Multiculturalism and Primary Prevention: Toward a New Primary Prevention Culture

McIntosh, Jeanne M.; Jason, Leonard A.; Robinson, W. LaVome; Brzezinski, Leah

doi:10.1023/b:jopp.0000039936.64367.99

Cited by 4 publications

(3 citation statements)

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“…Culture provides individuals with a sense of identity and a frame of reference that helps one understand the world. Future work is needed concerning the adaptation of empirically tested and curricular-based SEL programmes for the application to different populations of children at risk (Lane, Wehby, and Barton-Arwood 2006), to underachieving children and those with learning disabilities (Bernard 2006), and to children from diverse cultural backgrounds (McIntosh et al 2004). Designing and implementing SEL programming and practices through a cultural lens cannot be overestimated.…”

Section: Discussionmentioning

confidence: 99%

Building inclusive education on social and emotional learning: challenges and perspectives – a review

Reicher¹

2010

International Journal of Inclusive Education

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This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem-solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person-centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social-emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional-behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.

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Section: Discussionmentioning

confidence: 99%

Building inclusive education on social and emotional learning: challenges and perspectives – a review

Reicher¹

2010

International Journal of Inclusive Education

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“…Morgan et al suggest that the more diverse the mix of internal and external protective factors, and the greater the range of resources available to an individual, the more a younger person's ability to cope with adverse situations improves. Resilience building integrates various sociocultural models into a holistic framework encompassing organizational effectiveness and community development theory to enable healthy psychosocial development and promote young people's mental health and well‐being …”

mentioning

confidence: 99%

“…Resilience building integrates various sociocultural models into a holistic framework encompassing organizational effectiveness and community development theory to enable healthy psychosocial development and promote young people's mental health and well-being. [20][21][22] Socio-ecological models acknowledge the significance of a ''place'' (or setting) for health and wellbeing, at both individual and population levels. The ''health-promoting school'' (HPS) approach initiated by the World Health Organization (WHO) in the 1990s, which incorporates socio-ecological principles, is recognized globally as a key strategy to promote all aspects of health and well-being, including mental health and psychological resilience in children and young people.…”

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confidence: 99%