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Promoting Social and Emotional Learning: Guidelines for Educators

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About

Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities as we enter the 21st century. Promoting Social and Emotional Learning provides sound principles for meeting this challenge.

Table of contents

How Does Social and Emotional Education Fit in Schools?

Developing Social and Emotional Skills in Classrooms

About the authors

Maurice J. Elias is a professor in the psychology department of Rutgers University, the director of the Rutgers Social-Emotional Character Development (SECD) Lab, and a codirector of the Rutgers-based Academy for SEL in Schools, which offers online certificates in social-emotional learning instruction and school leadership. The recipient of multiple awards for SEL and character education scholarship, he has published extensively on these topics and currently writes a blog on social-emotional and character development for Edutopia.

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Joseph E. Zins, Ed.D., is Professor in the College of Education at the University of Cincinnati and a consulting psychologist with the Beechwood, Kentucky, Independent Schools. A licensed psychologist, he has twenty-five years of applied experience with public schools, a community mental health center, a pediatric hospital, and other organizations. Professor Zins has authored more than a hundred scholarly publications, including eight books on consultation, prevention, and the delivery of psychological services in schools. Among his books are Helping Students Succeed in the Regular Classroom: A Guide for Developing Intervention Assistance Programs, Handbook of Consultation Services for Children, Promoting Student Success Through Group Interventions, and Psychoeducational Interventions in the Schools: Methods and Procedures for Enhancing Student Competence. He also is Editor of the multidisciplinary Journal of Educational and Psychological Consultation and has been a member of numerous editorial boards. In addition to being a member of the Collaborative for the Advancement of Social and Emotional Learning (CASEL) and the Consortium on the School-Based Promotion of Social Competence, Dr. Zins is a Fellow of the American Psychological Association and past secretary of the National Association of School Psychologists. Professor Zins may be contacted at 339 Teachers College, University of Cincinnati, Cincinnati, OH 45221-0002. Phone: (513) 556-3341; fax: (513) 556-1581; e-mail: joseph.zins@uc.edu.


Roger P. Weissberg, Ph.D., is Professor and Director of Graduate Studies for the Psychology Department at the University of Illinois at Chicago (UIC). He is Executive Director of the Collaborative for the Advancement of Social and Emotional Learning (CASEL). He directs an NIMH-funded Predoctoral and Postdoctoral Prevention Research Training Program in Urban Children's Mental Health and AIDS Prevention at UIC, and also holds an appointment with the Mid-Atlantic Laboratory for Student Success funded by the Office of Educational Research and Improvement of the U.S. Department of Education. Professor Weissberg has published about one hundred articles and chapters focusing on preventive interventions with children and adolescents, and has coauthored nine curriculums on school-based programs to promote social competence and prevent problem behaviors including drug use, high-risk sexual behaviors, and aggression. Three recent books that he coedited are Healthy Children 2010: Enhancing Children's Wellness, Healthy Children 2010: Establishing Preventive Services, and Children and Youth: Interdisciplinary Perspectives (Sage 1997). Professor Weissberg was the Research Director for the Primary Mental Health Project from 1980 to 1982. He was a Professor in the Psychology Department at Yale University between 1982 and 1992, where he collaborated with the New Haven Public School System to establish the New Haven's Kindergarten through grade 12 Social Development Project. He has been the President of the American Psychological Association's Society for Community Research and Action. He is a recipient of the William T. Grant Foundation's five-year Faculty Scholars Award in Children's Mental Health, the Connecticut Psychological Association's 1992 Award for Distinguished Psychological Contribution in the Public Interest, and the National Mental Health Association's 1992 Lela Rowland Prevention Award. He may be contacted at Department of Psychology (M/C 285), The University of Illinois at Chicago, 1007 W. Harrison St., Chicago, IL 60607-7137. Phone: (312) 355-0640; fax: (312) 355-0559; e-mail: rpw@uic.edu.



Book details

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ISBN
978-0-87120-288-8
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Topics in this book

Social-emotional learning

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