May 2, 2012
New, research-based resilience education program helps freshman college students manage stress, leading to improved academic performance, better health and higher retention rates.
September 28, 2011
SELmedia announced today that it has introduced two new online workshops for educators, Dealing with Bullying and Peer Relations and Cyberbullying – What Educators Need to Know. Today’s tight budgets make achieving educator professional development requirements more difficult than ever. Delivering training online is budget-friendly, effective, and avoids the logistical challenges of assembling an entire faculty for a one-time event.
September 2, 2011
Social Skills Group Intervention (S.S.GRIN) has been recognized by SAMHSA for the quality of its scientific base and ease of implementation. After a comprehensive review of the quality of the research supporting intervention outcomes and the quality and availability of training and implementation materials, S.S.GRIN 3-5 has been added to SAMHSA’s National Registry of Evidence-based Programs and Practices.
August 11, 2011
Bullying May Contribute to Lower Test Scores - High schools in Virginia where students reported a high rate of bullying had significantly lower scores on standardized tests that students must pass to graduate, according to research presented at the 119th Annual Convention of the American Psychological Association.
Study Finds Social-Skills Teaching Boosts Academics
By Sarah D. Sparks
From role-playing games for students to parent seminars, teaching social and emotional learning requires a lot of moving parts, but when all the pieces come together such instruction can rival the effectiveness of purely academic interventions to boost student achievement, according to the largest analysis of such programs to date.
In the report published today in the peer-reviewed journal Child Development, researchers led by Joseph A. Durlak, a professor emeritus of psychology at the University of Chicago, found that students who took part in social and emotional learning, or SEL, programs improved in grades and standardized-test scores by 11 percentile points compared with nonparticipating students. That difference, the authors say, was significant—equivalent to moving a student in the middle of the class academically to the top 40 percent of students during the course of the intervention. Such improvement fell within the range of effectiveness for recent analyses of interventions focused on academics.
Read the rest of the article at Education Week.
Posted on February 05, 2011
