Empirical Evidence of Social and Emotional Learning's Influence on School Success: A Commentary on “Building Academic Success on Social and Emotional Learning: What Does the Research Say?,” a book edited by Joseph E. Zins,Roger P. Weissberg,Margaret C. Wang,and Herbert J. Walberg

In Building Academic Success on Social and Emotional Learning: What does the Research Say? Zins and his colleagues presented a new way to conceptualize the impact of social and emotional learning programs on students' school success by broadening the concept to include students' attitudes, behaviors, and performance. To build on Zins' ideas, we (a) briefly review research examining the impact of 262 social and emotional learning (SEL) programs on a number of outcomes that assessed school attitudes, behaviors, and performance; and (b) suggest additional avenues for research of SEL interventions.     

From Dodge City to Emerald City: The Importance of Joseph E. Zins' Work in Teacher Education Programs: A Commentary on “The Scientific Base Linking Social and Emotional Learning to School Success,” a chapter by Joseph E. Zins,Michelle R. Bloodworth,Roger P. Weissberg,and Herbert J. Walberg

This commentary argues that Joseph Zins' work can contribute and enhance university-based teacher preparation programs. Focusing on secondary English Education, it examines how SEL competencies can improve the curricula and field experiences to support pre-service teachers.     

A Review of: “ADULTHOOD: NEW TERRAIN New Directions for Adult and Continuing Education (No. 108, Winter 2005)” Edited by Mary Alice Wolf

The problem‐oriented biomedical paradigm that directs health care in most of the Western hemisphere is insufficient for clinical geriatrics and gerontology. A new framework must be constructed that is more optimistic, longitudinal, collaborative, and humane. I describe a goal‐oriented approach that achieves these objectives. This paradigm requires a functional, open‐ended definition of health. The term usual is substituted for normal, and problems are reframed as challenges. Life is viewed as a series of adventures, and illness and death are recognized to be essential features of life. An outline of general health care goals and an example of a goal‐oriented care plan format are provided to guide educators and clinicians who wish to begin to apply the model in their work.