Sage Journals: Discover world-class research

Abstract

Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.

Keywords

social–emotional outcome program evaluation

Get full access to this article

View all access options for this article.

References

Battistich

Schaps

Wilson

(2004). Effects of an elementary school intervention on students’“connectedness” to school and social adjustment during middle school. Journal of primary prevention, 24(3), 243-262.

Batson

C. D.

Fultz

Schoenrade

P. A.

(1987). Distress and empathy: Two qualitatively distinct vicarious emotions with different motivational consequences. Journal of Personality, 55(1), 19–39.

Black

P. J.

(1993). Formative and summative assessment by teachers. Studies in Science Education, 21(1), 49–97.

Brackett

M. A.

Elbertson

N. A.

Rivers

S. E.

(2015). Applying theory to the development of approaches to SEL. In Durlak

J. A.

, et al. (Eds.), Handbook of social and emotional learning: Research and practice (pp. 20–32). New York, NY: Guilford Press.

Collaborative for Academic, Social, and Emotional Learning. (2018). Social and emotional learning and positive behavioral interventions and supports. Chicago, IL: Author.

Decety

Cowell

J. M.

(2015). Empathy, justice, and moral behavior. AJOB Neuroscience, 6(3), 3–14.

Decety

Jackson

P. L.

(2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3, 71–100.

Denham

S. A.

(2015). Assessment of SEL in educational contexts. In Durlak

J. A.

, et al. (Eds.), Handbook of social and emotional learning: Research and practice (pp. 285–300). New York, NY: Guilford Press.

Denham

S. A.

Hamre

(2010). Compendium of preschool through elementary school social-emotional learning and associated assessment measures. Chicago, IL: Collaborative for Academic, Social and Emotional Learning and Social and Emotional Learning Research Group, University of Illinois at Chicago.

10.

Durlak

J. A.

Weissberg

R. P.

Dymnicki

A. B.

Taylor

R. D.

Schellinger

K. B.

(2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405–432.

11.

Dusenbury

Weissberg

R. P.

Goren

Domitrovich

(2014). State standards to advance social and emotional learning: Findings from CASEL’s state scan of social and emotional learning standards, preschool through high school, 2014. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

12.

Eisenberg

(2010). Empathy-related responding: Links with self-regulation, moral judgment, and moral behavior. In Mikulincer

Shaver

(Eds.), Prosocial motives, emotions, and behavior: The better angels of our nature (pp. 129–148). Washington, DC: American Psychological Association.

13.

Elias

M. J.

O’Brien

M. U.

Weissberg

R. P.

(2006). Transformative leadership for social and emotional learning. Principal Leadership, 7, 10–13.

14.

Elias

M. J.

Ubriaco

Reese

A. M.

Gara

M. A.

Rothbaum

P. A.

Haviland

(1992). A measure of adaptation to problematic academic and interpersonal tasks of middle school. Journal of school Psychology, 30(1), 41-57.

15.

Feshbach

N. D.

(1983). Learning to care: A positive approach to child training and discipline. Journal of Clinical Child & Adolescent Psychology, 12, 266–271.

16.

Gambrill

E. D.

Richey

C. A.

(1975). An assertion inventory for use in assessment and research. Behavior Therapy, 6, 550–561.

17.

Gresham

F. M.

Elliott

S. N.

(1990). Social skills rating system: Manual. American Guidance Service.

18.

Humphrey

Kalambouka

Wigelsworth

Lendrum

Deighton

Wolpert

(2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71, 617–637.

19.

Jones

D. E.

Greenberg

Crowley

(2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. Journal Information, 105, 2283–2294.

20.

Jones

S. M.

Barnes

S. P.

Bailey

Doolittle

E. J.

(2017). Promoting social and emotional competencies in elementary school. The Future of Children, 27, 49–72.

21.

McKown

Gumbiner

L. M.

Russo

N. M.

Lipton

(2009). Social-emotional learning skill, self-regulation and social competence in typically developing and clinic-referred children. Journal of Clinical Child & Adolescent Psychology, 38, 858–871.

22.

Nowicki

Strickland

B. R.

(1973). A Locus of Control Scale For Children. Journal of Consulting and Clinical Psychology, 40, 148–166.

23.

Rimm-Kaufman

S. E.

Hulleman

C. S.

(2015). Social and emotional learning in elementary school settings: Identifying mechanisms that matter. In Durlak

J. A.

, et al. (Eds.), Handbook of social and emotional learning: Research and practice (pp. 151-166). New York, NY: Guilford Press.

24.

Taylor

C. A.

Liang

Tracy

A. J.

Williams

L. M.

Seigle

(2002). Gender differences in middle school adjustment, physical fighting, and social skills: Evaluation of a social competency program. Journal of Primary Prevention, 23(2), 259-272.

25.

Taylor

R. D.

Oberle

Durlak

J. A.

Weissberg

R. P.

(2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88, 1156–1171.

26.

Tsang

K. L. V.

Wong

P. Y. H.

S. K.

(2012). Assessing psychosocial well-being of adolescents: A systematic review of measuring instruments. Child: Care, Health and Development, 38, 629–646. doi:10.1111/j.1365-2214.2011.01355

27.

Weissberg

R. P.

Caplan

M. Z.

Sivo

P. J.

(1989). A new conceptual framework for establishing school-based social competence promotion programs. In Bond

L. A.

Compas

B. E.

(Eds.), Primary prevention of psychopathology, Vol. 12: Primary prevention and promotion in the schools (pp. 255–296). Thousand Oaks, CA: Sage.

28.

Weissberg

R. P.

Durlak

Domotrovich

C. E.

Gullota

T. P.

(2015). Social emotional learning: Past, present, and future. In Durlak

J. A.

, et al. (Eds.), Handbook of social and emotional learning: Research and practice (pp. 1–19). New York, NY: Guilford Press.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.53 MB

Outcome Measurement of School-Based SEL Intervention Follow-Up Studies

Abstract

Keywords

Get full access to this article

References

Supplementary Material