Educational Psychology Review

, Volume 26, Issue 1, pp 165–189

Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model

  • Pamela W. Garner
  • Duhita Mahatmya
  • Elizabeth L. Brown
  • Colleen K. Vesely
Essay

DOI: 10.1007/s10648-014-9253-7

Cite this article as:
Garner, P.W., Mahatmya, D., Brown, E.L. et al. Educ Psychol Rev (2014) 26: 165. doi:10.1007/s10648-014-9253-7

Abstract

The primary goal of this article is to situate the findings from evidence-based studies of social emotional learning (SEL) interventions into a broader social context by reframing the discussion to consider how aspects of sociocultural competence impact the development and delivery of programs. The limitations of current SEL intervention efforts are discussed and a multilevel heuristic model that identifies and defines the theoretical constructs that we believe are culturally bound and associated with the content, implementation, and evaluation components of SEL intervention programs is presented. We point out constraints associated with this effort and offer specific strategies and activities by which school personnel involved in these activities can be encouraged to embrace socioculturally based SEL practices in their classrooms and offer guidance for future research.

Keywords

Social emotional learning SEL interventions Socioculturally grounded interventions 

Copyright information

© Springer Science+Business Media New York 2014

Authors and Affiliations

  • Pamela W. Garner
    • 1
  • Duhita Mahatmya
    • 1
  • Elizabeth L. Brown
    • 1
  • Colleen K. Vesely
    • 1
  1. 1.George Mason UniversityFairfaxUSA

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