Brief SEL Interventions at School: Integrating Research into Practice

This book explores the social-emotional learning (SEL) movement in the United States and the current situation in schools that both supports and impedes the infusion of programs and strategies that actually work for children and adolescents. The volume describes overarching issues to include what the term evidence-based should mean as well as the confusing and sometimes ill-advised proliferation of programs that become components of the many barriers to the success of the SEL movement. The book examines why it may be necessary to take a step back when considering nonacademic interventions in schools. This book explores the need to – and the process of – vetting interventions before trying to implement them in the classroom. In addition, the volume examines the various frameworks and standards involving SEL to shape a thoughtful approach that makes a difference in each student’s academic success. It offers a scientific approach to selecting brief, easy to implement SEL strategiesfor school psychologists, teachers, and related mental health and educational professionals. The book describes each strategy in detail and addresses how to use these strategies, when to use them, and for whom they are likely to work. The volume concludes recommended implementation and dissemination strategies. This book is a must-have resource for researchers, clinicians/practitioners, and graduate students in child and school psychology, educational psychology, social work as well as all interrelated sub disciplines.

Table of Contents:
Chapter 1. Social Emotional Learning Movement Growing Pains.- Chapter 2. Confusion Around Evidence-Based Universal SEL Preventive Interventions.- Chapter 3. New Approaches to Social-Emotional Learning.- Chapter 4. The Challenge of Using Registers to Select SEL Curricula.- Chapter 5. The Need for Easy to Learn and Use SEL Strategies.- Chapter 6. Brief Strategies for Improving Self-Awareness and Self Efficacy.- Chapter 7. Brief Strategies for Strengthening Emotional Regulation.- Chapter 8. Brief Strategies for Interpersonal Success.- Chapter 9. Brief Strategies for Goal Setting and Decision-Making.- Chapter 10. Brief Strategies for Special Student Populations.- Chapter 11. Several-Step Strategies that Take More Time. 

About the Author :
Gayle Macklem, M.A., NCSP, LEP, is a Massachusetts Licensed Educational Psychologist and a Nationally Certified School Psychologist. She has served in the field of education for well over 30 years, serving as a school psychologist/team chairperson and as an adjunct instructor in school psychology. Gayle is a past president of the Massachusetts School Psychologists Association. She has developed a number of prevention programs, including the Structured Learning Program, the Reading Initiative, the Math Merits Program, and a multi-tiered program for social/emotional development. Ms. Macklem has worked as a curriculum developer and writer for the Open Circle Social Competency curriculum, and is the author of Bullying and Teasing: Social Power in Children’s Groups (Springer, 2003), A Practitioner’s Guide to Emotion Regulation in School-Aged Children (Springer, 2008), Evidence-Based School Mental Health Services: Affect Education, Emotion Regulation Training, and Cognitive BehavioralTherapy (Springer, 2011), Preventive Mental Health at School: Evidence-Based Services for Students (Springer, 2014), and Boredom in the Classroom: Addressing Student Motivation, Self-Regulation, and Engagement in Learning (Springer, 2015). She is co-editor of Lessons from School Psychology: Practical Strategies and Evidence-Based Practice for Professionals and Parents, (Routledge, 2019). She is currently an adjunct instructor at the graduate level in the School Psychology Department at William James College in Newton, Massachusetts, and is the Senior Curriculum Writer for the Certificate in School Climate and Social Emotional Learning for the Freedman Center at William James College in Newton, Massachusetts