Roger P Weissberg
Biographic Data
| ID | 3421147 |
|---|---|
| NAME | Roger P Weissberg |
| GIVEN NAMES | Roger P |
| FAMILY NAME | Weissberg |
| SIGNATURE | WEISSBERG R P |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0002-5399-4980 |
| VERIFIED | Yes |
| TOTAL WORKS | 45 |
| TOTAL CITATIONS | 1053 |
| AUTHOR COUNT | 44 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 11 |
A response to constructive criticism of Social and Emotional Learning
Recent years have seen a rapid expansion of efforts to promote social and emotional learning (SEL) in the nation’s schools. As some observers have pointed out, though, the growth of the SEL movement poses some challenges. In particular, concerns have been raised about the need for clearer definitions of SEL, less hype, more attention to equity, and a more patient approach to gaining public support. Such constructive criticism is welcome, say two …
Systemic social and emotional learning: Promoting educational success for all preschool to high school students
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
An update on social and emotional learning outcome research
Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of thousands of K-12 students within and outside the U.S. on a range of SEL programs. The reviews indicate …
Social and Emotional Learning as a Public Health Approach to Education
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater…
Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article…
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth de…
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward
This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills tra…
Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation
Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic ap…
Social Competence in Developmental Perspective
Promoting Social and Emotional Development Is an Essential Part of Students’ Education
The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL pro…
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
A meta‐analysis of after‐school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self‐perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previousl…
The Scientific Base Linking Social and Emotional Learning to School Success
Schools will be most successful in their educational mission when they integrate efforts to promote children's academic, social, and emotional learning (Elias et al., 1997). There is general agreem...
Effects of positive youth development programs on school, family, and community systems
A review of efforts at social system change in 526 universal competence‐promotion outcome studies indicated that 64% of the interventions attempted some type of microsystemic or mesosystemic change involving schools, families, or community‐based organizations in an attempt to foster developmental competencies in children and adolescents. Only 24% of the reports provided quantitative data on the change that occurred in targeted systems. However, s…
What Works in School-Based Social and Emotional Learning Programs for Positive Youth Development
Two challenges for researchers of school-based action are to identify effective approaches to prevent problem behaviors and promote positive youth development and to support the widespread implementation and sustainability of evidence-based preschool through high school practice. In this article, the authors describe integrated social, emotional, and academic education as a useful framework for conceptualizing school-based positive youth developm…
Implementation, Sustainability, and Scaling Up of Social-Emotional and Academic Innovations in Public Schools
Many attempts at bringing successful educational programs and products “to scale” as part of school reform, particularly in urban districts, have been disappointing. Based on the experiences of the Collaborative for Academic, Social, and Emotional Learning (CASEL) and reviews of literature addressing implementation failures, observations about failures to “scale up” are presented. These include persistent structural features in educational settin…
Prevention that works for children and youth: An introduction
The widespread implementation of effective prevention programs for children and youth is a sound investment in society's future. The most beneficial preventive interventions for young people involve coordinated, systemic efforts to enhance their social-emotional competence and health. The articles in this special issue propose standards for empirically supported programming worthy of dissemination and steps to integrate prevention science with pr…
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factor…
The Protective Influence of Parents and Peers in Violence Avoidance Among African-American Youth
Obituary: Emory L. Cowen (1926-2000)
Obituary: Emory L. Cowen (1926–2000)
Social and Emotional Learning: A Framework for Promoting Mental Health and Reducing Risk Behavior in Children and Youth
Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high‐risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes…
Improving the lives of millions of school children
R. Fulghum (1993) contended that all he really needed to know, he learned in kindergarten. This finding does not generalize to predoctoral-postdoctoral education and school-based action researchers. After 20 years, the author's current aspiration is to collaborate with others to disseminate research-based social and emotional learning programs that improve the lives of millions of school children. High-quality graduate and postdoctoral training i…
A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance
This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third‐grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent‐teacher contact, quality of th…
A Meta‐Analytic Review of Primary Prevention Programs for Children and Adolescents: Contributions and Caveats
The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL pro…
Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factor…
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
A meta‐analysis of after‐school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self‐perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previousl…
A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance
