Making the most out of school-based prevention: lessons from the social and emotional aspects of learning (SEAL) programme

References

• Adi, Y., A. Kiloran, K. Janmohamed, and S. Stewart-Brown. 2007. Systematic Review of the Effectiveness of Interventions to Promote Mental Wellbeing in Children in Primary Education. Warwick: University of Warwick.
   Google Scholar
• Ainscow, M., T. Booth, and A. Dyson. 2006. “Inclusion and the Standards Agenda: Negotiating Policy Pressures in England. ” International Journal of Inclusive Education 10: 295–308.
   Google Scholar
• Australian Government Department of Health and Ageing. 2009. Overview of the KidsMatter Primary Initiative: Framework, Components and Implementation Details. Canberra: World Health.
   Google Scholar
• BBC. 2011. “Analysis – Testing the Emotions.” http://www.bbc.co.uk/programmes/b00z5bqd
   Google Scholar
• Banerjee, R. 2010. “Social and Emotional Aspects of Learning in Schools: Contributions to Improving Attainment, Behaviour and Attendance.” Sussex.
   Google Scholar
• Banerjee, R., K. Weare, and W. Farr. in press. Working with ‘Social and Emotional Aspects of Learning’ (SEAL): Associations with school ethos, pupil social experiences, attendance, and attainment. British Educational Research Journal.
   Google Scholar
• Blakely, C. H., J. P. Mayer, R. G. Gottschalk, N. Schmitt, W. S. Davidson, D. B. Roitman, and J. G. Emshoff. 1987. “The Fidelity-Adaptation Debate: Implications for the Implementation of Public Sector Social Programs. ” American Journal of Community Psychology 15: 253–268.
   Web of Science ®Google Scholar
• Blank, L., S. Baxter, L. Goyder, L. Guillaume, A. Wilkinson, S. Hummel, and J. Chilcott. 2010. “Promoting Wellbeing by Changing Behaviour: A Systematic Review and Narrative Synthesis of the Effectiveness of Whole Secondary School Behavioural Interventions. ” Mental Health Review Journal 15: 43–53.
   Google Scholar
• Bywater, T., and J. Sharples. 2012. “Effective Evidence-Based Interventions for emotional Well-Being: Lessons for Policy and Practice. ” Research Papers in Education 27: 37–41.
   Web of Science ®Google Scholar
• Catalano, R. F., M. L. Berglund, J. A. M. Ryan, H. S. Lonczak, and J. D. Hawkins. 2004. “Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs. ” The Annals of the American Academy of Political and Social Science 59: 98–124.
   Web of Science ®Google Scholar
• Century, J., M. Rudnick, and C. Freeman. 2010. “A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge. ” American Journal of Evaluation 31: 199–218.
   Web of Science ®Google Scholar
• Colman, I., J. Murray, R. A. Abbott, B. Maughan, D. Kuh, T. J. Croudace, and P. B. Jones. 2009. “Outcomes of Conduct Problems in Adolescence: 40 Year Follow-Up of National Cohort. ” British Medical Journal 338: a2981–a2981.
   PubMed Web of Science ®Google Scholar
• Denham, S., and C. Brown. 2010. “‘Plays Nice with Others’: Social-Emotional Learning and Academic Success. ” Early Education & Development 21: 652–680.
   Web of Science ®Google Scholar
• Department for Children Schools and Families. 2007. Social and Emotional Aspects of Learning (SEAL) Programme: Guidance for Secondary Schools. Nottingham: DCSF Publications.
   Google Scholar
• Department of Education. 2011. The Importance of Teaching. Nottingham: Department of Education.
   Google Scholar
• Department for Education and Skills. 2003. Every Child Matters. Nottingham: DfES Publications.
   Google Scholar
• Department for Education and Skills. 2005. Primary Social and Emotional Aspects of Learning (SEAL): Guidance for Schools. Nottingham: Department for Education and Skills.
   Google Scholar
• Department for Education and Skills. 2006. Primary Social and Emotional Aspects of Learning: Small Group Work Guidance. Nottingham: DfES Publications.
   Google Scholar
• Domitrovich, C. E., C. P. Bradshaw, M. T. Greenberg, D. Embry, J. M. Poduska, and N. S. Ialongo. 2010. “Integrated Models of School-Based Prevention: Logic and Theory. ” Psychology in the Schools 47: 71–88.
