Movatterモバイル変換


[0]ホーム

URL:


Skip to main content

Advertisement

Springer Nature Link
Log in

Promoting Social and Emotional Development in Childhood and Early Adolescence

  • Chapter
  • First Online:

Part of the book series:Issues in Children’s and Families’ Lives ((IICL,volume 10))

  • 1471Accesses

  • 2Citations

This is a preview of subscription content,log in via an institution to check access.

Access this chapter

References

  • Black, S. (2004). Learning after hours: The right kind of after-school programs can pay off for kids.American School Board Journal, 191(6). Retrieved December 25, 2006, fromhttp://www.asbj.com/2004/06/0604research.html.

  • Bouffard, S., Little, P., & Weiss, H. (2005). Building and evaluating out-of-school time connections.Harvard Family Research Project Evaluation Exchange,12(1, 2), 2–6.

    Google Scholar 

  • Ciarrochi, J., Forgas, J., & Mayer, J. (2006).Emotional intelligence in everyday life (2nd ed.). Philadelphia, PA: Taylor and Francis.

    Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2004a).What is SEL?. Retrieved December 20, 2006, fromhttp://www.casel.org/about_sel/WhatisSEL.php.

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2004b).Introduction to SEL: SEL competencies. Retrieved December 20, 2006, fromhttp://www.casel.org/about_sel/SELskills.php.

  • Dahlsgaard, K., Peterson, C., & Seligman, M. E. (September 2005). Shared virtue: The convergence of valued human strengths across culture and history.Review of General Psychology,9(3), 203–213.

    Article  Google Scholar 

  • Durlak, J. A., & Weissberg, R. P. (2006).The impact of after-school programs that promote personal and social skills. Collaborative for Academic, Social and Emotional Learning. Retrieved December 20, 2006, fromhttp://www.casel.org/downloads/ASP-Exec.pdf.

  • Durlak, J. A., & Weissberg, R. P. (2007).Meta-analysis of youth intervention programs. Collaborative for Academic, Social and Emotional Learning. Retrieved March 12, 2007, fromhttp://www.casel.org/about_casel/meta.php#schoolbased.

  • Elias, M. J., & Clabby, J. F. (1992).Building social problem solving skills: Guidelines from a school-based program. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997).Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

    Google Scholar 

  • Goleman, D. (1995).Emotional intelligence. New York: Doubleday.

    Google Scholar 

  • Gottfredson, D. C., Gerstenblith, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004, December). Do after school programs reduce delinquency?Prevention Science,5(4), 253–266.

    Article PubMed  Google Scholar 

  • Hall, G., Yohalem, N., Tolman, J., & Wilson, A. (2003).How after school programs can most effectively promote positive youth development as a support to academic achievement: A report commissioned by the Boston after-school for all partnership. National Institute on Out-of-School-Time. Retrieved December 25, 2006, fromhttp://www.niost.org/WCW3.pdf.

  • Halpern, R. (2003).Making play work: The promise of after-school programs for low-income children. New York: Teachers College Press.

    Google Scholar 

  • Hirsch, B. (2005).A place to call home: After-school programs for urban youth. York: Teachers College Press.

    Book  Google Scholar 

  • Lauer, P. A. Akiba, M., Wikerson, S. B., Apthorp, H. S., Snow, D., & Martin-Green, M. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students.Review of Educational Research,76, 275–313.

    Article  Google Scholar 

  • Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity participation, positive youth development, and the over-scheduling hypothesis.Social Policy Report, 20(4).

    Google Scholar 

  • Miller, B. M. (2003).Critical hours: After-school programs and educational success. New York: Nellie Mae Education Foundation. Retrieved Dec. 22, 2006 fromwww.nmefdn.org/uploads/Critical_hours_Full.pdf.

  • Saarni, C. (2000). Emotional competence: A developmental perspective. In R. Bar-On & J. D. A. Parker (Eds.).The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 68–91). San Francisco, CA: John Wiley & Sons.

    Google Scholar 

  • Stone-McCown, K., Jensen, A. L., Freedman, J. M., & Rideout, M. C. (1998).Self-science: The emotional intelligence curriculum (2nd ed.). San Mateo, CA: Six Seconds.

    Google Scholar 

  • Weisman, R. P., & Gottfredson, D. C. (2001). Attrition from after school programs: characteristics of students who drop out.Prevention Science,2, 201–205.

    Article PubMed  Google Scholar 

  • Zins, J. E., Weissberg, R. P., Wang, M. L., & Walberg, H. J. (Eds.). (2004).Building school success on social and emotional learning: What does the research say? New York: Teachers College Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Rutgers University, 53 Avenue E, Livingston Campus, New Brunswick, NJ 08854-8040, USA

    Maurice J. Elias

Authors
  1. Maurice J. Elias
  2. Jennifer S. Gordon

Corresponding author

Correspondence toMaurice J. Elias.

Editor information

Editors and Affiliations

  1. Child & Family Agency of Southeastern, Hempstead St. 255, New London, 06320, U.S.A.

    Thomas P. Gullotta

  2. Southworth Drive 70, Ashford, 06278, U.S.A.

    Martin Bloom

  3. Youth & Family Services, Town of Glastonbury, Glastonbury, 06033, U.S.A.

    Christianne F. Gullotta

  4. Child & Family Agency of Southeastern, Hempstead St. 255, New London, 06320, U.S.A.

    Jennifer C. Messina

Rights and permissions

Copyright information

© 2009 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Elias, M.J., Gordon, J.S. (2009). Promoting Social and Emotional Development in Childhood and Early Adolescence. In: Gullotta, T., Bloom, M., Gullotta, C., Messina, J. (eds) A Blueprint for Promoting Academic and Social Competence in After-School Programs. Issues in Children’s and Families’ Lives, vol 10. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-79920-9_4

Download citation

Publish with us


[8]ページ先頭

©2009-2025 Movatter.jp