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From Multidisciplinary Theory to Multimedia SEL Interventions: the Conceptual Underpinnings of Ripple Effects Whole Spectrum Intervention System From M ultidisciplinary Theory to M ultim edia SEL Interventions R ip p le Effects, San Fran cisco From Multidisciplinary Theory to Multimedia SEL Interventions: The Conceptual Underpinnings of Ripple Effects Whole Spectrum Intervention System Published by Ripple Effects, Inc. 33 New Montgomery, Suite 290 San Francisco, CA. 94105-4520 www.rippleeffects.com © Copyright 2009 Alice Ray and Ripple Effects. All rights reserved. Cover Design: Athena Guillory Please send any comments or questions to: [email protected]. Part of the work described in this document was conducted with financial support from U. S. Department of Education, (Small Business Innovative Research (SBIR) Phase I Contract No. RW97076120) and National Institutes of Health, National Institutes on Drug Abuse Grant (NIDA) (SBIR), Fast Track (Phase I and II) Contracts R44 DA13325- 01A1 & R44 DA013325-03. A 2006 grant to West Ed from the Lucile Packard Foundation for Children's Health, funded evaluation research on use of Ripple Effects as a universal intervention to promote resiliency. A Safe Schools/Healthy Students (SS/HS) grant awarded to Bibb County, Georgia in 2003, included evaluation of the impact of Ripple Effects as an indicated intervention in discipline settings. All rights reserved. No part of this book may be translated or reproduced in any form, except brief extracts by a reviewer for the purposes of a review, without the prior written permission of the copyright owners. Information has been obtained from third party sources, including government sources and peer-reviewed publications believed to be reliable, but the accuracy of that information and the opinions based on it, cannot be guaranteed. Although the author and publisher have made every attempt to ensure that information was correct at press time, they do not assume and hereby disclaim liability to any party for any loss due to unintentional errors or omissions. Printed in the United States. For all those children whose life circumstances put them at risk of failure to thrive The Conceptual Underpinnings of Ripple Effects WSIS Acknowledgements Chapter 1: Introduction and Overview A synthesis of theory from the five directions Applied synthesis……………………………………………………………….. 1.1 Sources of factual data…………..………………………………………….. 1.2 Theory from five directions……………………………………………………. 1.2 Prevention science…………………………………………………………... 1.5 Education…………………………………………………………………….. 1.6 Technology…………………………………………………………………... 1.6 Business and economics……………………………………………………. 1.6 Humanities…………………………………………………………………… 1.6 How the pieces fit together…………………………………………………… 1.7 Not design by committee……………………………………………………… 1.7 The driving question…………………………………………………………… 1.7 Chapter-by-chapter summary…………………………………………….…… 1.8 Missing chapters?....................................................................................... 1.9 Social-emotional learning (SEL)…………………………………………….. 1.9 Social equity and cultural competence……………………………………. 1.9 Logic model…………………………………………………………………….1.10 About references………………………………………………………………. 1.10 Diagram of Ripple Effects Logic Model………………………..……………..1.11 Appendix A: List of Ripple Effects program resources……….……………… 1.13 Chapter 2: The Context Large scale failure of children to thrive Incidence of children’s mental health problems……………………….......... 2.1 Depression…………………………………………………………………… 2.1 Anxiety disorders……………………………………………………………. 2.1 Post-traumatic stress disorder (PTSD)……………………………………… 2.2 Phobias……………………………………………………………………….. 2.2 Attention deficit hyperactivity disorder (ADHD)………………………….. 2.3 Eating disorders……………………………………………………………… 2.3 Manic-depressive illness……………………………………………………. 2.3 Autism and other pervasive developmental disorders……………………. 2.4 Schizophrenia……………………………………………………………….. 2.4 Incidence of school failure………………………………………………… .... 2.4 Dropout rates………………………………………………………………… 2.4 Incidence of juvenile social injury…………………………………………… 2.6 Juveniles are victims………………………………………………………… 2.6 Juveniles are perpetrators…………………………………………………… 2.6 From Multidisciplinary Theory to Multimedia SEL Interventions Social justice a necessary backdrop ………………………………………….. 2.7 Disproportionality……………………………………………………………… 2.8 Juvenile justice system…………………………………………………………. 2.9 Consequences………………………………………………………………. 2.10 Therapeutic sanctions……………………………………………………… 2.10 Probation……………………………………………………………………. 2.10 Restorative justice……………………………………………………………2.11 Recidivism and reentry………………………………………………………2.11 References………………………………………………………………......... 2.12 Chapter 3: Why is it happening? Risk and Protective Factors Complex interaction of factors………………………………………………... 3.1 Impact in multiple areas…………………………………………………….. 