Professor, Deputy Department Head
Edith Lando Professorship in Social and Emotional Learning (2012-2015)
SSHRC Prevention Science Cluster Hub Director (2008-2015)
School Psychology Affiliate
Office:
Scarfe Office Block 2528

Education:

University of Illinois, Human Development, Department of Educational Psychology, 1982

Biography:

Since she joined the Faculty of Education at UBC in 1993, Dr. Shelley Hymel has served in a number of administrative roles, including Associate Dean (OGPR, 2000-2002), ECPS Department Head (2006-2008), Area Coordinator for both the HDLC (2004-2006) and SCPS (2010) program areas, and Co-Director of the Psychoeducational Research and Training Centre (1996-2000, 2003-2005).

Currently, Dr. Hymel holds the Edith Lando Professorship in Social-Emotional Learning (SEL, 2012-2017) through which she has co-established and currently oversees a Masters concentration in SEL and two Teacher Education cohorts in SEL and has created a unique online resource for educators, the SEL Resource Finder. She currently serves in multiple leadership roles within the professional community; she is part of the executive team of PREVNet, Canada’s national organization for “Promoting Relationships and Eliminating Violence,” and is on the Board of Directors for the BC Crisis Centre. She also serves on several research advisory boards, including UBCs Human Early Learning Partnership, Alberta’s Life Synergy for Youth program, Seattle’s Committee for Children, and Lady Gaga’s Born This Way Foundation.

Dr. Shelley Hymel is co-founder of the international Bullying Research Network, linking 180 researchers from 17 countries. She publishes extensively on social development, peer relations, and school bullying, with over 100 refereed articles and chapters to date, and has co-edited special issues for both Merrill-Palmer Quarterly (1999, 2015) and American Psychologist (2015). She has worked directly with students experiencing social difficulties and collaborates with school districts that want to address the social side of education. She has long emphasized the importance of knowledge mobilization efforts, giving over 200 invited school/community presentations, and 14 keynote presentations for educators across Canada, and has co-edited three special issues on school bullying for the online magazine for parents and teachers, education.com.

Selected Publications:

Gini, G., Pozzoli, T., & Hymel, S. (in press, 2013). Moral disengagement among children and youth: A meta-analytic review of links to aggressive behavior. Aggressive Behavior.

Furlong, M.J., Nickerson, A.B., Smith, D.C., Swearer, S.M., & Hymel, S. (2013). Announcing the Journal of School Violence and the Bullying Research Network Partnership. Journal of School Violence, 12 (3), 233-237.

Holt, M.K, Raczynski, K., Frey, K.S., Hymel, S., & Limber, S.P. (2013). Preventing bullying through school and community-based approaches. Journal of School Violence, 12 (3),238-252.

Vaillancourt, T., Hymel, S., & McDougall, P. (2013). The biological underpinnings of peer victimization: Understanding why and how the effects of bullying can last a lifetime. Theory into Practice, 52.

Bonanno, R.A. & Hymel, S. (2013). Cyber Bullying and Internalizing Difficulties: Above and Beyond the Impact of Traditional Forms of Bullying. Special issue, Journal of Youth and Adolescence, 42, 685-697.

Hymel, S., & Darwich, L. (2013). Developmental Psychology Perspectives on Fairness. In J. P. Sarra (Ed.), An Exploration of Fairness: Interdisciplinary inquiries in Law, Science and the Humanities (pp. 333-344).

Guhn, M., Schonert-Reichl, K., Gadermann, A., Hymel, S., & Hertzman, C. (2012). A population study of victimization, relationships, and well-being in middle childhood. Journal of Happiness Studies. doi: 10.1007/s10902-012-9393-8

Schonert-Reichl, K. A., Guhn, M., Gadermann, A. M., Hymel, S., Sweiss, L., & Hertzman, C. (2012). Development and validation of the Middle Years Development Instrument (MDI): Assessing children’s well-being and assets across multiple contexts. Social Indicators Research. doi: 10.1007/s11205-012-0149-y

Darwich, L., Hymel, S. & Waterhouse, T. (2012). School Avoidance and Substance Use among Lesbian/Gay, Bisexual, and Questioning Youth: The Impact of Victimization and Adult Support. Journal of Educational Psychology, 104 (2),381-392. DOI: 10.1037/a0026684

Law, D., Shapka, J., Hymel, S., Olson, B., & Waterhouse, T. (2012). The Changing Face of Bullying: An Empirical Comparison Between Traditional and Internet Bullying and Victimization, Computers in Human Behavior, 28, 226-232.

