Participant Workbook - KidsMatter · Participant Workbook Partici P ant workbook feel free to photocopy as needed. Component 2 KidsMatter Primary 89 Session 1: ... What skills do

Participant Workbook

ParticiPant w

orkbo

ok

feel free to photocopy as needed

Component 2 KidsMatter Primary 89

Session 1:

Social and emotional learning for all students what it means and why it is important

KidsMatter PrimaryComponent 290

Risk and Protective Factors for Children’s Mental HealthRisk and Protective Factors for C

hildren’s Mental H

ealth

Difficult tem

perament -

Low self esteem

- N

egative thinking style -

- Easy tem

perament

- Good social and em

otional skills- O

ptimistic coping style

Child

- abilities and needs -

Any form

of child abuse, including neglect - Fam

ily disharmony, instability or break up -

Harsh or inconsistent discipline style -

Parent w

ith mental illness or substance abuse -

- Family harm

ony and stability- S

upportive parenting- S

trong family values

Family

- circumstances

and relationships -

Peer rejection -

School failure -

Poor connection at school -

- Positive school clim

ate that enhances belonging and connectedness- Involvem

ent with caring adult

- Support available at critical tim

es

School- practices andenvironm

ent -

Discrim

ination - Isolation -

Socioeconom

ic disadvantage - Lack of access to support services -

- Participating in com

munity netw

orks- A

ccess to support services- E

conomic security

- Strong cultural identity and pride

Societal- access, inclusion and

social cohesion -

Difficult school transition -

Death of a fam

ily mem

ber - E

motional traum

a -

- Involvement w

ith caring adult- S

upport available at critical times

Life Events- opportunitiesand stressors -

Risk factorsProtective factors


Activity 1: Identifying positive and negative influences on children’s social and emotional competence

Individual

Family

School

Peers

Community

Promotes

Hinders

Promotes

Hinders

Promotes

Hinders

Promotes

Hinders

Promotes

Hinders


Activity 2: Enhancing social and emotional competence Scenarios: kate, Ewan and Lucy (page 1 of 3)

Kate wants to join in with a group of children who are playing in the sand pit.

When she asks Zak, he replies...

Kate approaches the teacher on yard duty and says,

Kate struggles to join a group. Her only strategy is to tell a

teacher.

Kate is able to join a group of children.

Beginning Competent

Is this something Kate can learn?

.................................................................................................................................................

Is this something she can learn at school?

.................................................................................................................................................

What level of competency would Kate have?

.................................................................................................................................................

What skills do you think Kate would need to learn in order to successfully join a group?

.................................................................................................................................................

.................................................................................................................................................

How can you help Kate learn social and emotional skills?

Nope.Youcan’tplaywithus

“” .

Zakwon’t let meplay“ ” .


Beginning Competent

Is this something Ewan can learn?

....................................................................................................................................

Is this something he can learn at school?

....................................................................................................................................

What level of competency would Ewan have?

....................................................................................................................................

What skills do you think Ewan would need to learn in order to successfully manage

his frustrations?

....................................................................................................................................

....................................................................................................................................

How can you help Ewan learn social and emotional skills?

A group of children are happily playing at lunch time.

You’re

Ewan ruins the game and storms off angrily.

Ewan is called out, accepts the decision and continues to participate.

Out!“ ”

Ewan yells back,

the kids call to Ewan.

Wasnot!” “

With that he kicks the ball away and storms off in a rage...



Beginning Competent

Is this something Lucy can learn?

....................................................................................................................................

Is this something she can learn at school?

....................................................................................................................................

What level of competency would Lucy have?

....................................................................................................................................

What skills do you think Lucy would need to learn in order to successfully manage

her disappointments and solve problems more effectively?

....................................................................................................................................

....................................................................................................................................

.

How can you help Lucy learn social and emotional skills?

Lucy is pessimistic and crying; her only solution is to give up.

She calmly takes responsibility and offers possible solutions.

Parent permission forms had to be returned today for the class excursion tomorrow,

but Lucy has forgotten hers.

She starts to sob quietly. When asked what’s wrong she blurts out,

“”

I can’t go.

Mumdidn’t give memy

form.



Session 2:

teaching social and emotional learning (SEL) in the classroom


The five core social and emotional competencies

Social and emotional learning

Social awareness

Relationship skills

Respo

nsib

le d

ecis

ion-

mak

ing

Self-m

anagement Self-awareness

Managing emotions and behaviours

Showing understandingand empathy

for others.