This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third‐grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent‐teacher contact, quality of th…
Prevention that works for children and youth: An introduction
The widespread implementation of effective prevention programs for children and youth is a sound investment in society's future. The most beneficial preventive interventions for young people involve coordinated, systemic efforts to enhance their social-emotional competence and health. The articles in this special issue propose standards for empirically supported programming worthy of dissemination and steps to integrate prevention science with pr…
Effects of positive youth development programs on school, family, and community systems
A review of efforts at social system change in 526 universal competence‐promotion outcome studies indicated that 64% of the interventions attempted some type of microsystemic or mesosystemic change involving schools, families, or community‐based organizations in an attempt to foster developmental competencies in children and adolescents. Only 24% of the reports provided quantitative data on the change that occurred in targeted systems. However, s…
The relation between values and social competence in early adolescence
Systemic social and emotional learning: Promoting educational success for all preschool to high school students
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
Recent stressful life events and young children's school adjustment
A group of 211 first-to fourth-grade children who had experienced one or more recent stressful life events were compared to a demographically matched sample of 211 children who had not experienced such events on measures of school adjustment problems and competencies. Stressful life events were found to be associated with the presence of more serious school adjustment problems and fewer competencies. Those associations were strongest for children…
What Works in School-Based Social and Emotional Learning Programs for Positive Youth Development
Two challenges for researchers of school-based action are to identify effective approaches to prevent problem behaviors and promote positive youth development and to support the widespread implementation and sustainability of evidence-based preschool through high school practice. In this article, the authors describe integrated social, emotional, and academic education as a useful framework for conceptualizing school-based positive youth developm…
Social problem‐solving skills training: A competence‐building intervention with second‐ to fourth‐grade children
Prediction of early social and academic adjustment of children from the inner city
Investigated predictors of five measures of early school adjustment for an ethnically diverse cohort of 683 inner-city kindergartners and first graders. Data from 2 consecutive years were collected from teachers, school records, and children. A multiple-regression preduction model significantly explained children's competence behavior, problem behavior, reading achievement, mathematics achievement, and school absences. Prior adjustment and sociod…
Training children in social problem‐solving competencies: A first and second look
Bartenders as informal, interpersonal
Risk and resource indicators and their relationship to young children's school adjustment
Relationships between risk-magnifying life situations and events, as well as resources, and school adjustment were explored in a large sample of first through fourth graders. Also studied was the extent to which the presence of resources moderate the effects of risk. Children's risk and resource factors were determined from background-identifying information provided by teachers in four domains: physical and health characteristics, recent critica…
Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics
Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the …
A comparison of the problem‐solving ability and adjustment of suburban and urban third‐grade children
This study compared the interpersonal cognitive problem-solving (ICPS) skills and adjustment of suburban and urban third-grade children and examined ICPS-adjustment relationships within groups. Tests of alternative solution thinking, means-ends cognition, and social role-taking ability were given to 171 predominantly white, middle-income, and 72 predominantly black, inner-city low-income children. Adjustment was measured by teacher, peer, and sel…
The Potential of Video in the Promotion of Social Competence in Children and Adolescents
Video training has practical and representational advantages that make it well-suited pedagogically and methodologically for use by investigators developing school-based social competence promotion programs. Pedgogically, video's visual representational medium and attention-focusing capacities help to promote the effective presentation of the process-based reciprocal flow of social understanding and behavior. Methodologically, video enables resea…
Social environmental predictors of children's adjustment in elementary school classrooms
Relationships between qualities of the perceived social environment and children's adjustment were examined in 30 second- to fourth-grade classrooms. Based on Moos' conceptual framework, social environment was assessed from both teachers' and children's perspectives. There was little agreement between the two views. Nine teacher- and peer-rated adjustment variables were used as criterion measures in multiple regression analyses which controlled f…
Relationships between family background problems and social problem solving skills of young normal children
Bartenders as informal, interpersonal
Social problem‐solving skills training: A competence‐building intervention with second‐ to fourth‐grade children
Training children in social problem‐solving competencies: A first and second look
A comparison of the problem‐solving ability and adjustment of suburban and urban third‐grade children
This study compared the interpersonal cognitive problem-solving (ICPS) skills and adjustment of suburban and urban third-grade children and examined ICPS-adjustment relationships within groups. Tests of alternative solution thinking, means-ends cognition, and social role-taking ability were given to 171 predominantly white, middle-income, and 72 predominantly black, inner-city low-income children. Adjustment was measured by teacher, peer, and sel…
