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Whole-School Nurturing Approaches: A Systematic Analysis of Impact
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Nolan, Amy; Hannah, Elizabeth F. S.; Lakin, Elizabeth; Topping, Keith J. – Educational & Child Psychology, 2021
Aims: This systematic analysis aims to address the research question -- do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in…
Descriptors: Holistic Approach, Program Effectiveness, Trauma, Environmental Influences
A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics
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Trach, Jessica; Lee, Matthew; Hymel, Shelley – Journal of Emotional and Behavioral Disorders, 2018
A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student's emotional, behavioral, and academic outcomes have been…
Descriptors: Emotional Problems, Behavior Problems, Interpersonal Relationship, Group Dynamics
Attachment: A Concept That Counts.
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Giblin, Paul – Family Journal, 1994
Explores the concept of "attachment" from the perspectives of love and work; marriage, parenting, and child development; triangles and the family emotional field; and evaluation instruments. (Author/JBJ)
Descriptors: Affective Behavior, Attachment Behavior, Behavior Development, Counseling Theories