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šolsko polje, letnik xxxi, številka 3–4
programme in the UK: A cluster-randomised controlled trial. School
Mental Health 8, pp. 238–256.
Bourdieu, P. (1984) Distinction: A social critique of the judgement of taste.
London: Routledge.
Brackett, M. A., Elbertson, N. A., and Rivers, S. E. (2015) Applying theo-
ry to the development of approaches to social and emotional learning.
In Durlak, J. A., Domitrovic, C. E., Weissberg, R. P., and Gullotta, T.
P. (eds.). Handbook of social and emotional learning: Research and prac-
tice, pp. 20–32. New York: Guilford Press.
Bridgeland, J., Bruce, M., and Hariharan, A. (2013) The missing piece: A na-
tional teacher survey on how social and emotional learning can em-
power children and transform schools. A report for CASEL. Civic
Enterprises.
CASEL (2003) Safe and sound: An educational leader’s guide to evi-
dence-based social and emotional learning programs. Chicago:
Collaborative for Academic, Social, and Emotional Learning.
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., and Hawkins,
J. D. (2002) Positive youth development in the United States:
Research findings on evaluations of positive youth development pro-
grams. Prevention & Treatment 5(1), 15a.
Coelho, V., Sousal, V., Raimundo, R., and Figueira, A. (2017) The impact
of a Portuguese middle school social–emotional learning program.
Health Promotion International 32, pp. 292–300.
Coie, J. D., Watt, N. F., West, S. G., Hawkins, J. D., Asarnow, J. R.,
Markman, J. H., et al. (1993). The science of prevention: A conceptu-
al framework and some directions for a national research program.
American Psychologist 48, pp. 1013–1022.
Cook, T. D., Habib, F. N., Phillips, M., Settersten, R. A., Shagle, S. C., and
Degirmencioglu, S. M. (1999) Comer’s school development program
in Prince George’s County, Maryland: A theory-based evaluation.
American Educational Research Journal 36(3), pp. 543–597.
Cowen, E. L. (1983) Primary prevention in mental health: Past, present, and
future. In Felner, R. D., Jason, L. A., Moritsugu, J. N., ad Farber, S.
S. (eds.). Preventive psychology: Theory, research and practice, pp. 11–25.
New York: Pergamon Press.
Cushner, K. (2004) Conditions in the organizational environment that
support positive intergroup relations. In Stephan, W. G., and Vogt, W.
P. (eds.). Education programs for improving intergroup relations: Theory,
research, and practice, pp. 211–226. New York: Teachers College Press.
132
programme in the UK: A cluster-randomised controlled trial. School
Mental Health 8, pp. 238–256.
Bourdieu, P. (1984) Distinction: A social critique of the judgement of taste.
London: Routledge.
Brackett, M. A., Elbertson, N. A., and Rivers, S. E. (2015) Applying theo-
ry to the development of approaches to social and emotional learning.
In Durlak, J. A., Domitrovic, C. E., Weissberg, R. P., and Gullotta, T.
P. (eds.). Handbook of social and emotional learning: Research and prac-
tice, pp. 20–32. New York: Guilford Press.
Bridgeland, J., Bruce, M., and Hariharan, A. (2013) The missing piece: A na-
tional teacher survey on how social and emotional learning can em-
power children and transform schools. A report for CASEL. Civic
Enterprises.
CASEL (2003) Safe and sound: An educational leader’s guide to evi-
dence-based social and emotional learning programs. Chicago:
Collaborative for Academic, Social, and Emotional Learning.
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., and Hawkins,
J. D. (2002) Positive youth development in the United States:
Research findings on evaluations of positive youth development pro-
grams. Prevention & Treatment 5(1), 15a.
Coelho, V., Sousal, V., Raimundo, R., and Figueira, A. (2017) The impact
of a Portuguese middle school social–emotional learning program.
Health Promotion International 32, pp. 292–300.
Coie, J. D., Watt, N. F., West, S. G., Hawkins, J. D., Asarnow, J. R.,
Markman, J. H., et al. (1993). The science of prevention: A conceptu-
al framework and some directions for a national research program.
American Psychologist 48, pp. 1013–1022.
Cook, T. D., Habib, F. N., Phillips, M., Settersten, R. A., Shagle, S. C., and
Degirmencioglu, S. M. (1999) Comer’s school development program
in Prince George’s County, Maryland: A theory-based evaluation.
American Educational Research Journal 36(3), pp. 543–597.
Cowen, E. L. (1983) Primary prevention in mental health: Past, present, and
future. In Felner, R. D., Jason, L. A., Moritsugu, J. N., ad Farber, S.
S. (eds.). Preventive psychology: Theory, research and practice, pp. 11–25.
New York: Pergamon Press.
Cushner, K. (2004) Conditions in the organizational environment that
support positive intergroup relations. In Stephan, W. G., and Vogt, W.
P. (eds.). Education programs for improving intergroup relations: Theory,
research, and practice, pp. 211–226. New York: Teachers College Press.
132
