Academic achievement, xii, xiii
critical thinking, cooperation/creativity and, 42-45
developmental pathways of, 16
expectations and, 41
integrity, intellectual/personal and, 40-42
social-emotional learning/emotional intelligence and, 6-8, 9-10, 25, 49
See also Child development/learning; Curriculum; Instructional practices
Action Teams, 92
Active learning, 42-45, 58, 59
Anoka School District (Anoka, Minnesota), 215-217
Apple, M. W., 8
Association for Supervision and Curriculum Development (ASCD), 5, 30, 55
Beane, J. A., 8
social-emotional learning (SEL) programs and, 25-26, 27
war-on-the-problem approach to, 24-25
See also The Children’s Institute (TCI)
Body-brain integrated system, 7
Brain research, xii, 7, 38, 57-58
adaptive social behavior, 66
brain organization/function, 61-62
educational applications of, 58-59, 62-63, 69
emotions, mental activity/decision-making and, 65-68
frontal lobe injury, 64
learned responses, brain maturation and, 64-65
progressive educational philosophy and, 59-61
social-emotional learning and, 63-68
Bruer, J. T., 60
Caring School Community, 107
CASEL (Collaborative for Academic, Social, and Emotional Learning), xii, 8, 28-29, 73-74
implementation strategy, 181-182
organizational network, establishment of, 33-34
social/emotional learning, programming guidelines, 30-32, 178-181
Character education movement, x, 20-21
Child development/learning, 11-12
adult cooperation towards, 12-13
educational leadership and, 21-22
school planning/management teams and, 13-16
See also Social-emotional learning (SEL)
Child Development Project (CDP), xiii, 100-101
adoption of, revised program, 106-107
class meetings in, 102
community-building and, 104-106
cooperative learning and, 102-103
cross-grade buddies activities, 103-104
developmental discipline in, 103
home-involvement activities, 104
literature-based reading program, 103
The Children’s Institute (TCI), xiii, 125-126
academics, social-emotional development skills and, 138-139
autism/pervasive developmental delays and, 139-140
behavior modification and, 126
crisis/problem-solving support services, 136-137
curriculum guidelines, structured learning theory and, 132-133
family component, 138
feelings fingerprints, self-control strategies and, 131-132
school clinician in, 137
schoolwide skill reinforcement, 133-134
sharing circle, listening skills and, 130, 132
social development committee meetings, 135-136
social development coordinator role in, 134-135
social development curriculum in, 128, 129-132
social-emotional skills training in, 126-127
social problem-solving vocabulary, 128, 129
staff meetings, 135
Chula Vista Elementary School District (Chula Vista, California), 217-219
Civil behavior, 6, 77, 150-151
Clabby, J. F., 129
Climate. See Environmental factors
Coles, R., 149
Collaborative for Academic, Social, and Emotional Learning (CASEL). See CASEL (Collaborative for Academic, Social, and Emotional Learning)
Collaborative teamwork, 15, 21
Comer School Development Program (SDP). See School Development Program (SDP)
Community. See Learning communities
Conflict resolution. See Resolving Conflict Creatively Program (RCCP)
Consortium for Research on Emotional Intelligence in Organizations (CREIO), 74
emotion, element in, 55
health education, 47
language arts, 46
literature-based reading program, 103
science/environmental studies, 46
social development curriculum, 128, 129-132
social-emotional learning skills and, 201-202
See also Brain research; Instructional practices; Lessons for Life program
Dehaene, S., 65
Developmental Studies Center, 107
Diversity education. See Resolving Conflict Creatively Program (RCCP)
Ecosystem approach. See SHEFI (Psychological and Counseling Service)
child development/learning and, 21-22
conflict resolution/diversity education, 80
faculty meetings, redesign of, 92-93, 97
norming, staff practices, 93-94, 94 (figure)
performance, teamwork and, 96-98
social/behavioral problems and, 23-24
social/emotional learning programs, 25-26, 28-29, 32-34, 203
storming issues, straight talk and, 95-96, 95 (figure)
war-on-the-problem approach, 24-25
work environment design, 92-97
See also CASEL (Collaborative for Academic, Social, and Emotional Learning); Implementation; Instructional practices
