Social and Emotional Development in Early Adolescence: Tapping into the Power of Relationships and Mentoring

 
  • Description of Resource:

    This guide focuses on relationship-based strategies to promote social and emotional learning (SEL) for young adolescents in middle school. This publication includes a review of research on the role of caring and nurturing relationships and environments in supporting SEL. It also features case studies of programs that combine SEL and mentoring practices and recommendations for practitioners, researchers, policy-makers, and funders.

    Note: This resource highlights research on the role of caring relationships; however, the role of social and emotional safety in youth-adult relationships related to supporting student mental health is not thoroughly addressed.

    Goals:

    To provide mentoring programs with research and strategies to support promotion of social emotional learning (SEL) for young adolescents in the middle grades.

    Target Population/Eligibility of Target Sites:

    Mentoring programs

    Corresponding Elements of Effective Practice:

    All

    Key Personnel:

    N/A

    Additional Information:

    This guide was supported by the Charles Stewart Mott Foundation.

  • Resource Name:

    Social and Emotional Development in Early Adolescence: Tapping into the Power of Relationships and Mentoring

    Publisher/Source:

    MENTOR

    Authors:

    Delia Hagan, Bernadette Sánchez, Jason Cascarino, Kilian White

    Date of Publication:

    2019

    Resource Type:

    Program Management Resources








  • Evaluation Methodology:

    Resource has not been evaluated for effectiveness

    Evaluation Outcomes:

    Resource has not been evaluated for effectiveness

    Evaluation Validity:

    Resource has not been evaluated for effectiveness












  • Accessing and Using this Resource:

    This resource can be accessed freely online at:
    https://www.mentoring.org/resource/social-emotional-learning

















  • References:

    Evidence Base: N/A

    Additional References: N/A



























SEL

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