3.1 Implications for practice……………………………………………………. 3.2 Internal/external - fixed/malleable…………………………………………. 3.2 Internal (individual) factors………………………………………….........……3.3 Physical: neuropsychobiology……………………………………………… 3.3 Mental factors………………………………………………………………... 3.5 Emotional factors……………………………………………………………. 3.7 Behavioral factors…………………………………………………………… 3.8 School problems…………………………………………………………….. 3.9 Spiritual……………………………………………………………………… 3.10 External causes………………… …………………………………...………...3.10 Events…………………………………………………………………………3.10 Interpersonal relationships………………………………………………… 3.11 Circumstance……………………………………………………………….. 3.13 Policies……………………………………………………………………… 3.13 Social structures and processes…………………………………………… 3.14 Media influence…………………………………………………………….. 3.17 Evidence points to need to address whole spectrum…………..… ……….3.17 Most predictive risk factors………………………………………………… 3.18 Internal protective factors………………………………………………….. 3.18 Tipping the balance toward protection…………………………………… 3.20 References……………………………………………………………………... 3.21 Chapter 4: What Works? Effective strategies for reducing risk and enhancing protection Mitigating individual risk factors……………………………………………... 4.1 Range of effective strategies…………………………………………………….4.1 Cognitive ……….……………………………………………………………. 4.2 Behavioral……………………………………………………………………. 4.7 Social skill.…………………………………………………………………... 4.8 Counseling…………………………………………………………………… 4.9 Parent training………………………………………………………………. 4.13 The Conceptual Underpinnings of Ripple Effects WSIS What’s missing: affective approaches…………………………………………4.14 SEL: Integrating modalities………………………………………………… 4.15 No approach “the best” ……………………………………………………… 4.16 How race and ethnicity fit……………………………………………………. 4.16 Linking most risk with greatest impact: A leveraged approach……………. 4.16 References……………………………………………………………………... 4.18 Chapter 5: Education The other half of the psycho-educational equation Educational philosophy………………………………………………………… 5.1 Art or science? ………………………………………………………………. 5.1 Either/or………………………………………………………………………. 5.2 Both/and……………………………………………………………………… 5.2 Ripple Effects Whole Spectrum Philosophy of Education……………..…. 5.2 Learning context…………………………………………………………………5.3 Safety…………………………………………………………………………. 5.5 Connectedness and support………………………………………………… 5.9 Responsibility……………………………………………………………….. 5.12 Challenge……………………………………………………………………. 5.14 Wider equity issues…………………………………………………………. 5.16 Knowledge and meaning……………………………………………………... 5.22 Traditional position ………………………….…………………………….. 5.22 Critique of objectivist philosophy of knowledge…………………………. 5.23 Subjectivist position about knowledge…………………………………… 5.24 Critique of subjectivist approach to knowledge…………………………. 5.25 Learning process ……………………………………………………………5.29 Traditional model: cognitive and linear………………………………….. 5.30 Constructivist learning: whole system, pattern seeking…………………. 5.33 Social-emotional learning as a specialized form of learning…………… 5.41 Instruction……………………………………………………………………… 5.42 Goals………………………………………………………………………… 5.42 Roles…………………………………………………………………………. 5.43 Methods………………………………………………………………………5.44 Process: pure discovery…………………………………………………… 5.47 Process: supportive guidance……………………………………………… 5.49 Instructional differentiation………………………………………………… 5.50 Structure: universal design for learning (UDL)…………………………….5.53 Classroom management……………………………………………………….5.55 Classroom orchestration…………………………………………………… 5.55 Classroom management as pedagogy…………………………………….. 5.55 Ripple Effects tutorials in “Managing Diverse Learners Unit”…….……. 5.57 Assessment………………...…………………………………………………... 5.59 Pre-intervention assessment………………………………………………...5.59 Post-intervention assessment………………………………………………. 5.63 Data analysis……………………………………………………………….. 5.66 From Multidisciplinary Theory to Multimedia SEL Interventions Cultural competence……………………………………………………….. 5.67 Professional development………………………………………….….………5.68 Major report on effective practices………………………….….…………. 5.69 Effective content…………………………………………………………….. 5.69 Context………………………………………………………………………. 5.71 Learning process……………………………………………………………. 5.73 Frequency and amount…………………………………………………….. 5.76 Time and resource distribution……………………………………………. 5.78 Appendix B: Preconfigured scopes and sequences………………... .………5.80 References.......................................……………….…………………..….…5.81 Chapter 6: Technology What it can and cannot offer social-emotional learning The challenge…………………………………………….…………………….. 6.1 Too much competing knowledge………………………………………….. 6.1 Complexity of SEL………………………………………….………………... 6.1 The possibilities………………………………………………………………….6.1 Differentiation………………………………………….……………………. 6.1 Domain expertise………………………………………….………………… 6.1 Scaling personalized guidance………………………………………….….. 6.2 Solution to thorny political problems……………………………………… 6.2 What technology can’t do…………………………………………. …………..6.2 Can’t
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