Preface

Differences in terminology should not mask similar perspectives. Whether you are familiar with “social and emotional learning,” “emotional intelligence/EQ,” “social competence,” or some other term, the underlying concepts are greatly similar. Schools, for example, frequently discuss character education as a concern. In fact, our home state of New Jersey recently set aside funding to implement character education programs in each of its districts. However, as with many efforts, more attention has been paid to what a program is called rather than how to effectively introduce it. In our experience, social-emotional and character education approaches overlap greatly (see Appendix B). In addition, it is clearly much easier to have good intentions than good programming, regardless of the terminology. This guide will help you avoid the pitfalls of piecemeal, “magic bullet” programming and find the pathways and processes that help create sustainable and renewable approaches.

For simplicity of language, we wrote this book from the school, rather than district, perspective. However, the principles and strategies presented are derived from our work with entire districts as well as individual schools, and they can be applied at this broader level. Where special considerations occur with regard to working at a district level, we mention those explicitly.

How to Use This Book

The book is organized around a problem-solving approach. After an overview chapter, the book continues with a discussion on readiness. The chapters following devote themselves to eight steps of a particular problem-solving model we have used in schools for more than two decades. A problem-solving model fits the task of implementing social-emotional programs very well, because it represents a determination to succeed in a systematic manner that addresses issues and overcomes obstacles. Administrators work effectively with problem-solving approaches, and this is another example of how one model has been applied effectively in the context of social-emotional learning and character education. The concluding chapter addresses how to sustain success after a program is established.

Each chapter begins with an overview of the step being covered and its specific usefulness. The bulk of each chapter is devoted to guidelines, activities, frameworks, rating scales, surveys, and other tools to facilitate implementation.

At the end of each chapter, there is a section called “Transitions: Review and a Look Ahead.” Here, you have an opportunity to review key points and to personalize the ideas of each chapter through a series of brief questions or reflections about how the material applies to your school or district.

We strongly urge you to maintain a designated notebook, perhaps on your computer, to record the results of your ideas, suggestions, and reflections. Such a notebook also provides a place to keep track of what other schools and districts are doing in the social-emotional and character education area—something we also emphasize. Networking with others who travel down a similar road, whether or not they use the same procedures, is an additional crucial part of this endeavor.

The process presented in this book has led to many successes. Combined with the important elements of your own ideas and suggestions as well as what you learn from networking, it can eventually create the kind of synergy of social, emotional, and academic skills that characterize our most effective schools.