Forming positiverelationships, working

in teams, dealing effectively with conflict.

Recognising one’s emotions and values

as well as one’sstrengths and

limitations.

Making ethical,constructive

choices about personal and

social behaviour.

to achieve one’s goals.


Core social and em

otional competencies

12

3

45

Self-aw

arenessS

elf-managem

entS

ocial awareness

Relationship skills

Responsible decision-m

aking

Identifying emotions

Recognising strengths

Managing em

otionsG

oal settingP

erspective-takingA

ppreciating diversity

Com

munication

Building relationships

Negotiation

Refusal

Analysing situations

Assum

ing personal responsibility

Respecting others

Problem

-solving

Identifying and labelling one’s em

otions.

Identifying and cultivating one’s strengths and positive qualities.

Monitoring and

regulating feelings so they aid in the handling of situations.

Establishing and

working tow

ard achieving short and long term

goals.

Identifying and understanding the thoughts and feelings of others.

Understanding that

individual and group differences com

plement each

other.

Using verbal and

nonverbal skills to express oneself and prom

ote positive and effective changes w

ith others.

Establishing and

maintaining healthy

and rewarding

connections with

individuals and groups.

Achieving m

utually satisfactory resolutions to conflict by addressing the needs of all connected.

Effectively

conveying and follow

ing through w

ith one’s decision not to engage in unw

anted, unsafe, unethical conduct.

Accurately

perceiving when a

decision is needed, and assessing factors that m

ay influence one’s decision.

Recognising and

understanding one’s obligation to engage in ethical, safe and legal behaviours.

Believing that others

deserve to be treated w

ith kindness and feeling m

otivated to contribute to com

mon good.

Generating,

implem

enting and evaluating positive and inform

ed solutions to problem

s.

Activity 3: Micro-skill sort - Core social and emotional competencies diagram


Effective social and emotional teaching

Self-m

anagement

Social aw

arenessR

elationship skillsR

esponsible decision-m

akingS

elf-awareness

Provide inform

ation on core features of the skill, and its relevance to lives of students

Practice and feedback

Application

Plan and provide

structured opportunities for students to practise the skill w

ith feedback

Provide ‘real-life’

opportunities for students to apply/practise the skill beyond the lesson

Core social and em

otional competencies

Explicit


Session 3:

implementing social and emotional learning (SEL) throughout your school


Activity 4: Using the KidsMatter Primary Programs Guide

Strong Promising Limited Not Evident

Applicability to special student groups:

C – CALDI – IndigenousLS – Low SES

Staff PL:

R – RestrictedE – External Agency Onlyü – Yes

Key:

R – RuralS – Special Needs

Sound SEL instructional practice Other factors Staff PL

Program Title Age range (yrs) 5.

Res

pons

ible

dec

isio

n-m

akin

g

Evid

ence

of e

ffect

iven

ess

Iden

tified

theo

retic

al fr

amew

ork

Stud

ent a

sses

smen

t mea

sure

s

Des

igne

d fo

r, or

dem

onst

rate

d ap

plic

abilit

y to

, spe

cial

stu

dent

gro

ups

Form

al p

aren

t/car

er c

ompo

nent

pro

vide

d

Staf

f pro

fess

iona

l lea

rnin

g (P

L) a

vaila

ble

Staf

f pro

fess

iona

l lea

rnin

g (P

L) c

ompu

lsor

y

1. S

elf-a

war

enes

s

2. S

ocia

l aw

aren

ess

3. S

elf-m

anag

emen

t

4. R

elat

ions

hips

Stru

ctur

ed s

essi

ons

Component 2: Social and emotional learning (SEL) for students

General Programs

R

Aussie Optimism 8–13

Being Me 9–12

Digging Deep

Bright Ideas 9–12

9–16

Friendly Schools and Families

FRIENDS for Life

4–13

4–11

I Can Problem Solve

Literature for Life

4–12

10–12

Passport Program

PATHS Curriculum

6–14

5–12

Program Achieve

Guest 4 Values

6–12

5–12

Rock and Water

Second Step

9–12

4–13

Social Decision Making/Social Problem Solving

Steps to Respect

4–14

9–12

Stories of Us: Belonging

Stories of Us: Bullying

9–12

9–12

Thinking, Feeling, Behaving

Values Education Toolkit

6–12

4–14

Friendly kids, Friendly Classrooms

Heart Masters

MPower Girls

Peer Mediation

Resilient Kids (Primary)

