Sosyal ve Duygusal Gelişimle İlgili Müdahale Programları

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Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H. ve Skouteris, H. (2019). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159–2187. https://doi.org/10.1080/03004430.2019.1702037

Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H. ve Skouteris, H. (2020). Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review. International Journal of Environmental Research and Public Health, 17(3), 1049. https://doi.org/10.3390/ijerph17031049

Boncu, A., Costea, I. ve Minulescu, M. (2017). A meta-analytic study investigating the efficiency of socio-emotional learning programs on the development of children and adolescents. Romanian Journal of Applied Psychology, 19(2), 35–41. https://doi.org/10.24913/rjap.19.2.02

Boyle, D. ve Hassett-Walker, C. (2008). Reducing overt and relational aggression among young children: The results from a two-year outcome evaluation. Journal of School Violence, 7(1), 27–42. https://doi.org/10.1300/J202v07n01_03

CASEL. (2015). CASEL guide: Effective social and emotional learning programs: Middle and high school edition. https://pg.casel.org

CASEL. (2025a). What is SEL? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/what-is-sel/

CASEL. (2025b). Our History. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/about-us/our-history/

CASEL. (2025c). Collaborating Districts Initiative. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/about-us/our-mission-work/community-network-partners/

CASEL. (2025d). District Resource Center. Collaborative for Academic, Social, and Emotional Learning. https://drc.casel.org/

CASEL. (2025e). Fundamentals of SEL. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/fundamentals-of-sel/

CASEL. (2025f). Zippy’s friends. Collaborative for Academic, Social, and Emotional Learning. https://pg.casel.org/zippys-friends/

CASEL. (2025g). Teen connection project. Collaborative for Academic, Social, and Emotional Learning. https://pg.casel.org/teen-connection-project/

Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M., Funaro, M., Punnock, A., Chow, J. C., ve Durlak, J. (2023). The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions. Child Development, 94(5), 1181–1204. https://doi.org/10.1111/cdev.13968

Clarke, A. M. (2011). An evaluation of Zippy’s Friends, an emotional wellbeing programme for children in primary schools [Doctoral dissertation, National University of Ireland, Galway].

Conscious Discipline. (2025). An evidence-based approach to self-regulation & social and emotional learning. https://consciousdiscipline.com/

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Cosgrove, L., Rao, N., George, P., Hoey, T., Taylor, J., Marshall, T., Ghose, S. S. ve Patel, N. (2024). Social and emotional learning interventions for preadolescents and adolescents: Assessing the evidence base. Psychiatric Services, 75(12), 1257-1266. https://doi.org/10.1176/appi.ps.20240040

Cramer, K. M., ve Castro-Olivo, S. (2016). Effects of a culturally adapted social-emotional learning intervention program on students’ mental health. Contemporary School Psychology, 20(2), 118–129. https://doi.org/10.1007/s40688-015-0057-7

Darling-Churchill, K.E. ve Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7.

Darling, K. E., Seok, D., Banghart, P., Nagle, K., Todd, M., ve Orfali, N. S. (2019). Social and emotional learning for parents through Conscious Discipline. Journal of Research in Innovative Teaching & Learning, 12(1), 85–99. https://doi.org/10.1108/JRIT-01-2019-0017

Denham, S. A., Ji, P., ve Hamre, B. (2010). Compendium of social–emotional learning and associated assessment measures. Collaborative for Academic, Social, and Emotional Learning.

Diekstra, R. F. W. (2008). Effectiveness of school-based social and emotional education programmes worldwide. C. Clouder, B. Heys, M. Matthes, & L. Sullivan (Eds.), Social and emotional education: An international analysis (pp. 255–312). Fundación Marcelino Botín.

Dowling, K., Simpkin, A.J. ve Barry, M.M. (2019). A cluster randomized-controlled trial of the mindout social and emotional learning program for disadvantaged post-primary school students. Journal of Youth and Adolescence, 48(7), 1245-1263.

Dufour, S., Denoncourt, J., ve Mishara, B. L. (2011). Improving children's adaptation: New evidence regarding the effectiveness of Zippy's Friends, a school mental health promotion program. Advances in School Mental Health Promotion, 4(3), 18–28.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., ve Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Durlak, J. A., Mahoney, J. L. ve Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383

Essau, C. A., ve Ollendick, T. H. (2013). The Super Skills for Life Programme. University of Roehampton.

