Markus Talvio is Adjunct Professor of Educational Psychology at the University of Helsinki. Kirsti Lonka is Professor of Educational Psychology at the University of Helsinki.
Inhaltsangabe
Part 1: The implementation process of social and emotional learning in the school context. 1. Embracing `the stranger in us: heterogeneity and ambivalent ways of being in classrooms. 2. Practitioner adaptations of a social and emotional learning curriculum in international contexts. 3. Examining the effective implementation of a social and emotional learning program in elementary schools in South Eastern Europe. Part 2: Social and emotional learning and personal and professional development. 4. Findings of the implementation of the Universal Prevention Curricula (UPC) in Peru. 5. Social and emotional learning as part of professional development in initial teacher education. 6. Teacher s well-being, social and emotional competences, and reflective teaching a teacher's continuous training model for professional development and well-being. 7. The art-therapy collage technique as a tool for teachers professional reflection. 8. Social and emotional learning: a key component of the International Standards on Drug Use Prevention and Sustainable Development. Part 3: Perspectives on social and emotional learning in teacher education. 9. Significant in life: core learning outcomes of a social and emotional course in physical education teacher education. 10. Fostering the development of social and emotional competencies through expressive production. 11. The challenge of sustained behavioral change the development of teachers' social and emotional learning during and after a Lions Quest workshop. Epilogue: towards an integrative view of social and emotional learning.
Part 1: The implementation process of social and emotional learning in the school context. 1. Embracing `the stranger in us: heterogeneity and ambivalent ways of being in classrooms. 2. Practitioner adaptations of a social and emotional learning curriculum in international contexts. 3. Examining the effective implementation of a social and emotional learning program in elementary schools in South Eastern Europe. Part 2: Social and emotional learning and personal and professional development. 4. Findings of the implementation of the Universal Prevention Curricula (UPC) in Peru. 5. Social and emotional learning as part of professional development in initial teacher education. 6. Teacher s well-being, social and emotional competences, and reflective teaching a teacher's continuous training model for professional development and well-being. 7. The art-therapy collage technique as a tool for teachers professional reflection. 8. Social and emotional learning: a key component of the International Standards on Drug Use Prevention and Sustainable Development. Part 3: Perspectives on social and emotional learning in teacher education. 9. Significant in life: core learning outcomes of a social and emotional course in physical education teacher education. 10. Fostering the development of social and emotional competencies through expressive production. 11. The challenge of sustained behavioral change the development of teachers' social and emotional learning during and after a Lions Quest workshop. Epilogue: towards an integrative view of social and emotional learning.
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