About the Book
Teach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Teens™ - Grades 9 - 12 curriculum! Strong Teens is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is
Low cost and low tech
Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems
Easy to implement with no mental health training required
Brief enough to use with any program
Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.
About the Author :
Dianna Carrizales-Engelmann, Ph.D., is a licensed School Psychologist in the state of Oregon and an Educational Consultant and founder of DCE Educational Communications LLC. Over the course of her 16 years in the field of education and educational policy, Dianna has maintained a consistent focus in the development, research, and trouble-shooting of educational assessments. Within the field of assessment, Dianna's specialized knowledge related to accessibility and accommodations has earned her several roles on national and multi-state projects.
Laura L. Feuerborn, Ph.D., is an associate professor at the University of Washington, Tacoma. She received her PhD in school psychology, with an emphasis in social and emotional learning, from the University of Oregon. Since joining the faculty at the University of Washington in 2006, she has taught a wide range of graduate-level courses for educators in both general and special education. Her areas of teaching expertise include classroom management, systems of prevention and supports, collaborative consultation, and assessment and evaluation. Further, she developed and now leads a course that focuses expressly on Social and Emotional Learning (SEL) for classroom teachers. She is a Nationally Certified School Psychologist, has served as faculty advisor for the Council for Exceptional Children (CEC), and serves as a reviewer for several scholarly journals. Her research focuses on the science of implementing systems change. She is a lead author of the Staff Perceptions of Behavior and Discipline (SPBD), an assessment tool that helps leadership teams understand the perceptions and needs of school staff in the implementation of PBIS. Currently, she is developing a book that provides practical guidance to teams in securing staff commitment and managing staff resistance in the implementation of both PBIS and SEL. She has published over a dozen scholarly articles in the fields of SEL and PBIS, presented in over 30 national and international conferences, and collaborated with over 50 national and international agencies to facilitate the development of sustainable, multi-tiered systems of social, emotional, and behavioral supports.
Barbara A. Gueldner, Ph.D., is a licensed psychologist and Nationally Certified School Psychologist who works with children and families in Steamboat Springs, CO. She obtained her doctorate in school psychology from the University of Oregon and has worked in educational, medical, and community settings for 20 years. Dr. Gueldner specializes in promoting wellness and resilience through social and emotional learning (SEL) program development and implementation, parent education and support, integrating mental health care into primary care and schools, and early detection and intervention with developmental, behavioral, social, and emotional problems. She has published in the areas of SEL and general childhood mental health issues, co-authoring journal articles, book chapters, the first edition of Strong Kids and Strong Teens, and a book on implementing SEL in schools. Dr. Gueldner is involved in a variety of public outreach and educational initiatives in her community.
Oanh K. Tran, Ph.D., teaches in the Child Clinical/ School Psychology (CCSP) Program at California State University, East Bay (CSUEB). The CCSP program is approved by the National Association of School Psychologists (NASP). Dr. Tran also practices as a school psychologist in the San Francisco Bay Area and consults with school districts and mental health agencies. Dr. Tran's direct experience includes working with diverse and at-risk populations in public and nonpublic schools as well as residential, foster care, outpatient, and in-home settings. Her research and professional interests include psychoeducational assessments, special education, social and emotional learning, academic and behavioral consultation, response to intervention, positive behavioral supports, cognitive behavior therapy, and parent-training. She has presented locally and nationally and published articles, chapters, and prevention curricula in the area of children's mental health. Dr. Tran continues her research and mentoring of her graduate students in social-emotional development and learning for students in K-12.
Hill M. Walker Ph.D. is Director of Center on Human Development, College of Education, University of Oregon.
Review :
"My colleagues and I have conducted several studies on the curricula in the Strong Kids series and have been impressed with how easily public school educators have been able to implement these with fidelity. We have also documented improvements in studentsâ (TM) internalizing symptoms (e.g., anxiety and depression) following implementation of Strong Kids, particularly for at-risk students. We look forward to using the updated curricula in future studies." --Paul Caldarella, PhD
