Social and Emotional Literacy in Schools and Classrooms

Brackett, M. A., Patti, J., Stern, R., Rivers, S., Elbertson, N., Chisholm, C., Salovey, P. (2008) A Sustainable Skill Based Approach to Developing Emotionally Literate Schools. In The Handbook for Developing Social and Emotional Intelligence. pp. 329 – 358.

Brackett, M.A., Alster, B., Wolfe, C.J., Katulak, N.A., & Fale, E. (2007) Creating an emotionally intelligent school district: A skill based approach In R. Bar-On, J.G. Maree & M.J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 123-137). Westport, CT: Praeger Publishers.

Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201-237.

Koplow, L. (2002). Creating schools that heal: Real-life solutions. New York: Teachers College Press.

Neuroscientist Bruce Perry’s series of articles for teachers on facilitating social and emotional development in school.

http://teacher.scholastic.com/professional/bruceperry/index.htm

Social and Emotional Leadership

Kernberg, O. F. (1998). Ideology, conflict, and leadership in groups and organizations. New Haven: Yale University Press.

Maccoby, M. (2004). The Power of Transference. Harvard Business Review, 82(9), 76-85.

Maccoby, M. (2007). The leaders we need: And what makes us follow. Boston, Mass.: Harvard Business School Press.

Psychosocial Development

Erik Erikson’s Stages of Psychosocial Development

http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development

Fonagy, P. (2002). Affect regulation, mentalization, and the development of the self. New York: Other Press.

Horowitz, M. J. (2002). Self- and relational observation. Journal of Psychotherapy Integration, 12(2), 115-127.

Perry, B. (2001). Children and Loss. Instructor, 110(6), 36,38,106.

Perry, B. D. (2002). Belonging to the Group. Instructor, 111(5), 36-37.

Perry, B. D., & Child Trauma, A. (2007). Early childhood and brain development how experience shapes child, community and culture. [Houston, Tex.]: ChildTrauma Academy.

Perry, B. D., & Child Trauma, A. (2008a). The neurosequential model of therapeutics practical applications for traumatized and maltreated children at home, in the school and in clinical settings. [Houston, Tex.]: ChildTrauma Academy.

Perry, B. D., & Child Trauma, A. (2008b). Relational poverty and the modern world the importance of early childhood relationships for child, community and culture. [Houston]: Child Trauma Academy.

Perry, B. D., & Magna, S. (2005). Understanding, identifying and responding to childhood trauma a parent’s guide. Barrington, IL: Magna Systems.

Neuroscience and Learning

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: brain, mind, experience, and school. Expanded edition. District of Columbia: National Academies Press, 2102 Constitution Avenue N.W., Washington DC 20055.

Neuroscientist Joseph LeDoux on how our brains process fear and anxiety
http://www.cns.nyu.edu/home/ledoux/slide_show/Audio_show_Fearful_Brains.htm

Neuroscientist Bruce Perry’s work on learning and the effect of trauma on the developing child. Note that trauma can include ordinary life events such as beginning and ending school years, moving from one house to another, or changes in the family unit (birth of a sibling, illness in the family, etc.) – any event that the child might perceive as traumatic.

Perry, B. D., & Hambrick, E. P. (2008). The Neurosequential Model of Therapeutics. Reclaiming Children and Youth, 17(3), 38-43.

Perry, B. D., Linkletter, A., Magna, S., Linkletter, F., & ChildTrauma, A. (2003). The amazing human brain a Linkletter Media video. Crystal Lake, IL: Magna Systems [distr.].

Perry, B. (2000). How the Brain Learns Best. Instructor, 110(4), 34-35.