Resumo

COELHO, Vítor Alexandre; MARCHANTE, Marta; SOUSA, Vanda  e  ROMAO, Ana Maria. Programas de intervenção para o desenvolvimento de competências socioemocionais em idade escolar: Uma revisão crítica dos enquadramentos SEL e SEAL. Aná. Psicológica [online]. 2016, vol.34, n.1, pp.61-72. ISSN 0870-8231.  https://doi.org/10.14417/ap.966.

In recent years there has been an increase in interest for school-based social and emotional learning programs, given the consistent data that presents this studies as crucial to the promotion of success in school and in life. In England (Social and Emotional Aspects of Learning - SEAL) and the United Stated (Social and Emotional Learning - SEL) this increase in importance led to the creation of legislation to support and guide the development of such programs. The present article aims to analyze the similarities and differences between both approaches, comparing the several crucial point such as objectives, program format, implementers and the fit between program implementation and theoretical framework. Additionally, the efficacy and effectiveness of each approach will also be given attention, focusing in the existence of differential gender impact of the programs, and the use of multiple informants to analyze program impact. In sum, the article aims to critically analyze these approaches in order to support the implementation of effective school-based programs in Portugal, as well as to identify the subjects that require further analysis. It may be concluded that additional studies about effectiveness, program format and differential gender impacts are required.

Palavras-chave : Social and emotional learning; School-based programs; Efficacy; Effectiveness.

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