School‐Based Social and Emotional Learning Programs

Abstract

It is important to note that while we acknowledge the centrality of the five developmental arenas reviewed earlier, there may be other developmentally linked areas of change that would impact on implementation efforts. For interventions to succeed, a convergence of a large number of what are essentially developmental influences must take place. Consultants, as well as school leaders, who attempt to implement innovations can hardly keep all of the possible areas clearly in mind and coordinate the affect, cognition, and behavior necessary to do so. Yet, some interventions, like SDM/SPS in TCI, succeed. We hypothesize that for this to happen, a critical mass of those involved in the implementation process must have a generalized, developmental understanding that pervades their work. It may take the form of a generalized expectancy, a superordinate schema, or some other higher-order transactional organizing structure. This is a matter for future research. What is clear, however, is that our understanding of the implementation process (and consultation process) can be enhanced by adding the perspective of a gradient of developmental relevance and applying it to the context of interventions, as a complement to a developmental perspective on the student recipients and their match to developmental content of the intervention itself. Keywords: community psychology; emotional intelligence; institutionalizing innovation; prevention and health promotion; program implementation; social and emotional learning; school-based consultation; school-based professional development; school-based programming; zone of proximal development

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