Effective Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) benefit from three interrelated dimensions of learning identified by UNESCO: cognitive, social-emotional and behavioural. The latter two of these are especially relevant to mindful compassion pedagogies, and the purpose of the literature review presented…

"Psychoeducational Assessment of Preschool Children," Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive,…

Social and emotional learning (SEL) has been defined in various ways. One of the most commonly cited models, that of the Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as "the process through which students and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand…

Establishing a student-centered classroom environment where learning puts students' interests first is essential for middle school students to learn and thrive. Student success does not simply rely on instruction; it relies on external factors such as school and classroom climate, positive relationships with their teachers and other adults, and a…

Social and emotional learning (SEL) is the process through which students develop such interpersonal and intrapersonal competencies as teamwork, social awareness, self-regulation, and emotional awareness. Although schools in the United States have always addressed these competencies, in recent years, the availability of resources to address SEL…

The pandemic affected the lives and social-emotional experiences of every student to some extent. Along with the unprecedented closures of schools across the country in March 2020, virtually all social activities ceased. Students were cut off from their teachers, with uneven access to live instruction and hands-on, collaborative learning. There…

"Making Assessment Work: Ten Practitioner Beliefs" was developed by the National Practitioner Advisory Group on Using Data to Inspire SEL Practice (NPAG), a group of social and emotional learning (SEL) practice leaders convened to provide insights on SEL. Educators, program leaders, and policymakers recognize the value of holistically…

This important new book provides the first in-depth, authoritative and balanced examination of the critical issues pervading Social and Emotional Learning (SEL). The book highlights strengths and flaws in SEL theory and research, and sets the agenda for the next generation of inquiry. The book investigates key topics such as: (1) definitions and…

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…

The purpose of this article is to critically review the literature on parent-implemented interventions aimed at promoting and enhancing the social and communicative behavior of young children with autism spectrum disorders. Twelve parent-implemented intervention studies that were conducted, at least in part, in home environments and were published…

This paper defines social withdrawal from a social skills perspective and presents a fourfold classification system of children's social skills deficits. The paper reviews the literature in discussing assessment procedures; social skills training strategies (modeling, coaching, peer-mediated interventions, and group contingencies); and…

This compendium, a deliverable for "Assessments for Social, Emotional, and Academic Learning with Preschool/Elementary-School Children," focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and…

Study examines the Slaby and Frey (1975) gender-constancy interview, which has been widely used in tests of the cognitive-developmental account. Sixty children, aged between 42 and 54 months, were given the interview either in the traditional order or in a reversed order. Order effects were found. Methodological issues are discussed. (Author/BN)

This paper highlights the need for research on the motor, cognitive, and psychological development of children with congenital limb deficiencies. Issues reviewed include optimal age for prosthesis fitting, training procedures, prosthesis usage, cognitive deficits, and vulnerability to psychosocial problems. (Author/DB)

Three seven-year-old males with autism included in social skills groups with nonhandicapped peers were successfully trained in such social skills as initiating, responding, keeping interactions going, greeting, conversing, giving and accepting compliments, taking turns and sharing, asking for help and helping others, and including others in…