Educators. See Teachers
Educators for Social Responsibility (ESR), 79, 81
Emotional disorders. See The Children’s Institute (TCI)
Emotional intelligence (EQ), ix, 3-4
assessment tools, 226-229 (appendix)
school life applications of, 5-10
school success, prediction of, 16-17
See also Social-emotional learning (SEL)
Environmental factors, x, xiii
character education and, 20-21
integrity, classroom climate of, 40-42
school safety/nonviolence and, 21
social/behavioral problems, 38-39
See also Academic achievement; Social-emotional learning (SEL)
EQ. See Emotional intelligence (EQ)
Evolutionary psychology, 64-65
Faculty meetings. See Educational leadership
Gazzaniga, M. S., 60, 64, 65, 67
Global preventive measures, 15
Goddard, J. T., 91
Goldstein, A. P., 128
Goleman, D., ix, 3, 8, 27, 29, 77, 197, 200
Gresham, F., 128
Guidance counseling. See SHEFI (Psychological and Counseling Service)
Head Start programs, 86
High-stakes testing. See Standardized tests
classroom applications, development of, 206-207
ecological approach to, 207-209
family involvement in, 209
innovations/best practices, sharing of, 209-210
leadership roles and, 203-205, 222-224
organizational functioning, social-emotional learning programming and, 201-203
school staff competencies and, 224-225
schoolwide initiatives, 177-178, 199-201
See also Russian Jack Elementary School
Individuals with Disabilities Education Act, 128
Information organization, 7
Institutionalization. See Implementation
cooperative learning strategies, 43
debates/dialogues, 44
script-writing/role-playing, 44-45
social-emotional learning programs, 28
technology and, 45
See also Brain research; Curriculum; Lessons for Life program
Integrated Thematic Instruction (ITI), 58-59
Intelligence quotient (IQ), ix, 4, 9-10
Inter/intrapersonal skills, 7, 8-9, 28
Jensen, E., 59
Kovalik, S., 58
Kress, J. S., 203
Lambert, L., 91
Learning, x
active learning, 42-45, 58, 59
developmental pathways of, 16-17
emotional element in, 6-7, 61-62, 65-68
personally meaningful activities and, 68
project-based learning, 19
structured learning theory, 132-133
See also Brain research; Child development/learning; Memory; Social-emotional learning (SEL)
Learning communities, xiii, 15-16
character education and, 20-21
emotional attachments and, 17
resource listing, 230-232 (appendix)
social-emotional learning and, 31-32
See also Child Development Project (CDP); Implementation; Resolving Conflict Creatively Program (RCCP)
Learning First Alliance, 30
Lessons for Life program, 50-51
emotional intelligence skills, nurturing of, 51-52
emotion management, learning process and, 54-55
relationships, foundation for learning, 52-53
Lexington Elementary (Monroe, Louisiana), 214-215
Lions-Quest Skills for Growing, 215-217
Management teams. See School Planning and Management Team (SPMT)
Maslow, A., 50
Memory:
elaborative encoding processes and, 62, 67-68
Meyers Park High School, 116-118
Motivation, 4, 26, 27, 28, 55, 228
National Center for Children in Poverty (NCCP), 83
National Center for Innovation and Education, 52
Neufeld, B., 91
New Jersey Core Curriculum Standards, 9
Noddings, N., 197
Norris, J. A., 203
North Country School, xiii, 142-144
advisor/advisee relationship, 152-153
animals/nature, lessons in, 151-152
communal mealtime, civility and, 150-151
conduct code, behavioral outcomes and, 145-146
social-emotional learning strategies, 146-149
Oxbow Creek Elementary School, 215-216
Palmer, P. J., 196
Partners in Learning, 81
Peacock Hill Working Group, 127
Peer mediation, 80
Pert, C. B., 68
Pervasive developmental delays (PDD), 139-140
Planning/management. See School Planning and Management Team (SPMT)
Positive youth development, 31, 55
Princeton Center for Leadership Training, xii-xiii, 91-92
Problem prevention programming, 31
Project-based learning, 19
Public policy issues, 18
budget cuts, instructional loss and, 19-20
School Development Program and, 119-121
social/economic stressors, 18
staff pay inequities, 19
standardized testing, gatekeeper function of, 21
REGS (Relationships, Emotions, Goal Setting) model, 52, 55
academic learning/performance and, 6, 9, 63
See also Lessons for Life program
Resolving Conflict Creatively Program (RCCP), xii, 78-79
