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Making the most out of school-based prevention: lessons from the social and emotional aspects of learning (SEAL) programme
16 references·1 citing·40 second hop
Making the most out of school-based prevention: lessons from the social and emotional aspects of learning (SEAL) programme (2013)Making the most out of school-based preve…Diffusion of Innovations 1 (2019)Diffusion of Innovations 1Inequality: A New Zealand Crisis (2013)Inequality: A New Zealand Cri…British Educational Research Journal (2013)British Educational Research …Social and Emotional Learning in Schools: From Programs to Strategies and commentaries (2012)Social and Emotional Learning…Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? (2012)Effectiveness of school‐based…The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)The Impact of Enhancing Stude…A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge (2010)A Framework for Measuring Fid…“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010)“Plays Nice With Others”: Soc…How to Select, Calculate, and Interpret Effect Sizes (2009)How to Select, Calculate, and…School-Based Interventions for Aggressive and Disruptive Behavior (2007)School-Based Interventions fo…Mental Health of Children and Young People in Great Britain, 2004 (2005)Mental Health of Children and…Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs (2004)Positive Youth Development in…Diffusion of innovations. (2003)Diffusion of innovations.Emotional Intelligence: Why It Can Matter More Than IQ (1995)Emotional Intelligence: Why I…Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. (1981)Critical dimensions in the ch…Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness. 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References

  • 2019Diffusion of Innovations 137,557 cited
  • 2003Diffusion of innovations.13,723 cited
  • 2011The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions10,852 cited
  • 1995Emotional Intelligence: Why It Can Matter More Than IQ7,219 cited
  • 2004Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs2,076 cited
  • 2009How to Select, Calculate, and Interpret Effect Sizes1,451 cited
  • 2013Inequality: A New Zealand Crisis1,248 cited
  • 2005Mental Health of Children and Young People in Great Britain, 20041,235 cited
  • 2013British Educational Research Journal971 cited
  • 2007School-Based Interventions for Aggressive and Disruptive Behavior829 cited
  • 2012Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?778 cited
  • 2012Social and Emotional Learning in Schools: From Programs to Strategies and commentaries601 cited
  • 2010“Plays Nice With Others”: Social–Emotional Learning and Academic Success549 cited
  • 1981Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness.496 cited

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  • 1981Critical dimensions in the choice and maintenance of successful treatments: Strength, integrity, and effectiveness.404 cited
  • 2010A Framework for Measuring Fidelity of Implementation: A Foundation for Shared Language and Accumulation of Knowledge395 cited
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    • 2016Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation444 cited