Perren, S., Gutzwiller-Helfenfinger, E., Malti, T. & Hymel, S. (2012). Moral Reasoning and Emotion Attributions of Adolescent Bullies, Victims, and Bully-victims. British Journal of Developmental Psychology, 30, 511-530.

Hymel, S., LeMare, L., & McKee, W. (2011). The Early Development Instrument (EDI): An examination of convergent and discriminant validity. Social Indicators Research, 103 (2), 267-282.

Hymel, S., Closson, L.M., Caravita, S.C.S. & Vaillancourt, T. (2011). Social Status among Peers: From Sociometric Attraction to Peer Acceptance to Perceived Popularity. In P.K. Smith and C.H. Hart (Eds.), Handbook of Childhood Social Development (pp. 375-392), 2nd Edition. Wiley/Blackwell.

Vaillancourt, T., Trinh, V., McDougall, P., Duku, E., Cunningham, L., Cunningham, C., Reinhold, P., Hymel, S., & Short, K. (2010). Optimizing Population Screening of Bullying in School-Aged Children. Journal of School Violence, 9, 233-250.

Bonanno , R. & Hymel , S. (2010). Beyond Hurt Feelings: Investigating Why Some Victims of Bullying Are at Greater Risk for Suicidal Ideation. Merrill Palmer Quarterly, 56 (3), 420-440.

Swearer, S.M. , Espelage, D.L., Vaiillancourt, T., & Hymel, S. (2010). Challenges facing educators and researchers regarding school bullying: Linking research to educational practice. Educational Researcher, 39 (1), 38-47.

Hymel, S., Schonert-Reichl, K.A., Bonanno, R. A., Vaillancourt, T., & Rocke Henderson, N. (2010). Bullying and Morality: Understanding How Good Kids Can Behave Badly. In Jimerson, S., Swearer, S.M. & Espelage, D.L. (Eds). The Handbook of Bullying in Schools: An International Perspective (p. 101-118). New York: Routledge.

Vaillancourt, T., Hymel, S. & McDougall, P. (2010). Why does being bullied hurt so much? Insights from neuroscience. In D. Espelage & S. Swearer (Eds.) Bullying in North American Schools (2nd Edition, pp. 23-33), Taylor & Francis, Inc.

Trach, J. Hymel, S., Waterhouse, T., & Neale, K. (2010). Age Differences in Bystander Responses to School Bullying: A Cross-Sectional Investigation. Canadian Journal of School Psychology, 25 (1),114-130.

Hymel, S., Av-Gay, H., & Darwich, L. (2009). Schoolyard Humour: Funny How it Hurts. In Craig, W., Pepler, D., and Cummings, J. (Eds.). Rise Up for Respectful Relationship: Prevent Bullying, Ottawa, ON: National Printers.

Konishi, C., Hymel, S., Zumbo, B. D., Li, Z., Taki, M., Slee, P., & Pepler, D. et al. (2009). Investigating the comparability of a self-report measure of childhood bullying across countries. Canadian Journal of School Psychology, 24, 82-93.

Konishi, C. & Hymel, S. (2009). Bullying and Stress in Early Adolescence: The Role of Coping and Social Support. Journal of Early Adolescence, 29, 333-356.

Cavell, T.A. Hymel, S., Malcolm, K. T. & Seay, A. (2007). Socialization and Interventions for Antisocial Youth. In J. Grusec & P. Hastings (Eds.), Handbook of Socialization (p. 42-67). New York: Guilford Press.

