Handbook of Social and Emotional Learning

Research and Practice

Edited by Joseph A. Durlak, Celene E. Domitrovich, Roger P. Weissberg, and Thomas P. Gullotta
Foreword by Linda Darling-Hammond
Afterwords by James P. Comer and Daniel Goleman

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April 7, 2015
ISBN 9781462520152
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634 Pages
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October 26, 2016
ISBN 9781462527915
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634 Pages
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May 1, 2015
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634 Pages
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634 Pages
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J. Lawrence Aber, PhD, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Anjali Alimchandani, MPP, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

George G. Bear, PhD, School of Education, University of Delaware, Newark, Delaware

Karen L. Bierman, PhD, Child Study Center, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Clancy Blair, PhD, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Jessica C. Blank, PhD, Colonial School District, New Castle, Delaware

Marc A. Brackett, PhD, Yale Center for Emotional Intelligence, Yale University, New Haven, Connecticut

Jennifer Buffett, President and Co-Chair, NoVo Foundation, New York, New York

James P. Comer, MD, Child Study Center, Yale University School of Medicine, New Haven, Connecticut

Colleen S. Conley, PhD, Department of Psychology, Loyola University Chicago, Chicago, Illinois

Max Crowley, MS, Prevention Research Center, The Pennsylvania State University, University Park, Pennsylvania

Linda Darling-Hammond, EdD, Graduate School of Education, Stanford University, Stanford, California

Michael Davies, PhD, School of Education and Professional Studies, Griffith University, Mt. Gravatt, Queensland, Australia

Susanne A. Denham, PhD, Department of Psychology, George Mason University, Fairfax, Virginia

Celene E. Domitrovich, PhD, Collaborative for Academic, Social, and Emotional Learning, Chicago, Illinois; Prevention Research Center and Department of Human Development and Family Studies, College of Health and Human Development, The Pennsylvania State University, University Park, Pennsylvania

Joan Cole Duffell, Committee for Children, Seattle, Washington

Joseph A. Durlak, PhD, Department of Psychology, Loyola University Chicago, Chicago, Illinois

Linda A. Dusenbury, PhD, Collaborative for Academic, Social, and Emotional Learning, Chicago, Illinois

Nicole DuVal, MS, Youth-Nex, Curry School of Education, University of Virginia, Charlottesville, Virginia

Nicole A. Elbertson, Yale Center for Emotional Intelligence, Yale University, New Haven, Connecticut

Maurice J. Elias, PhD, Department of Psychology, Rutgers, The State University of New Jersey—Livingston Campus, Piscataway, New Jersey

Stephen N. Elliott, PhD, Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona

Abigail A. Fagan, PhD, Department of Sociology and Criminology and Law, University of Florida, Gainesville, Florida

Joseph Ferrito, PsyM, Graduate School of Applied and Professional Psychology,

Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Jennifer L. Frank, PhD, Department of Educational Psychology, Counseling, and Special Education, College of Education, The Pennsylvania State University, State College, Pennsylvania

Jennifer R. Frey, PhD, Department of Special Education and Disability Studies, Graduate School of Education and Human Development, George Washington University, Washington, DC

S. Andrew Garbacz, PhD, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon

Mark Garibaldi, MA, American Institutes for Research, San Mateo, California

Daniel Goleman, PhD, Consortium for Research on Emotional Intelligence in Organizations, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Eric S. Gordon, MEd, Cleveland Metropolitan School District, Cleveland, Ohio

Paul Goren, PhD, Evanston/Skokie District 65, Evanston, Illinois

Mark T. Greenberg, PhD, Prevention Research Center, The Pennsylvania State University, University Park, Pennsylvania

Christina J. Groark, PhD, Office of Child Development, University of Pittsburgh, Pittsburgh, Pennsylvania

Nancy G. Guerra, EdD, Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Thomas P. Gullotta, MA, MSW, Child & Family Agency of Southeastern Connecticut,

Inc.; Departments of Psychology and Education, Eastern Connecticut State University, Willimantic, Connecticut

Jennifer L. Hanson-Peterson, MA, Research and Policy Centre, Brotherhood of St. Laurence, Fitzroy, Victoria, Australia

Tucker B. Harding, EdD, Department of Mathematics, Science, and Technology in Education, Teachers College, Columbia University, New York, New York

Alexis Harris, PhD, Curry School of Education, University of Virginia, Charlottesville, Virginia

Bridget E. Hatfield, PhD, Program of Applied Developmental Psychology, Department of Psychology in Education, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania

J. David Hawkins, PhD, School of Social Work, University of Washington, Seattle, Washington

Michael L. Hecht, PhD, Department of Communication Arts and Sciences, The Pennsylvania State University, University Park, Pennsylvania

Allison A. Holzer, MAT, InspireCorps, WestHartford, Connecticut

Chris S. Hulleman, PhD, Center for the Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville, Virginia

Neil Humphrey, PhD, Manchester Institute of Education, University of Manchester, Manchester, United Kingdom

Shelley Hymel, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Robert J. Jagers, PhD, School of Education, University of Michigan, Ann Arbor, Michigan

Patricia A. Jennings, PhD, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia, Charlottesville, Virginia

Damon Jones, PhD, Prevention Research Center, The Pennsylvania State University, University Park, Pennsylvania

