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Cited by 165Early Childhood Education and DevelopmentSchool Health and Nursing EducationSocial Skills and Education

The DOI matches its Crossref record; 38 of the 40 references it cites were found in a registry or an index.

Promoting social and emotional well-being in schools

Open access
Barry, Margaret M., Clarke, Aleisha Mary, Dowling, Katherine·2017·Health Education
DOI 10.1108/he-11-2016-0057
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Abstract

Purpose The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems. Design/methodology/approach A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being. Findings The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students. Research limitations/implications The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development. Originality/value Identifying a common set of evidence-based strategies for enhancing adolescents’ social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.

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Show all 40 references

Research works printed but not linked: 9

  1. 2000, FRIENDS Program for Children: Participants’ Workbook
  2. Byrne, M., Barry, M.M., Nic Gabhainn, S. and Newell, J. (2005), “The development and evaluation of a mental health promotion programme for post-primary schools in Ireland”, in Jensen, B.B. and Clift, S. (Eds), The Health Promoting School: International Advances in Theory, Evaluation and Practice, Danish University of Education Press, Copenhagen, pp. 383-408.
  3. Collaborative for Academic, Social and Emotional Learning (CASEL), 2003, Safe and Sound: An Educational Leader’s Guide to Evidence-based Social and Emotional Learning Programs
  4. 2015, Handbook of Social and Emotional Learning: Research and Practice
  5. 1997, Promoting Social and Emotional Learning: Guidelines for Educators
  6. 2005, Implementation Research: A Synthesis of the Literature
  7. 2012, Social and emotional learning in schools: from programs to strategies: social policy report, Society for Research in Child Development, 26, 3
  8. 2011, Mental Health Promotion and Prevention: The Economic Case
  9. Zins, J.E., Weissberg, R.P., Wang, M.C. and Walberg, H.J. (Eds) (2004), Building Academic Success Through Social and Emotional Learning: What Does the Research Say?, Teachers College Press, New York, NY.

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Metadata

Authors
Barry, M. M., Clarke, A. M., & Dowling, K.
Affiliations
  • Ollscoil na Gaillimhe – University of Galway (IE)
  • University of Twente (NL)
ORCID
Venue
Health Education
Publisher
Emerald
Published
2017-08-07
Volume
117
Issue
5
Pages
434-451
ISSN
0965-4283 (ISSN-L)
DOI
10.1108/he-11-2016-0057
OpenAlex
W2704532419
Cited by
165
References
40
Citations by year
2026: 16 · 2025: 18 · 2024: 24 · 2023: 26 · 2022: 26 · 2021: 22 · 2020: 12 · 2019: 13 · 2018: 8
FWCI
31.96
Type
journal article
Language
en
Open access
Licence
Locations
  • Health Education (publishedVersion)
  • Arrow@dit (Dublin Institute of Technology) (acceptedVersion)
  • ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway) (acceptedVersion, cc-by-nc-nd)
  • ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway) (submittedVersion, cc-by-nc-nd)
  • University of Galway Research Repository (submittedVersion, cc-by)
  • University of Twente Research Information (submittedVersion)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
  • Social Sciences › Education › Social Skills and Education
Keywords
social and emotional wellbeing, social-emotional learning, evidence-based interventions, intervention development, intervention implementation, school-based prevention, adolescents, socioemotional skills

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