Hymel, S., Schonert-Reichl, K.A., & Miller, L.D. (2006). Reading, ‘Riting, ‘Rithmetic and Relationships: Considering the Social Side of Education. Exceptionality Education Canada, 16 (3), 149-192.

Vaillancourt, T. & Hymel, S. (2006). Aggression and social status: The moderating roles of sex and peer-valued characteristics. Aggressive Behavior, 32(4), 396-408.

Hymel, S., Rocke Henderson, N. & Bonanno, R. (2005). Moral disengagement: A framework for understanding bullying among adolescents. Special issue of the Journal Of Social Sciences on “Peer Victimization in Schools: An International Perspective”, edited by Drs. O. Aluede, A.G. McEachern & M.C. Kenny, Special Issue No. 8, pp.1-11.

McDougall, P., Borowsky, R., MacKinnon, G. E., & Hymel, S. (2005). Process dissociation of sight vocabulary and phonetic decoding in reading: A new perspective on surface and phonological dyslexias. Brain and Language, 92, 185-203.

Rotenberg, K., McDougall, P., Boulton, M., Vaillancourt, T., Fox, C., &; Hymel, S. (2004). Cross-sectional and longitudinal relations among peer reported trustworthiness, social relationships and psychological adjustment in children and early adolescents from the United Kingdom and Canada. Special Issue: Journal of Experimental Child Psychology, 88, 46-67.

Vaillancourt, T & Hymel, S. (2004). The Social Context of Aggression. In M. Moretti, M. Jackson, & C. Odgers (Eds.), Girls and aggression: Contributing factors and intervention principles (pp. 57-74). New York: Kluwer Academic publishers.

Vaillancourt, T., Hymel, S., & McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Special issue:Journal of Applied School Psychology, 19 (2), 157-176.

Hymel, S., Vaillancourt, T., McDougall, P., & Renshaw, P. D. (2002). Acceptance and rejection by the peer group. In Smith, P. & Hart, C. (Eds.), BlackwellHandbook of Childhood Social Development (pp. 265-284). London: Blackwell Publishers.

McDougall, P., Hymel, S., Vaillancourt, T., & Mercer, L. (2001). The consequences of early childhood rejection. In M. Leary (Ed.)Interpersonal Rejection (pp. 213-247). New York: Oxford University Press.

Boivin, M., Hymel, S., & Hodges, E. (2001). Toward a process view of peer rejection and peer harassment. In J. Juvonen and S. Graham (Eds.), Peer Harassment in School (pp. 265-289) New York: Guilford Press.

Zarbatany, L., McDougall, P., & Hymel, S. (2000). Gender differentiated experience in the peer culture: Links to intimacy in preadolescence. Sex Roles, 9 (1), 62-79.

Hymel, S., LeMare, L., Ditner, E. & Woody, E. (1999). Assessing self-concept in children: Variations across self concept domains. Merrill Palmer Quarterly, 45, 602-623.

Rotenberg, K. & Hymel, S. (Eds.) (1999). Loneliness in Childhood and Adolescence. NY: Cambridge University Press.

Hymel, S., Comfort, C., Schonert-Reichl, K., & McDougall, P. (1996). Academic failure and school dropout: The influence of peers. In K. Wentzel & J. Juvonen (Eds.), Social motivation: Understanding children’s school adjustment (pp. 313-345). NY: Cambridge University Press.

Schonert-Reichl, K. & Hymel, S. (1996). Promoting social development and acceptance in the elementary classroom. In J. Andrews (Ed.)Teaching Students with Diverse Needs (pp. 152-200) Scarborough, Ontario: Nelson Canada.

Hymel, S., Zinck, B., & Ditner, E. (1993). Cooperation versus competition in the classroom. Exceptionality Education Canada, 3, 103-128.

Hymel, S., Bowker, A., & Woody, E. (1993). Aggressive versus withdrawn unpopular children: Variations in peer and self perceptions in multiple domains. Child Development, 64, 879-896.