Skills for Growing

Stop Think Do Social Skills Training

Sunshine and Rainbows

BOUNCE BACK! 5–15

5–12

5–12

10–12

11–12

5–12

5–11

4–12

5–8


Activity 4: Blank KidsMatter Primary Programs Guide

StrongProm

isingLim

itedN

ot Evident

Applicability to special student groups:

C – C

ALDI – IndigenousLS – Low

SES

Staff PL:

R – R

estrictedE – External Agency O

nlyü

– Yes

Key:

R – R

uralS – Special N

eeds

Sound SEL instructional practice

Other factors

Staff PL

Program Title

Age range

(yrs)

5. Responsible decision-making

Evidence of effectiveness

Identified theoretical framework

Student assessment measures

Designed for, or demonstrated applicability to, special student groups

Formal parent/carer component provided

Staff professional learning (PL) available

Staff professional learning (PL) compulsory

1. Self-awareness

2. Social awareness

3. Self-management

4. Relationships

Structured sessions

Categorisation sheet for your

school’s social and emotional

learning (SEL) programs

ExamplesComparisonprograms

S

Program A

5–6

Program B

3–6


Activity 5: Discuss the factors that might be important considerations for social and emotional learning (SEL) programming in your school community- Group discussion questions

Using butcher’s paper or blank paper, answer the following questions in your allocated groups.

Action Team to collect for Component 2 planning.

1. What other supports or resources does our school need for school-wide SEL implementation? (for example, leadership support, professional development)

2. How can the school community be organised to ensure that all students gain social and emotional competence? (for example, relationship-centred learning community)


Participant references and other resources for KidsMatter Primary Component 2: Social and Emotional Learning

Barry, M. M. (2007). “Generic principles of effective mental health promotion.” International Journal of Mental Health Promotion, 9(2), 4-16.

Bernard, M. (2004). “The relationship of young children’s social-emotional development to their achievement and social-emotional wellbeing.” Paper presented at the Australian Council for Education of Research Conference, Adelaide.

Collaborative for Academic Social and Emotional Learning. (2003). “Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs.” www.casel.org.

Collaborative for Academic Social and Emotional Learning. (CASEL) (2006). “Sustainable schoolwide social and emotional learning (SEL): Implementation guide.” Chicago, IL. www.casel.org.

Collaborative for Academic, Social and Emotional Learning (CASEL) promote co-ordinated, systematic, social and emotional learning in educational settings. www.casel.org

Collaborative for Academic, Social and Emotional Learning (CASEL) background - http://casel.org/downloads/SEL&CASELbackground.pdf

Collaborative for Academic, Social and Emotional Learning (CASEL) articles: www.casel.org/pub/articles.php

Elias, M.J. (2006) “Connection Between Academic and Social-Emotional Learning” http://www.casel.org/downloads/Elias2006BookCh1.pdf

Kress, J. S. & Elias, M. J. (2006). “School-based social and emotional learning programs” in N. Eisenberg (Ed.), Handbook of child psychology (6th ed., Vol. 4, pp. 592-618). New Jersey: Wiley.

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J. & Weissberg, R. P. (2000). “Social and emotional learning: A framework for promoting mental health and reducing risk behaviours in children and youth.” Journal of School Health, 70, 179-185.

World Health Organization. (2004). Promoting mental health: Concepts, emerging evidence, practice (Summary report). Geneva.

World Health Organization. (2006). Creating an environment for emotional and social well-being. Geneva, Switzerland.

Zins, J. E., Elias, M. J., & Greenberg, M. T. (2004). “Facilitating success in school and in life through social and emotional learning.” Perspectives in Education, 21, 59-60.

Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear, K. M. Minke & A. Thomas (Eds.), Children’s needs III: Development, problems, and alternatives. Bethesda, MD: National Association of School Psychologists.