   PubMed Web of Science ®Google Scholar
• Downey, C., and C. Williams. 2010. “Family SEAL – A Home-School Collaborative Programme Focusing on the Development of Children’s Social and Emotional Skills. ” Advances in School Mental Health Promotion 3: 30–41.
   Google Scholar
• Durlak, J. A. 2009. “How to Select, Calculate, and Interpret Effect Sizes. ” Journal of Pediatric Psychology 34: 917–928.
   PubMed Web of Science ®Google Scholar
• Durlak, J. A., and E. P. DuPre. 2008. “Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. ” American Journal of Community Psychology 41: 327–350.
   PubMed Web of Science ®Google Scholar
• Durlak, J. A., R. P. Weissberg, A. B. Dymnicki, R. D. Taylor, and K. B. Schellinger. 2011. “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. ” Child Development 82: 405–432.
   PubMed Web of Science ®Google Scholar
• Elias, M. J., M. Gara, M. Ubriaco, P. A. Rothbaum, J. F. Clabby, and T. Schuyler. 1986. “Impact of a Preventive Social Problem Solving Intervention on Children’s Coping with Middle-School Stressors. ” American Journal of Community Psychology 14: 259–275.
   PubMed Web of Science ®Google Scholar
• Farrington, D. P., A. Healey, and M. Knapp. 2004. “Adult Labour Market Implications of Antisocial Behaviour in Childhood and Adolescence: Findings from a UK Longitudinal Study. ” Applied Economics 36: 93–105.
   Web of Science ®Google Scholar
• Frey, K. S., M. K. Hirschstein, J. L. Snell, L. V. S. Edstrom, E. P. MacKenzie, and C. J. Broderick. 2005. “Reducing Playground Bullying and Supporting Beliefs: An Experimental Trial of the Steps to Respect Program. ” Developmental Psychology 41: 479–490.
   PubMed Web of Science ®Google Scholar
• Goleman, D. 1996. Emotional Intelligence: Why it Can Matter More Than IQ. London: Bloomsbury Publishing PLC.
   Google Scholar
• Green, H., A. McGinnity, H. Meltzer, T. Ford, and R. Goodman. 2005. Mental Health of Children and Young People in Great Britain. Newport: ONS.
   Google Scholar
• Greenberg, M. T. 2010. “School-Based Prevention: Current Status and Future Challenges. ” Effective Education 2: 27–52.
   Google Scholar
• Greenberg, M., C. Domitrovich, P. Graczyk, and J. Zins & Centre for Mental Health Services. 2005. The Study of Implementation in School-Based Preventive Interventions: Theory, Research, and Practise. Rockville: CMHS.
   Google Scholar
• Hallam, S. 2009. “An Evaluation of the Social and Emotional Aspects of Learning (SEAL) Programme: Promoting Positive Behaviour, Effective Learning and Well‐Being in Primary School Children. ” Oxford Review of Education 35: 313–330.
   Web of Science ®Google Scholar
• Hallam, S., J. Rhamie, and J. Shaw. 2006. Evaluation of the Primary Behaviour and Attendance Pilot. Nottingham: Department for Education.
   Google Scholar
• Humphrey, N. 2013. Social and Emotional Learning: A Critical Appraisal. London: Sage Publications.
   Google Scholar
• Humphrey, N. 2012. “The Social and Emotional Aspects of Learning (SEAL) Programme. ” In Bad Education: Debunking Myths in Education, edited by P. Adey and J. Dillon, pp. 143–160. London: McGraw-Hill.
   Google Scholar
• Humphrey, N., A. Kalambouka, J. Bolton, A. Lendrum, M. Wigelsworth, C. Lennie, and P. Farrell. 2008. Primary Social and Emotional Aspects of Learning (SEAL): Evaluation of Small Group Work. Nottingham: DfES Publications.
   Google Scholar
• Humphrey, N., A. Kalambouka, M. Wigelsworth, and A. Lendrum. 2010a. “Going for Goals: An Evaluation of a Short, Social-Emotional Intervention for Primary School Children. ” School Psychology International 31: 250–270.
