Full Description
This volume focuses on social and emotional learning (SEL) from a variety of perspectives. The goal of the volume is to offer a clear framing of SEL in relation to other related out-of-school time concepts and initiatives. SEL has gained popularity as a concept in recent years and there remains confusion as well as great interest in the meaning and implementation of SEL in OST. Policymakers, researchers, and practitioners are pursuing work related to SEL in OST and this volume offers an opportunity to share that work by:
• Defining and explaining SEL in a variety of out of school contexts and highlighting opportunities for integration and alignment with other fields (e.g., formal education)
• Clarifying the language and framework confusion and honoring the field's foundation in thinking about social and emotional development through high quality youth development practice
• Sharing information about current trends and new developments and how that work is shaping the field across the developmental continuum
• Making the research to practice connection by including in each chapter foundational research on the topic, evidence of effective efforts, and practical implications
• Offering recommendations for researchers, practitioners, and policymakers related to SEL in OST settings
Contents
Foreword: Social and Emotional Learning In and Out of School Benefits Young People; Joseph L. Mahoney and Roger P. Weissberg.
Section I. SEL in OST: Background and Frameworks.
Chapter 1. Focusing and Framing SEL in OST: An Introduction to the Volume; Elizabeth Devaney and Deborah Moroney.
Chapter 2. The Challenges of Blending Youth Development and Social and Emotional Learning: Getting More Intentional About How Competencies Are Both Caught and Taught in Out-of-School Time; Dale A. Blyth.
Section II. Research-Informed SEL Practice.
Chapter 3. From Quality to SEL: A Community in Motion; Christina Dandino, Luiz A. Perez, and Carla Stough Huffman.
Chapter 4. Social and Emotional Learning in Elementary School; Bridget Durkan Laird, Jolie Logan, and Elizabeth Mester.
Chapter 5. A Combined Approach to Summer, SEL, and STEM in Boston and Providence; Hillary Salmons and Chris Smith.
Chapter 6. Supporting Social and Emotional Learning Among Teens Through Instructor Practice; Mary Ellen Caron and Jill Young.
Chapter 7. Social and Emotional Learning and Connections to the School Day; Katie Brohawn and Saskia Traill.
Chapter 8. How Out-of-School Time Can Support College and Career Readiness Through Social and Emotional Learning; Jennifer Brown Lerner and Carinne Deeds.
Section III. SEL Systems and Policy.
Chapter 9. Building a System of SEL: A Pathway to Change; Leona Hess, Denice Williams, J. Tyler McCormick, and Jessica Jackson.
Chapter 10. The Role of Statewide After-School Networks in Social and Emotional Learning Systems Building; Ken Anthony.
Chapter 11. Building Capacity for Social and Emotional Learning at the District and State Level; Katie Brackenridge.
Chapter 12. Social and Emotional Learning in Out-of-School Time: Public Opinion and Policy Landscape; Jodi Grant and Dan Gilbert.
Chapter 13. SEL: Fertile Ground for Philanthropy; Rebecca Goldberg, Haviland Rummel Sharvit, and Polly Singh.
Section IV. SEL Research, Measurement, and Assessment.
Chapter 14. The Measurement of Youth Social and Emotional Competencies in OST Settings; Gil G. Noam, Patricia J. Allen, and Bailey Triggs.
Chapter 15. Describing and Measuring Adult Instructional Practice in OST Settings for Middle and High School Youth; Kiley Bednar, Karen Pittman, Joseph Bertoletti, Poonam Borah, Stephen C. Peck, and Charles Smith.
Chapter 16. Measuring Social and Emotional Skills in OST Settings: Opportunities and Challenges; Neil Naftzger and Sarah Terry.
Chapter 17. Closing Commentary; Karen Pittman.
