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Includes an overview and synthesis from five theoretical directions, prevention science, education, technology, business and economics, and humanities, with explanations of how components fit together. Covers chapters on the context of children’s mental health and school failure, risk and protective factors, and effective strategies for reducing risk while enhancing protection across a whole-spectrum framework.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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SEL Interventions:  \nThe Conceptual Underpinnings of Ripple Effects Whole Spectrum Intervention System  \nPublished by Ripple Effects, Inc.  \n33 New Montgomery, Suite 290 San Francisco, CA. 94105-4520 [www.rippleeffects.com](www.rippleeffects.com)  \n© Copyright 2009 Alice Ray and Ripple Effects. All rights reserved.  \nCover Design: Athena Guillory  \nPlease send any comments or questions to: ar[ay@rippleeffects.com](ay@rippleeffects.com).  \nPart 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- 0 1A1 & 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.  \nAll 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.  \nInformation 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.  \nPrinted in the United States.  \nFor all those children whose life circumstances put them at risk of failure to thrive  \nThe Conceptual Underpinnings of Ripple Effects WSIS  \nAcknowledgements  \nChapter 1: Introduction and Overview  \nA synthesis of theory from the five directions  \nApplied synthesis……………………………………………………………….. 1.1  \nSources of factual data…………..………………………………………….. 1.2  \nTheory from five directions……………………………………………………. 1.2  \nPrevention science…………………………………………………………... 1.5  \nEducation…………………………………………………………………….. 1.6  \nTechnology…………………………………………………………………... 1.6  \nBusiness and economics……………………………………………………. 1.6  \nHumanities…………………………………………………………………… 1.6  \nHow the pieces fit together…………………………………………………… 1.7  \nNot design by committee……………………………………………………… 1.7  \nThe driving question…………………………………………………………… 1.7  \nChapter-by-chapter summary…………………………………………….…… 1.8  \nMissing chapters?....................................................................................... 1.9  \nSocial-emotional learning (SEL)…………………………………………….. 1.9  \nSocial equity and cultural competence……………………………………. 1.9  \nLogic model…………………………………………………………………….1 .10  \nAbout references………………………………………………………………. 1.10  \nDiagram of Ripple Effects Logic Model………………………..……………..1 .11  \nAppendix A: List of Ripple Effects program resources……….………………1.13  \nChapter 2: The Context  \nLarge scale failure of children to thrive  \nIncidence of children’s mental health problems………………………..........2.1  \nDepression…………………………………………………………………… 2.1  \nAnxiety disorders……………………………………………………………. 2.1  \nPost-traumatic stress disorder (PTSD)……………………………………… 2.2  \nPhobias……………………………………………………………………….. 2.2  \nAttention deficit hyperactivity disorder (ADHD)………………………….. 2.3  \nEating disorders……………………………………………………………… 2.3  \nManic-depressive illness……………………………………………………. 2.3  \nAutism and other pervasive developmental disorders……………………. 2.4  \nSchizophrenia……………………………………………………………….. 2.4  \nIncidence of school failure………………………………………………….... 2.4  \nDropout rates………………………………………………………………… 2.4  \nIncidence of juvenile social injury……………………………………………","cbCairUAS3MhS6Cp","https://ap.wps.com/l/cbCairUAS3MhS6Cp","pdf",20159889,319,"English","# Chapter 1: Introduction and Overview\n## A synthesis of theory from the five directions\n## Social-emotional learning (SEL)\n## Logic model\n## Appendix A: List of Ripple Effects program resources\n# Chapter 2: The Context\n## Large scale failure of children to thrive\n## Incidence of children’s mental health problems\n## Social justice a necessary backdrop\n## Disproportionality\n# Chapter 3: Why is it happening?\n## Risk and Protective Factors\n## Complex interaction of factors\n## Internal/external - fixed/malleable\n## Evidence points to need to address whole spectrum\n# Chapter 4: What Works?\n## Effective strategies for reducing risk and enhancing protection","[{\"question\":\"What theoretical directions underpin the Ripple Effects Whole Spectrum Intervention System?\",\"answer\":\"The introduction chapter synthesizes theory from five directions and explains how applied synthesis, prevention science, education, technology, business and economics, and humanities fit together.\"},{\"question\":\"What contextual problems does the book discuss as part of children’s risk landscape?\",\"answer\":\"It outlines large-scale failure of children to thrive, including incidence of mental health problems, school failure, dropout rates, and juvenile social injury, with attention to social justice and disproportionality.\"},{\"question\":\"How does the book explain risk and protective factors for intervention planning?\",\"answer\":\"It describes complex interactions of factors, distinguishes internal vs. external and fixed vs. malleable influences, and identifies evidence-based risk factors while emphasizing tipping the balance toward protection.\"}]","From Multidisciplinary Theory to Multimedia SEL Interventions - The Conceptual Underpinnings of Ripple Effects Whole Spectrum Intervention System | PDF",804]