Elbertson, N. A., Brackett, M. A., ve Weissberg, R. P. (2010). School-based social and emotional learning (SEL) programming: Current perspectives. A. Hargreaves, A. Lieberman, M. Fullan ve D. Hopkins (Eds.), Second international handbook of educational change (s. 1017–1032). Springer. https://doi.org/10.1007/978-90-481-2660-6_5

Ellas, S., Marturano, E., Motta, A. ve Giurlani, A. G. (2003). Treating boys with low school achievement and behavior problems: Comparison of two kinds of intervention. Psychological Reports, 92(1), 105–116. https://doi.org/10.2466/pr0.2003.92.1.105

Espelage, D. L., Low, S. K., Polanin, J. R. ve Brown, E. C. (2013). The impact of a middle school program to reduce aggression, victimization, and sexual violence. Journal of Adolescent Health, 53(2), 180–186. https://doi.org/10.1016/j.jadohealth.2013.02.021

Fernández-Martínez, I., Morales, A., Espada, J. P., Essau, C. A., ve Orgilés, M. (2019). Effectiveness of the program Super Skills For Life in reducing symptoms of anxiety and depression in young Spanish children. Psicothema, 31(3), 298–304. https://doi.org/10.7334/psicothema2018.336

Garrity, C., Jens, K., Porter, W. W., Sager, N. ve Short-Camilli, C. (1997). Bully Proofing Your School. Intervention in School and Clinic, 32(4), 235–243.

Göl-Güven, M. (2017). The effectiveness of the Lions Quest program: Skills for growing on school climate, students behaviors, perceptions of school, and conflict resolution skills. European Early Childhood Education Research Journal, 25(4), 575–594.

Göl-Güven, M. (2019). Lions Quest yaşam becerileri programının Türkiye’deki uygulama örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 50, 254–282. https://doi.org/10.21764/maeuefd.435175

Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., ve Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. Future of Children, 27(1), 13–32. https://doi.org/10.1353/foc.2017.0001

Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H. ve Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466–474.

Hall, B. W. ve Bacon, T. P. (2005). Building a foundation against violence: Impact of a school-based prevention program on elementary students. Journal of School Violence, 4(4), 63-83.

Hamre, B. K. ve Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301

Hutson, A., Beland, K., ve Douglass, J. (2016). School-Connect intervention impact on high school students’ discipline referrals and academic outcomes [Evaluation report]. School-Connect.

I Can Problem Solve (ICPS). (2025). Center for Schools and Communities. https://www.icanproblemsolve.org/

Jackson, D., Prochnow, T. ve Ettekal, A. V. (2024). Programs promoting physical activity and social‐emotional learning for adolescents: A systematic literature review. Journal of School Health, 94(10), 994-1004. https://doi.org/10.1111/josh.13486

Jennings, P. A. ve Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693

Jones, S. M. ve Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies and commentaries. Society for Research in Child Development, 26(4), 1-22. https://doi.org/10.1002/j.2379-3988.2012.tb00073.x

Jones, S. M. ve Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27, 3-11. https://doi.org/10.1353/foc.2017.0000

Jones, S. M., Zaslow, M., Darling-Churchill, K. E. ve Halle, T. G. (2016). Assessing early childhood social and emotional development: Key conceptual and measurement issues. Journal of Applied Developmental Psychology, 45, 42-48. https://doi.org/10.1016/j.appdev.2016.02.008

Jones, S.M., Brown, J.L., Hoglund, W.L. ve Aber, J.L. (2010). A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: Impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78(6), 829-842. https://doi.org/10.1037/a0021383

Jones, T. M., Kim, B.-K. E., Fleming, C. B., Deng, J., Duane, A., Gavin, A. R. ve Shapiro, V. B. (2025). To whom do these results apply? Assessing evidence for the generalizability of social and emotional learning programs among specific racial and ethnic groups. Review of Educational Research,. https://doi.org/10.3102/00346543241310184

Kaspar, K. L. ve Massey, S. L. (2023). Implementing social-emotional learning in the elementary classroom. Early Childhood Education Journal, 51(4), 641-650. https://doi.org/10.1007/s10643-022-01324-3

Kumpfer, K. L., Alvarado, R., Tait, C. ve Turner, C. (2002). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6-8-year-old rural children. Psychology of Addictive Behaviors, 16(4S), S65-S71.

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Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., ve Hoover, S. A. (2019). The core components of evidence-based social emotional learning programs. Prevention Science, 20, 457-467. https://doi.org/10.1007/s11121-018-0953-y

Linsky, A. C. V. (2020). The effect of program implementation quality on the social-emotional learning and negative mental health of urban middle school students in the Mosaic Intervention [Unpublished doctoral dissertation]. Rutgers The State University of New Jersey.

Lions Quest. (2025). Our programs. https://www.lions-quest.org/our-programs/

Mahoney, J. L., Durlak, J. A., ve Weissberg, R. P. (2018). What does the research say? Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org/fundamentals-of-sel/what-does-the-research-say/

McCormick, M. P., Neuhaus, R., O’Connor, E. E., White, H. I., Horn, E. P., Harding, S., Cappella, E., ve McClowry, S. (2020). Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS. Journal of Research on Educational Effectiveness, 14(1), 1–27. https://doi.org/10.1080/19345747.2020.1831117

McManus, M.E. (2022). “Breathe and Be Ready to Learn”: The Issue with Social-Emotional Learning Programs as Classroom Management. Perspectives on Early Childhood Psychology and Education, 6(1), 6. https://doi.org/10.58948/2834-8257.1006

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Second Step. (2025). Our programs. https://www.secondstep.org/our-programs

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