University Partners 193

Mobilizing Additional Resources 194

Identification and Making a Referral 194

Accessing and Coordinating School-and Community-Based Mental Health Services 197

Collaborative Relationships: The Heart of Integrating Services 200

VIGNETTE: A School Counselor's Experience Coordinating Mental Health Care 201

Wrapping Things Up 203

9 Educators' Social and Emotional Competence 209

Introduction and Overview 209

Social and Emotional Competence and Teaching SEL 211

What Does a Socially and Emotionally Competent Educator Look Like? 213

Challenges Educators Face 215

Spotlight on Stress and Trauma 216

Reflection 218

SEL: A Potent Antidote to Unhealthy Stress 219

Strategies for Supporting Educators' SEL 220

SEL Programs and Workshops for Educators 221

SELecting Areas to Nurture 221

Activities and Habits That Promote Wellness 222

Reflective Activities 224

Breathing and Relaxation Strategies 225

Mindfulness-Based Activities 226

Books 227

VIGNETTE: Two Perspectives on a Morning 227

Wrapping Things Up 228

References 233

Index 263

Editorial Reviews

"The authors have created a very readable, practical, and comprehensive how-to manual for creating system change to support SEL. This updated second edition is a 'must read' for those in the fields of education and mental health who want the most up-to-date information on SEL. The book presents numerous ideas and actions that will help any school or teacher support students and create caring, compassionate, and supportive classrooms for all."—Mark T. Greenberg, PhD, Emeritus Bennett Chair of Prevention Science, The Pennsylvania State University; Chairperson, CREATE for Education

"Gueldner and colleagues offer hands-on advice on how to implement SEL in real-world classrooms and schools. They provide critical information on how to select and implement evidence-based SEL curricula, as well as how to adapt SEL interventions to best meet the needs of culturally and linguistically diverse students and families. Whether you are new to the world of SEL or have been engaged in implementation for years, this book is an essential resource. I look forward to sharing this book with future educators and school psychologists, and to using it in my own research within schools."—Katie Eklund, PhD, Department of Educational Psychology, University of Wisconsin–Madison

"This is a key reference for anyone interested in 'walking the talk' of SEL. The volume offers practical wisdom to educators committed to meaningful, lasting, and effective practices. Rooted in the latest research and hard-won experience in the field, the book reflects a deep commitment to helping educators do SEL well. It is sophisticated yet accessible and practical—a rare combination. This book is important reading for practitioners, advanced undergraduates, and graduate students alike."—Clark A. McKown, PhD, Division of Behavioral Sciences, Rush University Medical Center

From the Publisher