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mornar et al. ■ students’ social, emotional and intercultural competencies ...
Di Bernardo, G. A., Vezzali, L., Stathi, S., Cadamuro, A., and Cortesi, L.
(2017) Vicarious, extended and imagined intergroup contact: A review
of interventions based on indirect contact strategies applied in educa-
tional settings. TPM-Testing, Psychometrics, Methodology in Applied
Psychology 24(1), pp. 3–21.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and
Schellinger, K. B. (2011) The impact of enhancing students’ social and
emotional learning: A metaanalysis of schoolbased universal interven-
tions. Child Development 82(1), pp. 405–432.
Elias, M. J., Zins, J. E., Graczyk, P. A., and Weissberg, R. P. (2003)
Implementation, sustainability, and scaling up of social-emotional
and academic innovations in public schools. School Psychology Review
32(3), pp. 303–319.
Elias, M. J., Zins, J. E., Weissberg, R.P., Frey, K.S., Greenberg, M.T.,
Haynes, N.M., Kessler, R., Schwab-Stone, M.E., and Shriver, T.P.
(1997) Promoting social and emotional learning: Guidelines for educa-
tors. ASCD.
Fredericks, L. (2003) Making the case for social and emotional learning and
service-learning. ECS issue brief. Education Commission of the States
(NJ1).
Garner, P. W., Mahatmya, D., Brown, E. L., and Vesely, C. K. (2014)
Promoting desirable outcomes among culturally and ethnically di-
verse children in social emotional learning programs: A multilevel
heuristic model. Educational Psychology Review 26(1), pp. 165–189.
Glantz, M. D., and Johnson, J. L. (eds.). (1999) Resilience and development:
Positive life adaptations. New York: Kluwer Academic/Plenum.
Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M., Bohlmeijer, E.
T., and Clarke, A. M. (2019) Effectiveness of interventions adopting
a whole school approach to enhancing social and emotional develop-
ment: A meta-analysis. European Journal of Psychology of Education
34(4), pp. 755–782.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks,
L., Resnik, H., and Elias, M. J. (2003) Enhancing school-based pre-
vention and youth development through coordinated social, emo-
tional, and academic learning. American psychologist 58(6–7), pp.
466–474.
Gueldner, B. A., and Feuerborn, L. L. (2016) Integrating mindfulness-based
practices into social and emotional learning: A case application.
Mindfulness 7(1), pp. 164–175.
133
Di Bernardo, G. A., Vezzali, L., Stathi, S., Cadamuro, A., and Cortesi, L.
(2017) Vicarious, extended and imagined intergroup contact: A review
of interventions based on indirect contact strategies applied in educa-
tional settings. TPM-Testing, Psychometrics, Methodology in Applied
Psychology 24(1), pp. 3–21.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., and
Schellinger, K. B. (2011) The impact of enhancing students’ social and
emotional learning: A metaanalysis of schoolbased universal interven-
tions. Child Development 82(1), pp. 405–432.
Elias, M. J., Zins, J. E., Graczyk, P. A., and Weissberg, R. P. (2003)
Implementation, sustainability, and scaling up of social-emotional
and academic innovations in public schools. School Psychology Review
32(3), pp. 303–319.
Elias, M. J., Zins, J. E., Weissberg, R.P., Frey, K.S., Greenberg, M.T.,
Haynes, N.M., Kessler, R., Schwab-Stone, M.E., and Shriver, T.P.
(1997) Promoting social and emotional learning: Guidelines for educa-
tors. ASCD.
Fredericks, L. (2003) Making the case for social and emotional learning and
service-learning. ECS issue brief. Education Commission of the States
(NJ1).
Garner, P. W., Mahatmya, D., Brown, E. L., and Vesely, C. K. (2014)
Promoting desirable outcomes among culturally and ethnically di-
verse children in social emotional learning programs: A multilevel
heuristic model. Educational Psychology Review 26(1), pp. 165–189.
Glantz, M. D., and Johnson, J. L. (eds.). (1999) Resilience and development:
Positive life adaptations. New York: Kluwer Academic/Plenum.
Goldberg, J. M., Sklad, M., Elfrink, T. R., Schreurs, K. M., Bohlmeijer, E.
T., and Clarke, A. M. (2019) Effectiveness of interventions adopting
a whole school approach to enhancing social and emotional develop-
ment: A meta-analysis. European Journal of Psychology of Education
34(4), pp. 755–782.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks,
L., Resnik, H., and Elias, M. J. (2003) Enhancing school-based pre-
vention and youth development through coordinated social, emo-
tional, and academic learning. American psychologist 58(6–7), pp.
466–474.
Gueldner, B. A., and Feuerborn, L. L. (2016) Integrating mindfulness-based
practices into social and emotional learning: A case application.
Mindfulness 7(1), pp. 164–175.
133
