Promoting Social and Emotional Learning: Guidelines for Educators - ASCD
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Promoting Social and Emotional Learning: Guidelines for Educators


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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 Professor in the Department of Psychology at Rutgers University and Co-Developer of the Social Decision Making/Social Problem Solving Project. This project received the 1988 Lela Rowland Prevention Award from the National Mental Health Association, and was recently named a Model Program by the National Educational Goals Panel as well as a Promising Program by the U.S. Department of Education Expert Panel on Safe, Disciplined, and Drug-Free Schools. Dr. Elias is also Vice-Chair of the Leadership Team of the Collaborative for Academic, Social, and Emotional Learning (CASEL), Chair-person of the Program Committee for the Board of Trustees of the Association for Children of New Jersey, and a Trustee of the Hope Foundation. He is a member of the expert panel that advised the development of the NASP/CECP Early Warning Signs, Timely Response book on violence prevention and subsequent materials, and is the author of numerous books and articles on prevention. He is also a regular contributor to Education Week and to the annual journal of the NJASCD. Dr. Elias is an approved trainer for the N.J. Department of Education, and has authored a weekly column, “FamilyAccents,” in the Sunday Newark Star-Ledger. With colleagues at CASEL, Dr. Elias was senior author of Promoting Social and Emotional Learning: Guidelines for Educators, published by ASCD. His other books include Emotionally Intelligent Parenting: How to Raise a Self-Disciplined, Responsible, and Socially Skilled Child(in its third printing from Harmony/Random House), Engaging the Resistant Child Through Computers: A Manual for Social and Emotional Learning (National Professional Resources), and Raising Emotionally Intelligent Teenagers: Raising Children to be Compassionate, Committed, and Courageous Adults (Three Rivers Press/Random House).He and the authors maintain a Web site devoted to parenting Dr. Elias is married and the father of two children. He can be contacted at Rutgers University, Department of Psychology, 53 Avenue E, Livingston Campus, Piscataway, NJ 08854-8040; by telephone at (732) 445-2444; fax (732) 445-0036; or on the Web at

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:

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:

Norris M. Haynes, Ph.D., is Associate Professor of Psychology, Education, and Child Development at the Yale Child Study Center and Research Director of the School Development Program (SDP). Dr. Haynes contributes significantly to the SDP's training and dissemination activities. Dr. Haynes has taught at the elementary and high school levels. He has been a professor at Howard University and adjunct professor at several other universities. He is the recipient of many honors and awards, including recognition as a Fellow of the American Psychological Association, Outstanding Young Man of America, citation in several Who's Who publications, The Crispus Attucks Award for Educational Leadership, Fulbright Scholarship, and the first Howard University Graduate School Distinguished Alumnus Award in 1994. Dr. Haynes is the author of many articles, book chapters, and a recent book titled Critical Issues in Educating African-American Children. He is also the author of Promoting Motivation, Learning and Achievement Among Urban Middle and High School Students (in press). Dr. Haynes is also coeditor of Rallying the Whole Village: The Comer Process for Reforming Education (1996), published by Teachers College Press, and coeditor of another book to be published by Teachers College Press titled: Child by Child, Adult by Adult, and School by School. He may be contacted at Yale Child Study Center, 230 S. Frontage Rd., New Haven, CT 06520-7900. Phone: (203) 785-2548; fax: (203) 785-3359; e-mail:

Mary E. Schwab-Stone, M.D., is a child psychiatrist with training in epidemiology. Her research has been guided by an interest in the relationship between the social environment and psychological adjustment in childhood, with a particular emphasis on children growing up in situations of social and economic disadvantage. In recent years this interest has become focused specifically on school-based programs for the prevention of psychological difficulties and the promotion of healthy development in children in urban settings. She has collaborated with the New Haven Public Schools as a program consultant, and heads the Yale-based team responsible for evaluation of their social development and prevention programming. She has served as a clinical consultant to the Special Education Program in the New Haven Schools for a number of years. After graduating from Harvard University, she earned her M.D. at Dartmouth Medical School. She did residency training in adult and child psychiatry at the Massachusetts Mental Health Center in Boston. After clinical training she was on the staff at McLean Hospital in Belmont, Massachusetts, and did part-time psychiatric practice. In 1984, she decided to pursue more actively a longstanding interest in child psychiatric research by undertaking a research training fellowship in child psychiatry and epidemiology at Columbia College of Physicians and Surgeons. She moved to New Haven in 1986 where she is currently Harris Associate Professor of Child Psychiatry at the Yale Child Study Center. She served as Acting Director of the Collaborative for the Advancement of Social and Emotional Learning (CASEL) until October 1996 and continues to serve on the CASEL Leadership Team. She may be contacted at Yale Child Study Center, 230 S. Frontage Rd., New Haven, CT 06520-7900. Phone: (203) 785-2546; fax: (203) 785-6106; e-mail:

Book details

Product No.
Release Date
September 1997
Page Count
Member Book

Topics in this book

Social Emotional Learning