School staff professional learning Component 2: Social and emotional learning (SEL) for students

Feedback form – school participant

This was a:

Three-hour session for whole-school professional learning

OR Component 2

One-hour session for Session 1: Social and emotional learning (SEL) for all students – what it means and why it is important

One-hour session for Session 2: Teaching social and emotional learning (SEL) in the classroom

One-hour session for Session 3:Implementing social and emotional (SEL) learning throughout your school

Location/School: _____________________________________ Date ___/___/___

State/Territory: _____________________________ Cluster: _________________

Current role in school (indicate where most appropriate)

Leadership

Student wellbeing/ welfare coordinator

Teaching

Non-teaching (support)

Non-teaching (administration)

Parent/ Carer

Thank you for attending this KidsMatter Primary school professional learning session. Please give us feedback so we know what we are doing well and where we need to improve.

Please circle the rating that best fits your opinion Stronglydisagree

Somewhatdisagree

Somewhatagree

StronglyagreeNeutral

Very poor Poor Good Very

goodAverage

1. This session was relevant to my school’s needs

2. This session provided me with useful ideas to apply within my role at the school

3. The ‘activities’ and discussions’ of this session supported my learning

4.These activities were relevant to help me understand a more positive school community• ‘Influences on social and emotional competence’

• ‘Enhancing social and emotional learning competence’

• ‘Micro-skill sort’

• ‘Using the Programs Guide’

• ‘Social and emotional competence of your students’

• ‘What skills does a socially and emotionally competent student have?’

• ‘Demonstration of social and emotional learning in actions’ discussions

• ‘Presentation of KidsMatter Primary supporting resources’

5. Overall what rating would you give to this session?

6. Do you have any recommendations for improving this session?

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Appendix A: General resources

Books for parents and carers

Your child’s emotional needs: What they are and how to meet them. This book discusses the emotional needs of children at various developmental stages from birth to age 12. V. Flory (2005). Sydney, NSW: Finch Publishing.

A parent’s treasure chest: Exploring the path to resilience. This user-friendly book provides information on emotional intelligence, problem solving and optimism for parents and carers. C. Jenkin, and A. McGenniss (2000). Canberra, ACT: Commonwealth Department of Health and Aged Care.

Mind your mind: How to master your thoughts and feelings. This book provides clear information for parents, carers and children on the link between thoughts, feelings and behaviour. J. Johansen, and L. Hay (1996). Oakleigh, VIC: The Australian Scholarship Group.

The optimistic child. This book provides exercises and strategies that can be used to teach children optimistic thinking patterns. M. E. Seligman (1995). New York: HarperCollins.

Resources for use with children

Arthur is a PBS kid’s series that has a large range of activities that parents, carers and teachers can use with children to help them develop important skills. Games, activities and suggestions for teaching children social and emotional skills pbskids.org/arthur/parentsteachers/activities/development.html?cat=development

The socially speaking game. This game is ideal for children aged 7+ and covers topics such as greeting, taking turns, eye contact and listening. Designed to complement the Socially Speaking book, the game focuses on social interaction in three key areas: home, school, and the wider community. A. Schroeder (2003). Grand Rapids, MI: School Specialty Publishing.

Resources for school staff

Academic and social-emotional learning. Educational Practices Series 11. This booklet provides a succinct introduction to social and emotional learning in classroom settings and includes practical strategies for teachers. By M. J. Elias (2003). Brussels, Belgium: International Academy of Education. www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac11e.pdf

The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. This book provides a valuable overview of social and emotional learning and specific ideas and strategies that can be used in classrooms. M. J. Elias, and H. Arnold (2007). Thousand Oaks, CA: Corwin Press.

Guiding children’s social development: Theory to practice (5th ed.). This book is a comprehensive and useful guide to children’s social and emotional development. M. J. Kostelnik, A. Phipps Whiren, A. K. Soderman, and K. Gregory (2006). New York: Thomson Delmar Learning.

How to talk so kids can learn: At home and at school. This book provides great ideas on how to communicate with children in ways that builds children’s confidence and life skills. A. Faber and E. Mazlish (1996). New York: Scriber.

The Committee for Children provides some useful whole-school and classroom activities that can be used to create a positive school environment and promote effective social and emotional learning. Available from: www.cfchildren.org/support/teacherstips

Research articles

Fuller, A. (2001). A blueprint for building social competencies in children and adolescents. Australian Journal of Middle Schooling, 1, (1), 40-48. Provides useful information on the importance of developing social competencies, emotional intelligence and resilience in school children. Available from: http://www.learningtolearn.sa.edu.au/Colleagues/files/links/3B1_02R3_A_Blueprint_for_t.pdf

Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for parents and teachers. In F. Pajares and T. Urdon (Eds.), Self-efficacy beliefs of adolescents (pp. 336-367). Information Age Publishing. Available from: www.des.emory.edu/mfp/PajaresAdoed2006.pdf Provides useful information on self-efficacy specifically as well as more general information on social and emotional learning. It is primarily aimed at teachers but may also be valuable for parents and carers.

