*The Empathy Training Project materials, services, and site content are based on empirical research. Below is a list of our references, which we update as we continually investigate ways to improve our programming. 

 

References

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Brock, L. L., Nishida, K. K., Chiong, C., Grimm, K. J., & Rimm-Kaurman, S. E. (2008). Children’s perceptions of the social environment and social and academic performance: A longitudinal analysis of the responsive classroom approach. Journal of School Psychology, 46, 129-149.

Coleman, J. K. (2000). A controlled evaluation of the effects of Classroom Coping Skills training on children’s aggressive and externalizing behaviors. Dissertation Abstracts International, 61 (07), 3836B. (UMI No. 9978898)

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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432.

Eisenberg, N., Fabes, R. A., Bustamante, D., & Mathy, R. (1987). Physiological indices of empathy. In N. Eisenberg & J. Strayer (Eds.),Empathy and its development (pp. 380–385). Cambridge, UK: Cambridge University Press.

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Elias, M. J., Gara, M., Ubriaco, M., & Rothbaum, P. A. (1986). Impact of a preventive social problem solving intervention on children’s coping with middle-school stressors. American Journal of Community Psychology, 14(3), 259-275.

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Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.

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Kaufman, S. E., fan, X., Chiu, Y. I., & You, W. (2007). The contribution of the responsive classroom approach on children’s academic achievement: Results of a three-year longitudinal study. Journal of School Psychology, 45, 401-421.

Kaufman, S. E., & Sawyer, B. E. (2004). Primary grade teachers’ self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the “Responsive Classroom” approach. The Elementary School Journal, 104, 321-341.

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Sawyer, L. B. E., & Kauffman, S. E. (2007). teacher collaboration in the context of the responsive Classroom approach. Teachers and Teaching: Theory and Practice, 13, 211-245.

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74 2013 CASEL GUIDE: Effective Social And Emotional Learning Programs preschool and Elementary School Edition (9/12)

Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation research. School Psychology Review, 33, 547-560.

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Smokowski, P. R., Fraser, M. W., Day, S. H., Galinsky, M. J., & Bacallao, M. L. (2004). School-based skills training to prevent aggressive behavior and peer rejection in childhood: Evaluating the Making Choices program. The Journal of Primary Prevention, 25, 233-251.

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