Advertisement

A Blueprint for Promoting Academic, Social, and Emotional Learning: The Salmon Program

  • Thomas P. Gullotta
  • Martin Bloom
  • Christianne F. Gullotta
  • Jennifer C. Messina
Chapter
Part of the Issues in Children’s and Families’ Lives book series (IICL, volume 10)

The chapters in this volume lead in a literal and figurative sense to this paper and the Salmon program for promoting social and emotional growth and academic learning in school-aged children. The Salmon program is an extension of earlier work undertaken by two of the authors of this chapter and colleagues to promote the social competency of preschool children (Chesebrough, King, Gullotta, & Bloom, 2004). This school-aged effort is an important extension of this previous effort to strengthen positive behavior. It is important because skills atrophy over time unless frequently practiced in a variety of settings. Thus, to maintain skills learned at home and at school requires practice. To learn new skills, exposure and practice is required. And to develop expertise in old and new skills, positive constructive feedback is required.

These seemingly commonsense truisms have escaped many in human services who expect positive lasting results from a relatively short exposure to a health...

Keywords

Outcome Expect Learn Objective Multiple Intelligence Christmas Tree Construction Paper 
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.

References

  1. Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs, 75, 43–88.PubMedCrossRefGoogle Scholar
  2. Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monographs, 4(1, part 2).Google Scholar
  3. Chesebrough, E., King, P., Gullotta, T. P., & Bloom, M. (2004). A blueprint for the promotion of prosocial behavior in early childhood. New York: Kluwer Academic.Google Scholar
  4. Dollard, J., & Miller, N. E. (1950). Personality and psychotherapy: An analysis in terms of learning, thinking, and culture. New York: McGraw-Hill.Google Scholar
  5. Elias, M. J., & Clabby, J. F. (1989). Social decision making skills: A curriculum guide for the elementary grades. Rockville, MD: Aspen.Google Scholar
  6. Engel, G. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196, 129–136.PubMedCrossRefGoogle Scholar
  7. Gardner, H. (1983). Multiple intelligences: The theory in practice. New York: Basic Books.Google Scholar
  8. Gordon, R. S. (1983). An operational classification of disease prevention. Public Health Reports, 98, 107–109.PubMedGoogle Scholar
  9. Gullotta, T. P. (1987). Prevention's technology. Journal of Primary Prevention, 7, 176–196.Google Scholar
  10. Gullotta, T. P. (1997). Operationalizing Albee's incidence formula. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention works (pp. 23–40). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  11. Gullotta, C. F., & Plant, R. W. (2000). Promoting social competency through the arts. In S. J. Danish & T. P. Gullotta (Eds.), Developing competent youth and strong communities through after school programming (pp. 173–182). Washington, DC: CWLA Press.Google Scholar
  12. Gullotta, T. P., & Bloom, M. (2003). Primary prevention at the beginning of the 21st century. In T. P. Gullotta & M. Bloom (eds.) The encyclopedia of primary prevention and health promotion (pp. 116–122). New York: Kluwer Academic.CrossRefGoogle Scholar
  13. Kohn, A. (2006). Abusing research: The study of homework and other examples. Phi Delta Kappan, 88(1), 9–21.Google Scholar
  14. Lamborn, S. D., Mounts, N. S., Steinberg, L., & Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049–1065.PubMedCrossRefGoogle Scholar
  15. Lazear, D. (1991). Seven ways of knowing: Understanding multiple intelligences. Palatine, IL: Skylight.Google Scholar
  16. Putnam, R. (2001).Bowling alone. New York: Simon & Schuster.Google Scholar
  17. Quest International. (1990). Skills for growing. Granville, OH: Author.Google Scholar
  18. Rogers, C. (1965). The therapeutic relationship: Recent theory and research. Australian Journal of Psychology, 17, 95–108.Google Scholar
  19. Shure, M. B. (1997). Interpersonal cognitive problem solving: Primary prevention of early high risk behaviors in preschool and primary years. In G. W. Albee & T. P. Gullotta (Eds.) Primary prevention works (pp. 167–190). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  20. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Thomas P. Gullotta
    • 1
  • Martin Bloom
  • Christianne F. Gullotta
  • Jennifer C. Messina
  1. 1.Child & Family AgencyNew LondonUSA

Personalised recommendations