Zins, J. E, Bloodworth, M. R., Weissberg, R. P., and Walberg, H. J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success Chapter 1. In Building Academic Success on Social and Emotional Learning: What Does the Research Say? Teachers College, Columbia University. http://casel.org/wp-content/uploads/2011/04/T3053c01.pdf Summarises research findings that link school success to social and emotional learning and provides a succinct


overview of the kinds of practices that are most effective for supporting children’s social and emotional learning at school.

Scope and Sequence References

Illinois Learning Standards - Social/Emotional Learning (SEL) – Goals and Standards, Illinois State Board of Education http://www.isbe.state.il.us/ils/social_emotional/standards.htm

Performance Descriptors Social Emotional Learning Grades 1-5, Illinois State Board of Education www.isbe.state.il.us/ILS/social_emotional/word/descriptor_1-5.doc

The KidsMatter Primary resources

KidsMatter Primary http://www.kidsmatter.edu.au

KidsMatter Primary Programs Guide provides information on school based social and emotional learning programs. www.kidsmatter.edu.au/programs-guide/

KidsMatter Primary Programs Guide – Information specifically for Component 2 http://www.kidsmatter.edu.au/primary/programs-guide/choosing-a-program/component-2-programs/

KidsMatter Primary Resources for use with parent, carers and children www.kidsmatter.edu.au/wp/wp-content/uploads/2009/09/sel-other-resources.pdf

Other relevant organisations and initiatives

Australian

Australian Health Promoting Schools Association (AHPSA) The Australian Health Promoting Schools Association was established in 1994. It has a number of aims including promoting nationally the concept of health promoting schools and encouraging collaboration among existing agencies, associations, government departments and student and parent groups. http://www.ahpsa.org.au/

International

CASEL CASEL is a not-for-profit organisation that works to advance the science and evidence-based practice of social and emotional learning. http://casel.org/

Social and Emotional Aspects of Learning (SEAL) The National Behaviour and Attendance Pilot (2003)(The Department for Education, UK- Formally Department for Schools, Children and Families) was designed to develop teaching strategies which promote positive behaviour for learning, and enhance the quality of relationships between staff, children and other members of the school community. A major part of this program is Social and Emotional Aspects of Learning (SEAL): a comprehensive approach to promoting social and emotional skills. https://www.education.gov.uk/publications/eOrderingDownload/DCSF-RB064.pdf

World Health Organization, Global School health initiative - Health Promoting Schools This initiative is designed to improve the health of students, school personnel, families and other members of the community through schools. www.who.int/school_youth_health/gshi/en/

Distributors of social and emotional learning relevant resources

Australian Council for Educational Research www.acer.edu.au/

Open Leaves Bookshop www.openleaves.com.au

Peoplemaking www.peoplemaking.com.au

Pearson Australia www.pearson.com.au

Other suggestions for obtaining sample copies of mental health and well being program materials

There are a number of ways to obtain copies of program materials including:

• local universities

• council library

• individual program websites

• program publishers and distributors

• your own school library

• other local schools

• regional or district education department offices

• Catholic diocese office (if appropriate)

• your school psychologist, guidance officer, counsellor or social worker

• educational psychologists working in your local area.


Appendix B: State and territory policy resources related to social and emotional learning

ACT

Every chance to learn: Curriculum framework for ACT schools - Preschool to year 10, ACT Government Education and Training http://activated.act.edu.au/ectl/framework.htm

NSW

Educational Resources for Australian teachers and students, Kindergarten to Year 6, Board of Studies NSW http://k6.boardofstudies.nsw.edu.au/

NSW Board of Studies Outcomes for all K-6 Learning Areas http://k6.boardofstudies.nsw.edu.au/files/curriculum/k6_outcomes.pdf

NT

NT Curriculum Framework, Dept of Education and Training www.det.nt.gov.au/students/curriculum-ntbos/ntcf

Health and Physical Education Learning Area www.det.nt.gov.au/__data/assets/pdf_file/0016/2365/learning_areas_hpe.pdf

QLD

Queensland curriculum, assessment and reporting framework (QCAR) (2008), Department of Education and Training http://education.qld.gov.au/qcar/

