REFERENCIAS

1. Campos-Vazquez, R. (2017). Returns to cognitive and non-cognitive skills:

evidence for Mexico. Applied Economics Letters,
DOI:10.1080/13504851.2017.1403551
2. Chernyshenko, O., Kankaraš, M. y Drasgow, F. (2018). Social and emotional skills
for student success and well-being: Conceptual framework for the OECD study
on social and emotional skills. OECD Education Working Papers. 173.
Recuperado en https://dx.doi.org/10.1787/db1d8e59-en
3. Collaborative for Academic, Social and Emotional Learning (CASEL), (2015).
Effective Social and Emotional Learning Programs: Middle and High School
Edition. CASEL Guide 2015. Collaborative for Academic, Social, and Emotional
Learning. Recuperado de: https://casel.org/middle-and-high-school-edition-
casel-guide/
4. Collaborative for Academic, Social and Emotional Learning (CASEL), (2008).
Connecting Social and Emotional Learning with Mental Health. Recuperado de:
http://crisisresponse.promoteprevent.org/sites/default/files/root/materials/NCP
ublicationsTools/ConnectingSEL.pdf
5. Collaborative for Academic, Social, and Emotional Learning (2003). Safe and
sound: An educational leader’s guide to evidence-based social and emotional
learning (SEL) programs. Chicago, IL: Autor.
6. Darling-Hammond, L., Friedlaender, D., y Snyder, J. (2014). Student-centered
schools: Policy supports for closing the opportunity gap. Stanford, CA: Stanford
Center for Opportunity Policy in Education.
7. Durlak, J. (2017). What everyone should know about implementation. En J. A.
Durlak, C. E. Domitrovich, R. P. Weissberg, y T. P. Gullotta (Eds.), Handbook for
social and emotional learning: Research and practice (pp. 3–19). New York, NY:
Guilford.
8. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., y 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.
9. Dusenbury, L. A., Newman, J. Z., Weissberg, R. P., Goren, P., Domitrovich,
C. E., & Mart, A. K. (2017). The case for preschool through high school state
learning standards for SEL. Handbook of social and emotional learning:
Research and practice, 532-548.
10. Errecart, M. T., Walberg, H. J., Ross, J. G., Gold, R. S., Fiedler, J. L., y Kolbe, L. J.
(1991). Effectiveness of teenage health teaching modules. Journal of School
Health, 61(1), 26-30.
11. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S.,
Johnson, D. W., y Beechum, N. O. (2012). Teaching adolescents to
become learners. The role of noncognitive factors in shaping school
performance: A critical literature review. Literature Review. Chicago:
University of Chicago Consortium on Chicago School Research.
12. Heckman, J. J., y Kautz, T. (2013). Fostering and measuring skills: Interventions that
improve character and cognition (Working Paper No. 19656). Cambridge, MA:
National Bureau of Economic Research.
13. Ibarrarán, P., Ripani, L., Taboada, B., y Villa, J. (2012). Life Skills, Employability and
Training for Disadvantage Youth: Evidence from a Randomized Evaluation
Design. IDB. Recuperado en
https://publications.iadb.org/en/publication/11074/life-skills-employability-and-
training-disadvantage-youth-evidence-randomized
14. Luna, C. (2015). El futuro del aprendizaje 2. ¿Qué tipo de aprendizaje se necesita
en el siglo XXI? Serie de documentos de trabajo de UNESCO. Recuperado en
https://unesdoc.unesco.org/ark:/48223/pf0000242996_spa
15. Martínez, V. (2014). Habilidades para la vida: una propuesta de formación
humana. Pontificia Universidad Javeriana, Cali, Colombia. Itinerario Educativo.
63. pp 65-89. Recuperada en
https://revistas.usb.edu.co/index.php/Itinerario/article/download/1488/1257/
16. Mena Edwards, M. I., Romagnoli Espinosa, C., y Valdés Mena, A. M. (2009). El
impacto del desarrollo de habilidades socio afectivas y éticas en la escuela.
Revista Electrónica" Actualidades Investigativas en Educación", 9(3), 1-21.
17. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., y
Sears, M. R. (2011). A gradient of childhood self-control predicts health, wealth,
and public safety. Proceedings of the National Academy of Sciences, 108(7),
2693-2698.
18. OCDE (2014). Panorama de la Educación 2014. Recuperado de
https://www.oecd.org/mexico/Mexico-EAG2014-Country-Note-spanish.pdf
19. OCDE (2015). Skills for Social Progress: THE POWER OF SOCIAL AND EMOTIONAL
SKILLS. Recuperado en https://www.oecd.org/education/skills-for-social-
progress-9789264226159-en.htm
20. OCDE (s.f). El programa PISA de la OCDE: ¿qué es y para qué sirve? Recuperado
en https://www.oecd.org/pisa/39730818.pdf
21. People for education (2014). Measuring what matters: social/emotional learning.
Recuperado de: www.peopleforeducation.ca
22. PNUD (2018). Manual para el docente. Educación socioemocional en
educación media superior: Orientaciones didácticas y de gestión para la
implementación en el aula. Secretaría de Educación Pública. México.
Recuperado en http://www.construye-
t.org.mx/guia/#implementacion_docente/page/1
23. Rivers, S., Brackett, M., Reyes, M., Elbertson, N. y Salovey, P. (2013). Improving the
Social and Emotional Climate of Classrooms: A Clustered Randomized
Controlled Trial Testing the RULER Approach. Prev Sci. 14. 77-87. Recuperado en
http://ei.yale.edu/wp-
content/uploads/2013/06/pub326_2013_PreventionScience.pdf
24. Ross, J. G., Gold, R. S., Lavin, A. T., Errecart, M. T., y Nelson, G. D. (1991). Design of
the teenage health teaching modules evaluation. Journal of School Health,
61(1), 21-25.
25. Sánchez, M., Valerio, A., y Gutiérrez, M. (2016). Taking Stock of Programs to
Develop Socioemotional Skills. Directions in development. Washington, D.C. :
World Bank Group.
26. Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., & Gravesteijn, C. (2012).
Effectiveness of school‐based universal social, emotional, and behavioral
programs: Do they enhance students’ development in the area of skill,
behavior, and adjustment? Psychology in the Schools, 49(9), 892-909.
27. Taylor, R. D., Oberle, E., Durlak, J. A. y Weissberg, R. P. (2017). Promoting positive
youth development through school-based social and emotional learning
interventions: A meta-analysis of follow-up effects. Child Development, 88(4),
1156-1171.
28. The Aspen Institute National Commission on Social, Emotional, and Academic
Development (2017). The Evidence Base for How We Learn: Supporting Students’
Social, Emotional, and Academic Development. Recuperado
de https://www.aspeninstitute.org/publications/evidence-base-learn/
29. UNICEF (s.f). Habilidades para la vida Herramientas para el Buen Trato y la
Prevención de la Violencia. UNICEF Venezuela. Recuperado en
https://www.unicef.org/venezuela/spanish/Habilidades_Correcciones_Noviem
bre.pdf
30. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., y Gullotta, T. P. (2017). Social
and emotional learning: Past,present, and future. En J. A. Durlak, C. E.
Domitrovich, R. P. Weissberg, y T. P. Gullotta (Eds.), Handbook for social and
emotional learning: Research and practice (pp. 3–19). New York, NY: Guilford.