Deirdre A. Katz, MEd, Prevention Research Center, The Pennsylvania State University, University Park, Pennsylvania

Kimberly Kendziora, PhD, American Institutes for Research, Washington, DC

Laura Cousino Klein, PhD, College of Health and Human Development, The Pennsylvania State University, University Park, Pennsylvania

Andrea Lamont, PhD, Department of Psychology, University of South Carolina, Columbia, South Carolina

Larry Leverett, EdD, Panasonic Foundation, Newark, New Jersey

Bonnie Mackintosh, MEd, Department of Human Development and Education, Harvard Graduate School of Education, Cambridge, Massachusetts

Claudia Madrazo, MA, La Vaca Independiente, Mexico City, Mexico

Sarah Mancoll, MS, Office for Policy and Communications, Society for Research in Child Development, Washington, DC

Sarah Mandell, BS, American Institute for Medical and Biological Engineering, Washington, DC

Amy Kathryn Mart, MEd, Department of Psychology, The University of Illinois at Chicago, and Office of Social and Emotional Learning, Chicago Public Schools, Chicago, Illinois

Robert J. Marzano, PhD, Marzano Research Laboratory, Centennial, Colorado

Clark McKown, PhD, Rush Neurobehavioral Center, Rush University Medical Center, Chicago, Illinois

Kathryn L. Modecki, PhD, School of Psychology, Murdoch University, Perth, Australia

Mojdeh Motamedi, MS, Child Study Center, Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania

Jessica Zadrazil Newman, MA, Department of Psychology, The University of Illinois at Chicago, Chicago, Illinois

Emily Nichols, PhD, Department of Psychiatry, Boston’s Children Hospital, Harvard University, Boston, Massachusetts

David Osher, PhD, American Institutes for Research, Washington, DC

Janet Patti, EdD, School of Education, Hunter College of The City University of New York, New York, New York

Olga Acosta Price, PhD, Center for Health and Health Care in School, George Washington University, Washington, DC

C. Cybele Raver, PhD, Department of Applied Psychology, Steinhardt School of Culture,

Education, and Human Development, New York University, New York, New York

Sam Redding, EdD, Academic Development Institute, Lincoln, Illinois

Sara E. Rimm-Kaufman, PhD, Center for the Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville, Virginia

Susan E. Rivers, PhD, Yale Center for Emotional Intelligence, Yale University, New Haven, Connecticut

Sally Ruddy, PhD, American Institutes for Research, Washington, DC

Kimberly A. Schonert-Reichl, PhD, Department of Educational Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Peter Senge, PhD, MIT Sloan School of Management, Massachusetts Institute of Technology, Cambridge, Massachusetts

Valerie B. Shapiro, PhD, Department of Social Welfare, University of California, Berkeley,

Berkeley, California

Susan M. Sheridan, PhD, Department of Educational Psychology, University of Nebraska–Lincoln, Lincoln, Nebraska

YoungJu Shin, PhD, Department of Communication Studies, Indiana University–Purdue

University Indianapolis, Indianapolis, Indiana

Timothy P. Shriver, EdD, Chairman, Special Olympics, Washington, DC

Gary N. Siperstein, PhD, Center for Social Development and Education, John W. McCormack Graduate School of Policy and Global Studies, University of Massachusetts Boston, Boston, Massachusetts

Alexandra Skoog, MA, The New Teacher Project, Madison, Wisconsin

Cesalie Stepney, EdM, MS, Department of Psychology, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Robin S. Stern, PhD, Yale Center for Emotional Intelligence, Yale University, New Haven, Connecticut

Michelle S. Swanger-Gagné, PhD, Institute for the Family, Department of Psychiatry, University of Rochester Medical Center, Rochester, New York

Patrick H. Tolan, PhD, Youth-Nex, Curry School of Education, and Department of Psychiatry and Neurobehavioral Sciences, University of Virginia, Charlottesville, Virginia

Catalina Torrente, PhD, Yale Center for Emotional Intelligence, Yale University, New Haven, Connecticut

Herbert J. Walberg, PhD, Hoover Institution, Stanford University, Stanford, California; The University of Illinois at Chicago, Chicago, Illinois

Abraham Wandersman, PhD, Department of Psychology, University of South Carolina, Columbia, South Carolina

Shannon B. Wanless, PhD, Department of Psychology in Education, University of Pittsburgh, Pittsburgh, Pennsylvania

Roger P. Weissberg, PhD, Collaborative for Academic, Social, and Emotional Learning, and Department of Psychology, The University of Illinois at Chicago, Chicago, Illinois

Sara A. Whitcomb, PhD, Department of Student Development, University of Massachusetts Amherst, Amherst, Massachusetts

Andrew L. Wiley, PhD, School of Lifespan Development and Educational Sciences, Kent State University, Kent, Ohio

Ariel A. Williamson, MA, Department of Psychological and Brain Sciences, University of Delaware, Newark, Delaware

Amanda P. Williford, PhD, Center for the Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville, Virginia

Catherine Sanger Wolcott, MEd, Center for the Advanced Study of Teaching and Learning, Curry School of Education, University of Virginia, Charlottesville, Virginia

Annie Wright, PhD, Center on Research and Evaluation, Simmons School of Education and Human Development, Southern Methodist University, Dallas, Texas

Martha Zaslow, PhD, Office for Policy and Communications, Society for Research in Child Development, Washington, DC
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