Risk and resource indicators and their relationship to young children's school adjustment
Relationships between risk-magnifying life situations and events, as well as resources, and school adjustment were explored in a large sample of first through fourth graders. Also studied was the extent to which the presence of resources moderate the effects of risk. Children's risk and resource factors were determined from background-identifying information provided by teachers in four domains: physical and health characteristics, recent critica…
Recent stressful life events and young children's school adjustment
A group of 211 first-to fourth-grade children who had experienced one or more recent stressful life events were compared to a demographically matched sample of 211 children who had not experienced such events on measures of school adjustment problems and competencies. Stressful life events were found to be associated with the presence of more serious school adjustment problems and fewer competencies. Those associations were strongest for children…
Social environmental predictors of children's adjustment in elementary school classrooms
Relationships between qualities of the perceived social environment and children's adjustment were examined in 30 second- to fourth-grade classrooms. Based on Moos' conceptual framework, social environment was assessed from both teachers' and children's perspectives. There was little agreement between the two views. Nine teacher- and peer-rated adjustment variables were used as criterion measures in multiple regression analyses which controlled f…
Facilitating social support among community psychologists
Over the past few years, a network of regional coordinators has promoted a variety of community psychology activities in the United States and other countries, creating a base of social support for community psychologists in academic and field settings. This paper describes key organizing principles for creating viable support networks such as this one and presents specific examples of their use by the regional coordinators. The grassroots effort…
The relationship between supervisors' satisfaction with supervision and client change
This study evaluates the relationship between school mental health professionals' judged satisfaction of their supervision of nonprofessional childaides and adjustment changes in referred children seen by the aides. Fourteen professionals supervised 34 child-aides who each provided, on average, 22 individual helping contacts to 13 children (N = 436). Satisfaction with supervision related positively to judged reductions in problem behaviors and ga…
The Potential of Video in the Promotion of Social Competence in Children and Adolescents
Video training has practical and representational advantages that make it well-suited pedagogically and methodologically for use by investigators developing school-based social competence promotion programs. Pedgogically, video's visual representational medium and attention-focusing capacities help to promote the effective presentation of the process-based reciprocal flow of social understanding and behavior. Methodologically, video enables resea…
Teacher ratings of children's problem and competence behaviors: Normative and parametric characteristics
Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the …
The relation between values and social competence in early adolescence
Support for school-based social competence promotion
Support for school-based social competence promotion
A conceptual framework for context-sensitive prevention programming: A symbolic interactionist perspective
Prediction of early social and academic adjustment of children from the inner city
Investigated predictors of five measures of early school adjustment for an ethnically diverse cohort of 683 inner-city kindergartners and first graders. Data from 2 consecutive years were collected from teachers, school records, and children. A multiple-regression preduction model significantly explained children's competence behavior, problem behavior, reading achievement, mathematics achievement, and school absences. Prior adjustment and sociod…
Edward Zigler, Ph.D. President, American Orthopsychiatric Association, 1993–1994
No Safe Haven: A Study of Violence Exposure in an Urban Community
Involvement in multiple problem behaviors of young urban adolescents
A Meta‐Analytic Review of Primary Prevention Programs for Children and Adolescents: Contributions and Caveats
A Longitudinal Assessment of Teacher Perceptions of Parent Involvement in Children's Education and School Performance
This study examines the ways in which parental involvement in children's education changes over time and how it relates to children's social and academic functioning in school. Teachers provided information on parent involvement and school performance for 1,205 urban, kindergarten through third‐grade children for 3 consecutive years. They rated the following four dimensions of parent involvement: frequency of parent‐teacher contact, quality of th…
Social and Emotional Learning: A Framework for Promoting Mental Health and Reducing Risk Behavior in Children and Youth
Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high‐risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes…
Improving the lives of millions of school children
R. Fulghum (1993) contended that all he really needed to know, he learned in kindergarten. This finding does not generalize to predoctoral-postdoctoral education and school-based action researchers. After 20 years, the author's current aspiration is to collaborate with others to disseminate research-based social and emotional learning programs that improve the lives of millions of school children. High-quality graduate and postdoctoral training i…
The Protective Influence of Parents and Peers in Violence Avoidance Among African-American Youth
Psychology (41 works) · Developmental psychology (26 works) · Medicine (26 works) · Early Childhood Education and Development (22 works) · Social Psychology (21 works) · Child and Adolescent Psychosocial and Emotional Development (17 works) · Political science (15 works) · Public health (12 works) · Sociology (12 works) · Health psychology (11 works)