2017 Bennett Lecture in Prevention Science: "Social-Emotional Learning: New Frontiers in Science and Practice in Schools and Pre-Schools"
Stephanie M. Jones, Ph.D., Harvard University
- Thursday October 19, 2017 from 4:00 pm–5:00 pm
- Ruth Pike Auditorium, 22 Biobehavioral Health Building
There is a growing body of evidence describing the critical role that social-emotional skills and related interventions play in children’s mental health, behavioral, and academic success. However, those working with children in schools and other contexts are confronted with a large, sometimes confusing array of terms, definitions, and approaches. In this presentation Dr. Jones will review research on the nature, content, and efficacy of social and emotional learning strategies and programs designed for early and middle childhood. She will describe new translational work designed to build connections between the major conceptual and practice-focused frameworks for the field, summarize a number of tensions in this area, and discuss the opportunities they present for future research and practice. Dr. Stephanie Jones' research focuses on the effects of poverty and exposure to violence on children and youth's social, emotional, and behavioral development. Over the last ten years she has conducted both evaluation research addressing the impact of preschool and elementary-focused social-emotional learning interventions on behavioral and academic outcomes and classroom practices; as well as new curriculum development, implementation, and testing.
Dr. Jones is a recipient of the Grawemeyer Award in Education for her work with Zigler and Gilliam on A Vision for Universal Preschool Education (Cambridge University Press, 2006) and a recipient of the Joseph E. Zins Early-Career Distinguished Contribution Award for Action Research in Social and Emotional Learning. Her policy-driven research with colleague Nonie Lesaux focuses on the challenge of simultaneously expanding and improving the quality of early childhood education, at scale (The Leading Edge of Early Childhood Education, Harvard Education Press, 2016).
Jones serves on numerous national advisory boards and expert consultant groups related to social-emotional development and child and family anti-poverty policies, including the National Boards of Parents as Teachers and Engaging Schools. She consults to program developers, including Sesame Street, and has conducted numerous evaluations of programs and early education efforts, including Reading, Writing, Respect and Resolution, Resolving Conflict Creatively, SECURe, and the Head Start CARES initiative. Across projects and initiatives, Jones maintains a commitment to supporting the alignment of preK-3 curricula and instructional practices.
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