Promoting Social and Emotional Development in Childhood and Early Adolescence

Part of the Issues in Children’s and Families’ Lives book series (IICL, volume 10)


Emotional Development Index Card School Bonding Achievement Test Score Early Elementary School 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Black, S. (2004). Learning after hours: The right kind of after-school programs can pay off for kids. American School Board Journal, 191(6). Retrieved December 25, 2006, from
  2. Bouffard, S., Little, P., & Weiss, H. (2005). Building and evaluating out-of-school time connections. Harvard Family Research Project Evaluation Exchange, 12(1, 2), 2–6.Google Scholar
  3. Ciarrochi, J., Forgas, J., & Mayer, J. (2006). Emotional intelligence in everyday life (2nd ed.). Philadelphia, PA: Taylor and Francis.Google Scholar
  4. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2004a). What is SEL ?. Retrieved December 20, 2006, from
  5. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2004b). Introduction to SEL: SEL competencies. Retrieved December 20, 2006, from
  6. Dahlsgaard, K., Peterson, C., & Seligman, M. E. (September 2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9(3), 203–213.CrossRefGoogle Scholar
  7. Durlak, J. A., & Weissberg, R. P. (2006). The impact of after-school programs that promote personal and social skills. Collaborative for Academic, Social and Emotional Learning. Retrieved December 20, 2006, from
  8. Durlak, J. A., & Weissberg, R. P. (2007). Meta-analysis of youth intervention programs. Collaborative for Academic, Social and Emotional Learning. Retrieved March 12, 2007, from
  9. Elias, M. J., & Clabby, J. F. (1992). Building social problem solving skills: Guidelines from a school-based program. San Francisco, CA: Jossey-Bass.Google Scholar
  10. Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).Google Scholar
  11. Goleman, D. (1995). Emotional intelligence. New York: Doubleday.Google Scholar
  12. Gottfredson, D. C., Gerstenblith, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004, December). Do after school programs reduce delinquency? Prevention Science, 5(4), 253–266.PubMedCrossRefGoogle Scholar
  13. Hall, G., Yohalem, N., Tolman, J., & Wilson, A. (2003). How after school programs can most effectively promote positive youth development as a support to academic achievement: A report commissioned by the Boston after-school for all partnership. National Institute on Out-of-School-Time. Retrieved December 25, 2006, from
  14. Halpern, R. (2003). Making play work: The promise of after-school programs for low-income children. New York: Teachers College Press.Google Scholar
  15. Hirsch, B. (2005). A place to call home: After-school programs for urban youth. York: Teachers College Press.CrossRefGoogle Scholar
  16. Lauer, P. A. Akiba, M., Wikerson, S. B., Apthorp, H. S., Snow, D., & Martin-Green, M. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275–313.CrossRefGoogle Scholar
  17. Mahoney, J. L., Harris, A. L., & Eccles, J. S. (2006). Organized activity participation, positive youth development, and the over-scheduling hypothesis. Social Policy Report, 20(4).Google Scholar
  18. Miller, B. M. (2003). Critical hours: After-school programs and educational success. New York: Nellie Mae Education Foundation. Retrieved Dec. 22, 2006 from
  19. Saarni, C. (2000). Emotional competence: A developmental perspective. In R. Bar-On & J. D. A. Parker (Eds.). The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 68–91). San Francisco, CA: John Wiley & Sons.Google Scholar
  20. Stone-McCown, K., Jensen, A. L., Freedman, J. M., & Rideout, M. C. (1998). Self-science: The emotional intelligence curriculum (2nd ed.). San Mateo, CA: Six Seconds.Google Scholar
  21. Weisman, R. P., & Gottfredson, D. C. (2001). Attrition from after school programs: characteristics of students who drop out. Prevention Science, 2, 201–205.PubMedCrossRefGoogle Scholar
  22. Zins, J. E., Weissberg, R. P., Wang, M. L., & Walberg, H. J. (Eds.). (2004). Building school success on social and emotional learning: What does the research say ? New York: Teachers College Press.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  1. 1.Department of PsychologyRutgers UniversityLivingston CampusUSA

Personalised recommendations