SA

South Australian Curriculum Accountability Framework www.sacsa.sa.edu.au/index_fsrc.asp?t=CB

Health Promoting Schools Framework http:/ www.healthpromotion.cywhs.sa.gov.au/Content.aspx?p=154#healthpromschools

Centre for Health Promotion, Department of Children, Youth and Women’s Services http://www.healthpromotion.cywhs.sa.gov.au/

TAS

Department of Education, Tasmanian Curriculum www.education.tas.gov.au/curriculum/standards/health

http://www.education.tas.gov.au/school/health/mental-health-and-wellbeing-initiatives-for-schools

VIC

Victorian Educational Learning Standards (VELS) - Victorian Curriculum and Assessment Authority http://vels.vcaa.vic.edu.au/

Health and Physical Education Domain within the Physical, Personal and Social Relationship Strand http://vels.vcaa.vic.edu.au/hpe/intro.html

Interpersonal Relationship Domain within the Physical, Personal and Social Relationship Strand http://vels.vcaa.vic.edu.au/interpersonal/intro.html

WA

WA Scope and Sequence of Self-management - WA Department of Education and Training http://k-10syllabus.det.wa.edu.au/content/syllabus-documents/early-childhood-k-3-syllabus/scope-and-sequence-statements

WA Department of Education: Health and Physical education http://det.wa.edu.au/curriculumsupport/k10syllabus/detcms/navigation/health---physical-education/?oid=Category-id-10862621

Curriculum Frameworks for Health and Physical Education http://det.wa.edu.au/curriculumsupport/k10syllabus/detcms/navigation/health---physical-education/?page=2&tab=Main#toc4

Outcomes and Standards Framework Health and Physical Education http://www.google.com.au/search?rlz=1C1CHKB_en-GBAU443AU444&sourceid=chrome&ie=UTF-8&q=Outcomes+and+Standards+Framework+Health+and+Physical+Education

Curriculum resources www.curriculum.wa.edu.au/internet/Years_K10/Curriculum_Resources


References

Barry, M. M. (2007). Generic principles of effective mental health promotion. International Journal of Mental Health Promotion, 9(2), 4-16.

Bernard, M. (2004). The relationship of young children’s social-emotional development to their achievement and social-emotional wellbeing. Paper presented at the Supporting student wellbeing: What does the research tell us about the social and emotional development of young people, Adelaide.

Collaborative for Academic Social and Emotional Learning. (2003). Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs.

Collaborative for Academic Social and Emotional Learning. (2006). Sustainable schoolwide social and emotional learning (SEL): Implementation guide. Chicago, IL.

Commonwealth Department of Health and Aged Care. (2000). Promotion, prevention and early intervention for mental health - A monograph. Canberra.

Denham, S.A., Weissberg, R.P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. pp13-50, A blueprint for the promotion of prosocial behavior in early childhood

Durlak, J. A., and Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25(2), 115-153.

Elias, M. J. (2003). Academic and Social Emotional Learning. Brussels, Belgium: International Academy of Education.

Fuller, A. (2001). A blueprint for building social competencies in children and adolescents. Australian Journal of Middle Schooling, 1(40-48).

Katz, L., (1996). Child Development Knowledge and Teacher preparation: Confronting Assumptions. Early Childhood Research Quarterly, 11, 135-146.

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J. R., et al. (2005). Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years. Developmental Psychology, 41(5), 733-746.

Merrell, K. and Gueldner, B. (2010). Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. NY: Guilford Press

Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., and Weissberg, R. P. (2000). Social and emotional learning: A frameworkfor promoting mental health and reducing riskbehaviours in children and youth. Journal of SchoolHealth, 70, 179 - 185.

Payton, J. W., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., et al. (2008).The positive impact of social and emotional learningfor kindergarten to eighth-grade students: Findingsfrom three scientific reviews. Chicago, IL: (CASEL)

Spence, S. H. (1996). A case for prevention. In P. Cotton and H. Jackson (Eds.), Early Intervention and Prevention in Mental Health. Melbourne: Australian Psychological Society.

World Health Organization. (2006). Creating an environment for emotional and social well-being. Geneva, Switzerland.

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Participant Workbook - KidsMatter · Participant Workbook Partici P ant workbook feel free to photocopy as needed. Component 2 KidsMatter Primary 89 Session 1: ... What skills do