Social and Emotional Education in Primary School Integrating Theory and Research into Practice 1st Edition by Carmel Cefai, Valeria Cavioni 1461487524 9781461487524

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ISBN-10 :  1461487524 

ISBN-13 :  9781461487524

Author:  Carmel Cefai, Valeria Cavioni 

This book synthesizes concepts, findings, and best practices for a complete guide to planning, implementing, and evaluating social and emotional education (SEE) programs. Emphasizing “caught” as well as taught lessons, it offers a whole-school framework for SEE, with content, rationales, assessment tools, and age-appropriate strategies. Interventions are also included for use across subjects, to engage learners and assist students with behavioral and emotional difficulties. And the lessons travel beyond the classroom, involving the whole school, families and communities. Key areas of coverage include: How SEE can be taught and assessed as a core competence. Classroom and whole school frameworks to enhance SEE. Examples of targeted interventions for at-risk students. Techniques for enlisting parents and communities in supporting SEE. A complete online set of SEE class and homework activities. Social and Emotional Education in Primary School is an essential resource for scientist-practitioners, educators, and other professionals as well as researchers and graduate students in special and general education, child and school psychology, educational psychology, social work, positive psychology, and family-related fields.

Social and Emotional Education in Primary School Integrating Theory and Research into Practice 1st Table of contents:

Chapter-1 Education That Matters in the Twenty-First Century
1.1 Heart in Education
1.2 Outline of the Book
Part I Heart in Education
Chapter-2 Social and Emotional Education: A Framework for Primary Schools
2.1 Social and Emotional Education: An Integrated Well-Being and Resilience Perspective
2.1.1 The Six Perspectives Informing the SEE Framework
Social and Emotional Learning: ‘The Heart of Education’
Positive Education: ‘A Fresh Perspective in SEL’ (Roffey 2010)
Mindfulness Education—‘The Missing Piece to SEL’ (Weare 2010)
Resilience: ‘Ordinary Magic’ Within a Universal Perspective
Inclusive Education: ‘A Nonpatholigising, Nonothering Stance’ (Watson et al. 2012)
Caring Classroom Community: A Safe, Empowering Base
2.2 Evidence Base: It Is Not Just Magic, Mystery and Imagination
2.2.1 ‘Meta-Abilities’ for Academic Learning
2.3 A School-Based, Whole School Approach to SEE
2.4 A Roadmap for SEE in Primary School
2.4.1 Multidimensional
2.4.2 Multistage
2.4.3 Multitarget
2.4.4 Multiintervention
2.4.5 Well-Planned, Well-Implemented and Well-Evaluated
2.5 Conclusion
Chapter-3 An Overarching Structure for the Implementation of Social and Emotional Education
3.1 An Action Research Framework
3.2 Stage 1 Planning
3.3 Stage 2 Implementation
3.4 Stage 3 Evaluation
3.5 Conclusion
Part II Heart in the Classroom
Chapter-4 Taught Social and Emotional Education: SEE in the Curriculum
4.1 Curriculum Framework
4.2 Content
4.2.1 Self-Awareness
4.2.2 Self-Management
4.2.3 Social Awareness
4.2.4 Social Management
4.3 Goals
4.4 Learning Standards
4.5 Staged Benchmarks
4.6 Instruction
4.7 Social and Emotional Education (SEE) Resource Pack
4.8 Assessment
4.8.1 Assessment Tools
4.8.2 Pupil Social and Emotional Education (SEE) Journal
4.9 Embedding Social and Emotional Education (SEE) in the Other Areas of the Curriculum
4.10 Evaluation
4.11 Appendix
Chapter-5
5.1 Caring Classroom Community
5.2 Indicators for Classroom Community
Chapter-6 Targeted Interventions for Pupils Experiencing Difficulties
6.1 A Framework for Targeted Social and Emotional Education (SEE) Interventions
6.2 Stage 1 Classroom-Based Interventions (From Universal to Selective Interventions)
6.3 Stage 2: Whole School Interventions (From Selective to Indicated Interventions)
6.4 Stage 3: School Plus Interventions (Indicated Interventions)
6.5 Stage 4: Formal Assessment for Additional Support/Special Provision (Indicated Interventions)
6.6 Conclusion
Part III Heart in the Whole-School Community
Chapter-7 A Whole-School Approach to SEE: The School as a Caring Community
7.1 A Schoolwide Approach to SEE
7.2 Assessing the Whole-School Ecology
7.2.1 Staff Checklist
7.2.2 Pupil Checklist
7.2.3 Parent/Caregivers Checklist
Chapter-8 From Neurasthenia to Eudaimonia: Teachers’ Well-Being and Resilience
8.1 A Vulnerable Profession
8.2 Promoting Teachers’ Well-Being and Resilience: An Interactionist Approach
8.2.1 Teachers’ Social and Emotional Competence as a Protective Factor for Well-Being and Resili
8.2.2 A Caring Professional Community Supporting Staff’s Well-Being
8.3 Against the Odds: Promoting Resilience Amongst Teachers
8.4 Promoting Teachers’ Well-Being: Identifying Targets for Improvement
Chapter-9 Reaching Out: Parents’/Caregivers’ Engagement, Education and Well-Being
9.1 Parents as Active and Equal Partners in Education
9.2 Parental Education and Well-Being
9.3 Promoting Parents’/Caregivers’ Engagement, Education and Well-Being: Identifying Targets for
Chapter-10 Conclusion

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Tags: Social, Emotional Education, Primary School, Integrating Theory, Carmel Cefai, Valeria Cavioni