Skip to main content
Key Specialties
Cardiology Diabetology Endocrinology Gastroenterology Geriatrics and Gerontology Gynecology and Obstetrics Hematology Infectious Disease Internal Medicine Nephrology Neurology Oncology Pediatrics Respiratory Medicine Rheumatology Surgery
Congress Coverage
2024 ACC Congress 2023 ESMO Congress 2023 EASD Congress 2023 ERS Congress 2023 ESC Congress
Clinical Collections
Advances in Alzheimer’s

At a glance: The ONWARDS insulin icodec trials

A round-up of the ONWARDS phase 3 clinical trials evaluating the novel weekly insulin icodec in people with diabetes.
ADVANCED SEARCH
Log in
Top
Prevention Science
Published in: Prevention Science 8/2015

01-11-2015

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

Authors: Shannon B. Wanless, Celene E. Domitrovich

Published in: Prevention Science | Issue 8/2015

Login to get access

Excerpt

In the past several years, interest in social and emotional learning (SEL) has grown significantly. What was once a specialized domain of educational research and practice is now a significant movement with greater numbers of practitioners, policy-makers, and researchers recognizing the importance of social and emotional competence for students’ success in school and life (Durlak et al. 2015). SEL involves fostering social and emotional competencies in children through various strategies including direct instruction and student-centered practices that create engaging learning environments nurturing students’ development of analytical, communication, and collaboration skills (CASEL 2013; Jones and Bouffard 2012). …
Literature
Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The ANNALS of the American Academy of Political and Social Science, 591, 98–124. doi:10.​1177/​0002716203260102​.CrossRef
Collaborative for Academic, Social, and Emotional Learning. (2013). 2013 guide: Effective social and emotional learning programs: Preschool and elementary school edition. Chicago: Author.
Domitrovich, C. E., Bradshaw, C. P., Poduska, J. M., Hoagwood, K., Buckley, J. A., Olin, S., …, Ialongo, N. S. (2008). Maximizing the implementation quality of evidence-based preventive interventions in schools: A conceptual framework. Advances in School Mental Health Promotion, 1, 6–28. doi: 10.​1080/​1754730X.​2008.​9715730.
Domitrovich, C. E., Pas, E. T., Bradshaw, C. P., Becker, K. D., Keperling, J. P., Embry, D. D., & Ialongo, N. (2015). Individual and school organizational factors that influence implementation of the PAX Good Behavior Game intervention. Prevention Science. doi:10.​1007/​s11121-015-0557-8.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350. doi:10.​1007/​s10464-008-9165-0.CrossRefPubMed
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (2015). Handbook of social and emotional learning: Research and practice. New York: Guilford.
Dymnicki, A., Wandersman, A., Osher, D., Grigorescu, V., Huang, L. (2014). Willing, able, ready: Basics and policy implications of readiness as a key component for implementation of evidence-based practices. (ASPE Issue Brief. Washington, DC: Office of the Assistant Secretary for Planning and Evaluation, Office of Human Services Policy). Washington, DC: U.S. Department of Health and Human Services.
Elias, M. J. (2006). The connection between academic and social-emotional learning. In M. J. Elias & H. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement (pp. 4–14). Thousand Oaks: Corwin Press.
Elias, M. J., Leverett, L., Duffell, J. C., Humphrey, N., Stepney, C., & Ferrito, J. (2015). Integrating SEL with related prevention and youth development approaches. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook for social and emotional learning: Research and practice (pp. 33–49). New York: Guilford.
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4, 1–62.
Greenberg, M. T., Domitrovich, C. E., Craczyk, P. A., & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: Theory, research, and practice. Promotion of mental health and prevention of mental and behavior disorders (Vol. 3). Washington, DC: U.S. Department of Health and Human Services.
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.CrossRefPubMed
Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Crosby, A., Fullilove, M., … & Task Force on Community Preventive Services. (2007). Effectiveness of universal school-based programs to prevent violent and aggressive behavior: A systematic review. American Journal of Preventive Medicine, 33, S114–S129.
Jennings, P. A. (2014). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 1–12. doi: 10.​1007/​s12671-014-0312-4.
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26, 1–33.
Kam, C. M., & Yick, Y. Y. (2013). Promoting social emotional learning among pre-schoolers in Chinese kindergartens: A feasibility study of preschool PATHS implementation in Hong Kong. Paper presented at the 4th European Network for Social and Emotional Competence (ENSEC) Conference, Zagreb. Abstract retrieved from http://​hub.​hku.​hk/​handle/​10722/​187083.
Lochman, J. E., Powell, N. P., Boxmeyer, C. L., Qu, L., Sallee, M., Wells, K. C., & Windle, M. (2015). Counselor-level predictors of sustained use of an indicated preventive intervention for aggressive children. Prevention Science. doi:10.​1007/​s11121-014-0511-1.
Malloy, M., Acock, A., DuBois, D. L., Vuchinich, S., Silverthorn, N., Ji, P., & Flay, B. R. (2015). Teachers’ perceptions of school organizational climate as predictors of dosage and quality of implementation of a social-emotional and character development program. Prevention Science. doi:10.​1007/​s11121-014-0534-7.
Margolis, J., Hodge, A., & Alexandrou, A. (2014). The teacher educator’s role in promoting institutional versus individual teacher well-being. Journal of Education for Teaching: International Research and Pedagogy, 40, 391–408. doi:10.​1080/​02607476.​2014.​929382.CrossRef
