This book contains selected contributions from the international workshop Learning, "Adjustment and Stress Disorders--with special reference to Tsunami affected Regions" organised by Evelin Witruk and the team of Educational and Rehabilitative Psychology at the University of Leipzig in January 2006. The book contains new results and the…

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. This document synthesizes recent research and theoretical literature on effective strategies for supporting urban, underserved students'…

Cooperative play was investigated by a controlled pre/post-test intervention design with 28 dyads of 6-year-old students developmentally at-risk. Selection was based upon cut-off scores on a language development test and a nonverbal IQ test, and same-sex pairs were matched within classrooms. Co-variables were: socio economic status, free play time…

This article examines the Kentucky Initiative for Social Skill and Emotional Development which provides annual training and technical assistance to build early childhood programs' capacity to deliver practices known to promote social and emotional competency. The initiative is based on the 3-tiered Positive Behavior Support model that teaches…

The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the…

Formal mentoring programs have historically tended to match youth with same-sex mentors; more recently, mentoring programs designed specifically for girls have begun cropping up in response to theories on gender and adolescent girls' psychological health and development, which suggest girls have particular psychosocial needs and ways of relating.…

The present study examines the validity of the Dutch Children's Communication Checklist (CCC) for children in kindergarten in a community sample, in order to assess the feasibility of using it as a screening instrument in the general population. Teachers completed the CCC for a representative sample of 1396 children at kindergarten level, taken…

Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and…

The development of social-emotional competence is of key importance during early childhood, particularly during the preschool years. We too often believe that early childhood education should focus on the promotion of academic skills to increase intelligence and, therefore, neglect the importance of social and emotional learning. Children who are…

This study examined emotional awareness in children with autism. Twenty-two high functioning children with autism (mean age 10 years and 2 months) and 22 typically developing children, matched for age and gender, were presented with the four basic emotions (happiness, anger, sadness and fear) in single and multiple emotion tasks. Findings suggest…

The present study examines the hypothesis that older adults might differentially react to a negative versus neutral mood induction procedure than younger adults. The rationale for this expectation was derived from Socioemotional Selectivity Theory (SST), which postulates differential salience of emotional information and ability to regulate…

Teaching children to identify emotions is a common practice within the field of autism intervention. However, skills that are not often taught include identification of emotions within a situational context, and identification and discrimination of environmental events that occasion the emotions (with corresponding explanations). This article…

This article reports on new findings from a forthcoming research review which analyzes 207 studies of school-based programs designed to foster children's social and emotional skills. Roger P. Weissberg, the president of the Collaborative for Academic, Social, and Emotional Learning, or CASEL, the Chicago-based group that sponsored the four-year…

Developmental psychologists have a long history of using triangle metaphors to conceptualise the social constitution of psychological development. In this paper, we present a genealogy of triadic theories, to clarify their origins, distinctions between them, and to identify key themes for theoretical development. The analysis identifies three core…

Concern about responding to behavior problems and promoting social and emotional learning are related and are embedded into the arenas we frame to encompass the content of student/learning supports. How these concerns are addressed is critical to the type of school and classroom climate that emerges and to student engagement and re-engagement in…