Social and Emotional Learning (SEL)

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Tool Information
Title	Social and Emotional Learning (SEL)
Settings	Education
MHP Steps	Follow Up \| Preparation \| Implementation \| Needs Analysis
URL	http://www.casel.org/
Publication Information	SEL Programming Guides: Sustainable schoolwide SEL: Implementation guide and toolkit (CASEL, 2006). Safe and Sound: An Educational Leader’s Guide to SEL Programs Original (2003) & Illinois (2005) Editions (CASEL, 2005).
Country of Origin	United States
Languages	English
Tool Description	SEL is a school-based program, focused on social and emotional learning. Program involves processes to develope fundamental emotional and social competencies to recognize and manage emotions, to develope care and concern for others, to establish positive relationships, to make responsible decisions, and to handle challenging situations constructively. These skills, for example, allow children to calm themselves when angry, initiate friendships and resolve relationship conflicts respectfully, and make ethical and safe choices.
Application in the Field	Applied internationally
Tool mainly used in	United States
Stage of Development	Well established
Evaluation and Research	Studies/Technical Data available
Beneficiary Involvement in Design	No information found
Evaluation	Yes
Evaluation Description	A number of evaluations is available on CASEL (Collaborative for Academic, Social, and Emotionl Learning) web-site. Meta-analysis of 207 studies (288,000 students) showed children´s significant improvement in social and emtional skills; in attitudes about themselves, others, and school; in social and classroom behavior; in conduct problems such as classroom misbehavior and aggression; in emotional distress such as stress and depression; in achievement test scores and school grades. Research findings and reports: http://www.casel.org/sel/meta.php http://www.casel.org/downloads/metaanalysissum.pdf Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that seek to promote personal and social skills. CASEL, University of Illinois at Chicago. Retrieve from http://www.casel.org/downloads/ASP-Full.pdf. Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg. H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.
Available Formats	Digital (CD, DVD) \| Paper Based
Free	No
Restrictions on Use	No
Tool Focus	Individual and Organisation
Tool Type	Educational/Training
Download(s)

Tool Information

Title

Settings

Education

MHP Steps

Follow Up | Preparation | Implementation | Needs Analysis

URL

http://www.casel.org/

Publication Information

SEL Programming Guides: Sustainable schoolwide SEL: Implementation guide and toolkit (CASEL, 2006). Safe and Sound: An Educational Leader’s Guide to SEL Programs Original (2003) & Illinois (2005) Editions (CASEL, 2005).

Country of Origin

United States

Languages

English

Tool Description

SEL is a school-based program, focused on social and emotional learning. Program involves processes to develope fundamental emotional and social competencies to recognize and manage emotions, to develope care and concern for others, to establish positive relationships, to make responsible decisions, and to handle challenging situations constructively. These skills, for example, allow children to calm themselves when angry, initiate friendships and resolve relationship conflicts respectfully, and make ethical and safe choices.

Application in the Field

Applied internationally

Tool mainly used in

United States

Stage of Development

Well established

Evaluation and Research

Studies/Technical Data available

Beneficiary Involvement in Design

No information found

Evaluation

Yes

Evaluation Description

A number of evaluations is available on CASEL (Collaborative for Academic, Social, and Emotionl Learning) web-site. Meta-analysis of 207 studies (288,000 students) showed children´s significant improvement in social and emtional skills; in attitudes about themselves, others, and school; in social and classroom behavior; in conduct problems such as classroom misbehavior and aggression; in emotional distress such as stress and depression; in achievement test scores and school grades. Research findings and reports: http://www.casel.org/sel/meta.php http://www.casel.org/downloads/metaanalysissum.pdf Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that seek to promote personal and social skills. CASEL, University of Illinois at Chicago. Retrieve from http://www.casel.org/downloads/ASP-Full.pdf. Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg. H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

Available Formats

Digital (CD, DVD) | Paper Based

Free

Restrictions on Use

Tool Focus

Individual and Organisation

Tool Type

Educational/Training

Download(s)

Contact Details
Organisation Name	CASEL (Collaborative for Academic, Social and Emotional Learning)
Email	CASEL@uic.edu
Telephone	312.413.1008
Address	1040 W. Harrison St. , IL 60607-7137
Country	United States

Contact Details

Organisation Name

CASEL (Collaborative for Academic, Social and Emotional Learning)

CASEL@uic.edu

Telephone

312.413.1008

Address

1040 W. Harrison St. , IL 60607-7137

Country

United States

ICF Core Set

ICF - Core Set

b - Body Functions
	Code	Element
Selected	b126	Temperament and Personality
Selected	b152	Emotional Functioning
Selected	b156	Perceptual Functioning
Selected	b180	Experience of Self and Time

d - Activities and Participation
	Code	Element
Selected	d175, d177	Solving Problems and Making Decisions
Selected	d240	Handling Stress and Other Psychological Demands
Selected	d310, d315, d325, d330, d335,	Effective Communicating
Selected	d710, d720,	Basic and Complex Interpersonal Interactions
Selected	d730, d740, d750, d770	Relationships - Strangers, Formal, Informal Social, Intimate
Selected	d760	Family Relationships

e - Environmental Factors
	Code	Element
Selected	e465	Social Norms, Practices and Ideologies
Selected	e585	Education and Training Services, Systems and Policies

ICD10 - ICD10
	Code	Element
Selected	FGP	General Population
Selected	F20-F59 & F80-F99	Mental Health Conditions

Mental Health and Promotion Categories

Or2 - Enablers

Or21 - Ethos/ Culture
	Code	Element
Selected	Or21.3	Empowerment

Or4 - Performance/ Outcomes

Or41 - Health Benefits
	Code	Element
Selected	Or41.2	Mental

Or43 - Individual Benefits
	Code	Element
Selected	Or43.1	Beneficiary Wellbeing
Selected	Or43.4	Quality of Life
Selected	Or43.6	Attendance

Pr1 - Generic Programmes

Pr13 - Mental Health Promotion Programmes
	Code	Element
Selected	Pr13.2	Coping Skills Education
Selected	Pr13.3	Stress Management & Prevention

Pr17 - Life Long Learning & Training Programmes
	Code	Element
Selected	Pr17.5	Raising Self Awareness
Selected	Pr17.7	Problem Solving & Decision Making
Selected	Pr17.8	Social Competence

Pr2 - Targeted Programmes

Pr23 - Situational Groups
	Code	Element
Selected	Pr23.8	People with Special Requirements or Disabilities

Pr3 - Programmes for at Risk Individuals

Pr31 - Capacity Building
	Code	Element
Selected	Pr31.2	Coping Skills Training
Selected	Pr31.3	Problem Solving, Decision Making & Goal Setting
Selected	Pr31.5	Social Competence
Selected	Pr31.6	Raising Self Esteem