Do Universal Social and Emotional Learning Programs for Secondary School Students Enhance the Competencies They Address? A Systematic Review

Autor/inn/en	van de Sande, Marion C. E.; Fekkes, Minne; Kocken, Paul L.; Diekstra, René F. W.; Reis, Ria; Gravesteijn, Carolien
Titel	Do Universal Social and Emotional Learning Programs for Secondary School Students Enhance the Competencies They Address? A Systematic Review
Quelle	In: Psychology in the Schools, 56 (2019) 10, S.1545-1567 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van de Sande, Marion C. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22307
Schlagwörter	Secondary School Students; Emotional Development; Social Development; Mental Health Programs; Psychological Services; School Health Services; Program Effectiveness; Self Management; Interpersonal Competence; Self Concept; Social Cognition + Suchen Sie Ihr Suchwort? Sekundarschüler; Gefühlsbildung; Soziale Entwicklung; Psychologische Betreuung; Schuleingangsuntersuchung; Selbstmanagement; Interpersonale Kompetenz; Selbstkonzept; Soziale Kognition
Abstract	While universal school-based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self-management skills and relationship skills, the largest summary effects were found for self-awareness and social awareness. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01