Implementation and Sustaining of Social and Emotional Learning (SEL) Programs in Japan:

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  • 社会性と情動の学習（SEL）の実施と持続に向けて
  • 教育心理学と実践活動 社会性と情動の学習(SEL)の実施と持続に向けて : アンカーポイント植え込み法の適用
  • キョウイク シンリガク ト ジッセン カツドウ シャカイセイ ト ジョウドウ ノ ガクシュウ(SEL)ノ ジッシ ト ジゾク ニ ムケテ : アンカーポイント ウエコミ ホウ ノ テキヨウ
  • —— アンカーポイント植え込み法の適用 ———
  • Application of Anchor Point Planting Approach

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    Studies on social and emotional learning (SEL) as a university preventive intervention have been progressed in Japan.　This article focuses on implementation and sustaining of SEL programs in schools.　After (1) briefly explaining SEL and its related concepts, (2) the article reviews research-related concepts in the studies on implementation and sustaining of SEL programs in USA and European countries.　The review consists of two major issues: Showing evidence of SEL, and implementing and sustaining SEL programs in schools.　Based on this overview, the article proposes future efforts in exploring implementation and sustaining of SEL in Japan in these two major issues: (3) As for the verification of evidence in learning processes, the article calls for the process evaluation and consideration of the validity appropriate for the Japanese educational situation.　Finally, (4) the author proposes Anchor Point (the base of system structuring) Planting approach to effectively implement and sustain SEL programs in a teacher-student system, a school system, a junior high school district system, and a board of education system, in which several anchor points　are explained respectively.

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