   Web of Science ®Google Scholar
• Humphrey, N., A. Kalambouka, M. Wigelsworth, A. Lendrum, C. Lennie, and P. Farrell. 2010b. “New Beginnings: Evaluation of a Short Social-Emotional Intervention for Primary-Aged Children. ” Educational Psychology 30: 513–532.
   Web of Science ®Google Scholar
• Humphrey, N., A. Lendrum, and M. Wigelsworth. 2010. Secondary Social and Emotional Aspects of Learning (SEAL): National Evaluation. Nottingham: Department for Education.
   Google Scholar
• Humphrey, N., A. Lendrum, and M. Wigelsworth. 2010. Social and Emotional Aspects of Learning (SEAL) Programme in Secondary Schools: National Evaluation. Nottingham: DfE Publications.
   Google Scholar
• Humphrey, N., A. Lendrum, M. Wigelsworth, and A. Kalambouka. 2009a. “Primary SEAL Group Interventions: A Qualitative Study of Factors Affecting Implementation and the Role of Local Authority Support. ” International Journal of Emotional Education 1: 34–54.
   Google Scholar
• Humphrey, N., A. Lendrum, M. Wigelsworth, and A. Kalambouka. 2009b. “Implementation of Primary Social and Emotional Aspects of Learning (SEAL) Small Group Work: A Qualitative Study. ” Pastoral Care in Education 27: 219–239.
   Google Scholar
• Humphrey, N., and G. Squires. 2011. “Achievement for All National Evaluation: Final Report.” Nottingham.
   Google Scholar
• Jones, S. M., and S. M. Bouffard. 2012. “Social and Emotional Learning in Schools: From Programmes to Strategies. ” Social Policy Report 26: 1–22.
   PubMedGoogle Scholar
• Lendrum, A. 2010. Implementing Social and Emotional Aspects of Learning (SEAL) in Secondary Schools in England: Issues and Implications. Manchester: University of Manchester.
   Google Scholar
• Lendrum, A., and N. Humphrey. 2012. “The Importance of Studying the Implementation of School-Based Interventions. ” Oxford Review of Education. 38(5): 635–652.
   Web of Science ®Google Scholar
• Lendrum, A., N. Humphrey, A. Kalambouka, and M. Wigelsworth. 2009. “Implementing Primary Social and Emotional Aspects of Learning (SEAL) Small Group Interventions: Recommendations for Practitioners. ” Emotional and Behavioural Difficulties 14: 229–238.
   Google Scholar
• Lendrum, A., N. Humphrey, and M. Wigelsworth. 2012. “Social and Emotional Aspects of Learning (SEAL) for Secondary Schools: Implementation Difficulties and Their Implications for School-Based Mental Health Promotion. ” Child and Adolescent Mental Health. Early View.
   Google Scholar
• Maughan, B., A. C. Iervolino, and S. Collishaw. 2005. “Time Trends in Child and Adolescent Mental Disorders. ” Current Opinion in Psychiatry 18: 381–385.
   PubMed Web of Science ®Google Scholar
• McLaughlin, K. A. 2011. “The Public Health Impact of Major Depression: A Call for Interdisciplinary Prevention Efforts. ” Prevention Science 12(4): 361–71.
   Google Scholar
• Merrell, K. W., and B. A. Gueldner. 2010. Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. London: Guilford Press.
   Google Scholar
• Myers, K. 2012. “Marking Time: Some Methodological and Historical Perspectives on the ‘Crisis of Childhood’. ” Research Papers in Education 27: 37–41.
   Web of Science ®Google Scholar
• Office for Standards in Education. 2007. Developing Social, Emotional and Behavioural Skills in Secondary Schools. London: Ofsted.
   Google Scholar
• Park, J. 2011. “The Importance of School Ethos.” Antidote Blog. http://www.antidote.org.uk/the-importance-of-school-ethos/
   Google Scholar
• Ringwalt, C., and S. Ennett. 2003. “Factors Associated with Fidelity to Substance Use Prevention Curriculum Guides in the Nation’s Middle Schools. ” Health Education 30: 375–391.
   Google Scholar
• Rogers, E. M. 2003. Diffusion of Innovations. New York, NY: Free Press.
   Google Scholar
• Sanders, M., K. Turner, and C. Markie-Dadds. 2002. “The Development and Dissemination of the Triple P Positive PArenting Program: A Multi-Level, Evidence-Based System of Parenting and Family Support. ” Prevention Science 3: 173–189.
