Handbook of Social and Emotional Learning, Second Edition

The definitive work on social and emotional learning (SEL) research and practice is now in an extensively revised second edition, featuring all-new and thoroughly updated chapters. The world’s leading SEL scholars describe state-of-the-art interventions that build students' competencies for managing emotions, showing empathy for others, forming supportive relationships, and making responsible decisions. The scientific underpinnings of SEL are explored and its impact on academic achievement and behavior is examined. The Handbook discusses ways to assess SEL and design effective, developmentally and culturally informed programs for students in preschool through secondary school settings and beyond.

New to This Edition
Reflects a decade of significant advances in research, policy, and implementation.
New and expanded topics--equity, culturally responsive practice, multi-tiered systems of support, adult SEL, technology tools and applications, mental health, scaling up successful interventions, and more.
Six chapters on international SEL efforts, discussing both developed and developing countries.
Every chapter concludes with Key Takeaway Points.

"This definitive handbook delivers a comprehensive blueprint for SEL science, practice, and policy. It emphasizes that high-quality, evidence-based SEL programming is not just about academic success--it's about equipping students with vital skills for lifelong well-being and achievement. The volume also speaks to the important need for school leaders, educators, and parents to elevate their own social and emotional competencies, so they can drive and sustain children’s healthy development."--Marc A. Brackett, PhD, Professor in the Child Study Center and Founding Director, Yale Center for Emotional Intelligence, Yale University

"There is no question about SEL that is not taken up by the second edition of this handbook. Whether you are looking for practical information about implementing SEL interventions in settings that serve children and youth, guidance on systems-level policies, or best practices for supporting the SEL of the adults who work with young people, you will find what you need in this volume. Both answering and raising important questions, chapters map the field and present the scientific foundation for SEL clearly and concisely. The contributors attend to the need for lifetime SEL skill development and the contribution of SEL to our capacity to make the world more just, equitable, and humane. With examples from around the globe, the Handbook takes seriously a cultural and systems-level lens."--Nancy L. Deutsch, PhD, Associate Dean for Faculty Development and Linda K. Bunker Professor of Education, School of Education and Human Development, University of Virginia

"This comprehensive text is the premier resource on the critically important topic of SEL for educators, policymakers, and researchers. The second edition provides new and important chapters about promoting equity through SEL, uses of technology, integrating SEL with other school initiatives, creating systems and policies that support SEL, and so much more. I recommend this book for SEL implementers at all levels, preschool through postsecondary, as well as graduate students in school psychology, school counseling, and social work."--Brian C. McKevitt, PhD, NCSP, School Psychology Program, University of Nebraska Omaha

"The distinguished editors of this book have assembled a knowledgeable team of researchers and practitioners. Each of the six sections is edited by expert commentators who identify contemporary dialogues and debates in this ever-expanding field. The international contributors provide evidence of the adaptability of SEL in different cultures and in a wide range of contexts. Case studies highlight the need for comparative studies that acknowledge the holistic nature of SEL. Special topics include SEL interventions to help heal the emotional wounds of children and young people affected by war and other devastating crises. This insightful book provides a wealth of knowledge for educators, researchers, health care professionals, and all those concerned for the emotional well-being of children. The dedication of the editors and authors shines through on every page."--Helen Cowie, PhD, Faculty of Health and Medical Sciences (Emeritus), University of Surrey, United Kingdom-

Joseph A. Durlak, PhD, is Professor Emeritus of Psychology at Loyola University Chicago and is now enjoying retirement in Santa Fe, New Mexico. His major interests are social and emotional learning and related prevention efforts, implementation of interventions, and meta-analysis. Dr. Durlak is a recipient of the Joseph E. Zins Award for Action Research in Social and Emotional Learning from the Collaborative for Academic, Social, and Emotional Learning.

Celene E. Domitrovich, PhD, is Research Professor in the Department of Psychiatry at Georgetown University Medical Center and Director of Research and Innovation for the Early Childhood Innovation Network. She is also Senior Scientist at the Collaborative for Academic, Social, and Emotional Learning (CASEL) and maintains a professional affiliation with the Johns Hopkins School of Public Health. Her research and publications focus on evidence-based approaches to the development of social–emotional competence in children and youth and systemic approaches to the implementation of social and emotional learning efforts. Dr. Domitrovich has served on the board of the Society for Prevention Research and is a recipient of the Joseph E. Zins Award for Action Research in Social and Emotional Learning from CASEL.

Joseph L. Mahoney, PhD, is Research and Evaluation Analyst at Big Brothers Big Sisters of America. Trained as a developmental psychologist, he has expertise in social and emotional learning, in- and out-of-school time, and positive youth development. Dr. Mahoney has been Associate Professor of Psychology at Yale University and Professor of Education at the University of California, Irvine, as well as Senior Research Scientist at the Collaborative for Academic, Social, and Emotional Learning. He received a Distinguished Policy Fellowship from the Society for Research in Child Development and served as a senior education policy fellow and advisor to former U.S. Senator Jeff Bingaman.

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