Mart, A. K., Weissberg, R. P., & Kendziora, K. (2015). Systemic support for social and emotional learning in school districts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 482–499). New York: Guilford.
Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The quality implementation framework: A synthesis of critical steps in the implementation process. American Journal of Community Psychology, 50, 462–480. doi:10.​1007/​s10464-012-9522-x.CrossRefPubMed
Meyers, D. C., Gil, L., Cross, R., Keister, S., Domitrovich, C. E., & Weissberg, R. P. (2015). CASEL guide for schoolwide social and emotional learning. Chicago.
Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambidge Journal of Education, (in press)
Pas, E. T., Waasdorp, T. E., & Bradshaw, C. P. (2015). Examining contextual influences on classroom-based implementation of Positive Behavior Support strategies: Findings from a randomized controlled effectiveness trial. Prevention Science. doi:10.​1007/​s11121-014-0492-0.PubMed
Paulsell, D., Austin, A. M. B., & Lokteff, M. (2013). Measuring implementation of early childhood interventions at multiple system levels (OPRE Research Brief OPRE 2013–16). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Peterson, S. M. (2012). Understanding early educators’ readiness to change. NHSA Dialog, 15, 95–112.CrossRef
Roberts, A. M., LoCasale-Crouch, J., DeCoster, J., Hamre, B. K., Downer, J. T., Williford, A. P., & Pianta, R. C. (2015). Individual and contextual factors associated with pre-kindergarten teachers’ responsiveness to the MyTeachingPartner coaching intervention. Prevention Science. doi:10.​1007/​s11121-014-0533-8.
Sandler, I., Ostrom, A., Bitner, M. J., Ayers, T. S., Wolchik, S., & Smith-Daniels, V. (2005). Developing effective prevention services for the real world: A prevention service development model. American Journal of Community Psychology, 35, 127–142. doi:10.​1007/​s10464-005-3389-z.CrossRefPubMed
Scaccia, J. P., Cook, B. S., Lamont, A., Wandersman, A., Castellow, J., Katz, J., & Beidas, R. S. (2015). A practical implementation science heuristic for organizational readiness: R = MC2. Journal of Community Psychology, 43, 484–501. doi:10.​1002/​jcop.​21698.CrossRef
Seigle, P., Wood, C., Sankowski, L., & Ackerman, R. (2012). Leading together: Building adult community in schools. The Courage & Renewal guidebook for Courage in Schools leadership programs. Seattle: Center for Courage & Renewal.
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012). Effectiveness of schoolbased universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49, 892–909.CrossRef
Spoth, R., Rohrbach, L. A., Greenberg, M. T. Robertson, E., Leaf, P., Brown, C. H., … Hawkins, J.D. (2013). Addressing challenges for the next generation of type 2 translation research: The translation science to population impact framework. Prevention Science 14, 319–351. doi: 10.​1007/​s11121-012-0362-6.
Wanless, S.B., Wallace, T., Cartier, J., Akiva, T., Ferrara, A., Johnson, C. (2014). Helping preservice teachers feel ready to teach: Mindfulness and self-regulation. In K. Schonert-Reichel (Chair), Social and Emotional Learning in Teacher Preparation: Emerging Policy, Research, and Programs. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia.
Wanless, S.B., Briggs, J.O., Pieri, J.W. (2015). Assessing a preschool’s readiness to implement using multiple raters and multiple levels. In Connors, M. (Chair), Opportunities for Change: Maximizing the Impact of Quality Improvement Efforts in Early Care and Education Programs. Paper presented at the biennial meeting of the Society for Research in Child Development, Philadelphia.
Wanless, S. B., Groark, C., & Hatfield, B. (2015b). Assessing organizational readiness. In J. Durlak, R. Weissburg, & T. Gullotta (Eds.), Handbook of social emotional learning. New York: Guilford Publications.
Wanless, S. B., Rimm-Kaufman, S. E., Abry, T., Larsen, R. A., & Patton, C. L. (2015c). Engagement in training as a mechanism to understanding fidelity of implementation of the Responsive Classroom approach. Prevention Science. doi:10.​1007/​s11121-014-0519-6.PubMed
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook for social and emotional learning: Research and practice (pp. 3–19). New York: Guilford.
Williford, A. P., Wolcott, C. S., Whittaker, J. V., & Locasale-Crouch, J. (2015). Program and teacher characteristics predicting the implementation of Banking Time with preschoolers who display disruptive behaviors. Prevention Science. doi:10.​1007/​s11121-015-0544-0.PubMed
Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33, S130–S143.PubMedCentralCrossRefPubMed
Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M., Weiland, C., … Arbour, M. C. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental Psychology, 51, 309–322. http://​dx.​doi.​org/​10.​1037/​a0038785.
Metadata
Title
Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality
Authors
Shannon B. Wanless
Celene E. Domitrovich
Publication date
01-11-2015
Publisher
Springer US
Published in
Prevention Science / Issue 8/2015
Print ISSN: 1389-4986
Electronic ISSN: 1573-6695
DOI
https://doi.org/10.1007/s11121-015-0612-5

Other articles of this Issue 8/2015

Prevention Science 8/2015 Go to the issue

Erratum

Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

OriginalPaper

Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

OriginalPaper

Examining Contextual Influences on Classroom-Based Implementation of Positive Behavior Support Strategies: Findings from a Randomized Controlled Effectiveness Trial

BriefCommunication

Effects of Personalized Feedback Interventions on Drug-Related Reoffending: a Pilot Study

Commentary

Readiness Assessment to Improve Program Implementation: Shifting the Lens to Optimizing Intervention Design

OriginalPaper

Building Local Infrastructure for Community Adoption of Science-Based Prevention: The Role of Coalition Functioning