human consciousness, paradigm change in, 85-86
mediation/negotiation in, 82
nonviolence, culture of, 79, 88
school culture, transformation of, 81-83
See also Russian Jack Elementary School
Resource listing, 230-232 (appendix)
The Responsive Classroom, 55
Russian Jack Elementary School, 184-185
commitment, effectiveness and, 191-192
ownership, creation of, 192-193
relationship-building and, 190-191
school culture, change in, 188-190, 193-194
social/emotional/spiritual growth, school culture and, 186-187
Safe and Sound program review, 32-33
Samuel Gompers Elementary School, 17
Schacter, D. L., 62
School Development Program (SDP), xi-xii, 12, 16, 110-111
cognitive development, 114-115
components of, 112 (figure), 115
developmental pathways, 111, 113-115
effects of, 118-121, 122 (figure)
ethical decision-making and, 113
linguistic skills and, 111, 113
physical health, 111
policy implications of, 119-121
psychological/emotional health, 113-114
social interaction, 113
School Leadership Teams, 92, 98
School Planning and Management Team (SPMT), 13-14, 112, 115
community, creation of, 15-16, 17
comprehensive school plan and, 14-15
consensus, no-fault problem solving and, 15
global preventive measures, 15
parent teams in, 14
student/staff support team, 15
trust and, 14
School psychologists. See SHEFI (Psychological and Counseling Service)
Schools:
at-risk students and, 9-10, 77-78
community development within, 15-16, 17
special education services in, 127-128
See also Child development/learning; Learning communities
conflict resolution training, 80
emotional intelligence, assessment of, 226-227 (appendix)
See also Staff development; Teachers
Schorr, L., 84
Self-awareness, 4, 27, 51, 228
SHEFI (Psychological and Counseling Service), 154-155
administrative reorganization and, 159-160
assistance/prevention programs, establishment of, 156-157
challenges/difficulties of, 171-172
developmental curriculum, preparation/consolidation of, 162-168, 163 (figure)
developmental unit/holistic team, 161
framework, unification of, 157-159
function/structure/objectives, 155-156
learning skill improvement unit, 161-162
life skills program, local district development of, 170
preventive units, 161
rapid response unit, 162
section structure/function, goal implementation and, 160-162
violence prevention work and, 168-169
well-being/competence, definition of, 163-164
Site-based management. See School Planning and Management Team (SPMT)
Social action perspective, 110-111
Social Decision Making/Social Problem Solving Program, xiv, 128, 201, 208
Social-emotional learning (SEL), xi, xii, 26-27
academic learning/performance and, 6-8
assessment of, 226-229 (appendix)
brain-compatible teaching and, 63-68
democratic citizenship and, 8-9
native intelligence/IQ and, 9-10
programming guidelines for, 30-32, 178-181
school life functioning and, 7-8
school-wide initiatives, 74-75
social/behavioral problems and, 25-26
See also Academic achievement; Child development/learning; Emotional intelligence (EQ); Implementation
Sousa, D. A., 58
Special education students. See The Children’s Institute (TCI)
child development/behavior management training, 114-115
conflict resolution, 80
social-emotional learning goals and, 203
teacher education, 17-18, 205-206
See also CASEL (Collaborative for Academic, Social, and Emotional Learning)
Standardized tests, 18
gatekeeping function of, 21
social-emotional learning goals and, 202-203
Standards, xii, 9, 84-85, 202-203
Structured learning theory, 132-133
emotional intelligence, assessment of, 227-229 (appendix)
social/behavioral problems of, 23-24
See also Academic achievement; Child development/learning; The Children’s Institute
Student and Staff Support Team (SSST), 15, 112, 115
Subject content. See Curriculum
Teachers:
child development/learning and, 21-22
educational backgrounds of, 17-18
integrity, classroom climate of, 40-42
mental health professionals and, 127
pay inequities, 19
social-emotional learning/intelligence quotient and, 9-10
See also Educational leadership; Instructional practices; Staff development
Teamwork. See School Leadership Teams; School Planning and Management Team (SPMT)
Varner, E., 91
Whole-school approaches. See Learning communities
Wolfe, P., 59
Yale Child Study Center, 12