   PubMedGoogle Scholar
• Sklad, M., R. Diekstra, M. De Ritter, J. Ben, and C. Gravesteijn. 2012. “Effectiveness of School-Based Universal Social, Emotional, and Behavioral Programs: Do They Enhance Students’ Development in the Area of Skills, Behavior and Adjustment?. ” Psychology in the Schools 49: 892–909.
   Web of Science ®Google Scholar
• Slee, P., M. Lawson, A. Russell, H. Askell-Williams, K. Dix, L. Owens, G. Skrzypiec et al. 2009. Kidsmatter Primary Evaluation Final Report. Flinders, AUS.
   Google Scholar
• Smith, P., L. O’Donnell, C. Easton, and P. Rudd. 2007. Secondary Social, Emotional and Behavioural Skills Pilot Evaluation. Nottingham: DCSF Publications.
   Google Scholar
• Stallard, P., N. Simpson, S. Anderson, T. Carter, C. Osborn, and S. Bush. 2005. “An Evaluation of the FRIENDS Programme: A Cognitive Behaviour Therapy Intervention to Promote Emotional Resilience. ” Archives of Disease in Childhood 90: 1016–1019.
   PubMed Web of Science ®Google Scholar
• Stewart-Brown, S., and R. Anthony. 2011. “Should Randomised Controlled Trials be the ‘Gold Standard’ for Research on Preventive Interventions for Children?. ” Journal of Children’s Services 6: 228–235.
   Google Scholar
• Torgeson, C., and D. Torgeson. 2001. “The Need for Randomised Controlled Trials in Educational Research. ” British Journal of Educational Studies 49: 316–328.
   Web of Science ®Google Scholar
• Tymms, P., C. Merrell, and R. Coe. 2008. “Educational Policies and Randomised Controlled Trials. ” The Psychology of Education Review 32: 3–7, 26–29.
   Google Scholar
• UNICEF. 2007. An Overview of Child Well-Being in Rich Countries. Dimension Contemporary German Arts and Letters. Florence: UNICEF.
   Google Scholar
• UNICEF. 2013. Child Well-Being in Rich Countries: A Comparative Overview. Florence: UNICEF.
   Google Scholar
• Weare, K. 2010. “Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances. ” Advances in School Mental Health Promotion 3: 5–17.
   Google Scholar
• Weare, K., and G. Gray. 2003. What Works in Promoting Children’s Emotional and Social Competence and Wellbeing?. Nottingham: DfES Publications.
   Google Scholar
• Wells, J., J. Barlow, and S. Stewart-Brown. 2003. “A Systematic Review of Universal Approaches to Mental Health Promotion in Schools. ” Health Education 103: 197–220.
   Google Scholar
• Wigelsworth, M., N. Humphrey, and A. Lendrum. 2012. “A National Evaluation of the Impact of the Secondary Social and Emotional Aspects of Learning (SEAL) Programme. ” Educational Psychology 32(2): 213–238.
   Web of Science ®Google Scholar
• Wigelsworth, M., N. Humphrey, and A. Lendrum. 2013. “Evaluation of a School-Wide Preventive Intervention for Adolescents: The Secondary Social and Emotional Aspects of Learning (SEAL) Programme. ” School Mental Health, 5(2): 96–109.
   Google Scholar
• Wilson, S. J., and M. W. Lipsey. 2007. “School-Based Interventions for Aggressive and Disruptive Behavior. Update of a Meta-Analysis. ” American Journal of Preventative Medicine 33: S130–S143.
   PubMed Web of Science ®Google Scholar
• Wolpert, M., N. Humphrey, J. Belsky, and J. Deighton. 2013. “Embedding Mental Health Support in Schools: Learning from the Targeted Mental Health in Schools (TaMHS) National Evaluation. ” Emotional and Behavioural Difficulties 18(3).
   Google Scholar
• Yeaton, W. H., and L. Sechrest. 1981. “Critical Dimensions in the Choice and Maintenance of Successful Treatments: Strength, Integrity, and Effectiveness.” Journal of Consulting and Clinical Psychology 49 (2): 156–167.
   PubMed Web of Science ®Google Scholar