Hymel, S., Rubin, K.H., Rowden, L., & LeMare, L. (1990). Children’s peer relationships: Longitudinal prediction of internalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004-2021.

Hymel, S., Wagner, E., & Butler, L. (1990). Reputational bias: View from the peer group. In S.R. Asher and J.D. Coie (Eds.), Peer rejection in childhood (pp. 156-188). NY: Cambridge University Press.

Asher, S.R., Parkhurst, J.T., Hymel, S. & Williams, G.A. (1990). Peer rejection and loneliness in childhood. In S.R. Asher and J.D. Coie (Eds.)Peer rejection in childhood (pp. 253-273). NY: Cambridge University Press.

Current Guest Editorships (2012-2014)

I am currently serving as co-editor for two special issues of established research journals:

  • American Psychologist, special issue on Bullying
    Co-edited with Dr. Susan Swearer, University of Nebraska-Lincoln
  • Merrill Palmer Quarterly, special issue on Aggression & Moral Disengagement
    Co-edited with Dr. Sonja Perren, University of Zurich

Research Projects:

My research addresses the interface of social and academic functioning, with the goal of understanding social developmental processes in order to support children and youth in school settings. Of primary interest is research to promote social and emotional learning (SEL) in children and youth.

To that end, my research is conducted through ongoing school-university partnerships and in collaboration with graduate students in our Social and Emotional Development and Education (SEED) research laboratory. The SEED lab involves approximately 15-20 graduate students who meet regularly throughout the academic year and who collaborate on research and knowledge translation/mobilization efforts related to social and emotional learning in schools.

International Collaborations:

Bullying Research Network (BRNET).
Established in 2004, the Bullying Research Network (BRNET) is an electronic network of prominent researchers, educators and authors from around the globe interested in addressing issues of bullying and victimization. Directed by Drs. Shelley Hymel (UBC) and Susan Swearer (University of Nebraska) and supported by the Nebraska Centre for Research on Children, Youth, Families and Schools, the primary goals of BRNet are to:

a) create a virtual clearing house for linking researchers around the world, facilitating the rapid exchange of information and ideas to enhance evidence-based prevention and intervention initiatives, and

b) facilitate the conduct of international and interdisciplinary research on bullying and aggression, with attention to links between basic and applied research.

As of 2013, BRNET includes over 115 members from 14 different countries, and has supported several different collaborative efforts. These include the 2010 Handbook of Bullying in Schools: An International Perspective, edited by Jimerson, Swearer and Espelage, a video project in which students develop their own “Stories of Us” about bullying, spearheaded by Chris Faul, and a unique knowledge translation effort for the online magazine, education.com, in which established scholars prepare short, accessible summaries of their research for parents and teachers (as described below). As of 2013, BRNET has entered into a partnership with the Journal of School Psychology (see Furlong, Nickerson, Smith, Swearer & Hymel, 2013, Journal of School Violence, 12, 230-237) Also, since 2011, BRNET has sponsored a series of annual “think tanks” on school bullying, each involving approximately 25-30 bullying research scholars from Canada, the US and around the world. The first think tank was held in 2011 and hosted by the University of Nebraska at Lincoln; the second was hosted in collaboration with YOUTHNET and the Curry School of Education and held at the University of Virginia in 2012; the third was hosted in collaboration with the Journal of School Violence and held at the University of Santa Barbara in 2013. A fourth think tank is planned for 2014, hosted in collaboration with PREVNet, a Canadian National organization aimed at “Promoting Relationships and Eliminating Violence” (see below).

International Research Group on Bullying and Moral Disengagement in Children & Youth
Since 2011, an informal group of international researchers have met regularly and presented international research symposia exploring the links between school bullying and moral disengagement (biennial meeting of the Society for Research in Child Development, Montreal, 2011 and Seattle, 2013; Society for Research in Adolescence, Vancouver, 2012), leading to a number of collaborative research projects and an ongoing exchange of research. In June of 2012, Drs. Sonja Perren and Eveline Gutzwiller organized a “think tank” for this group, held in Zurich, Switzerland, supported by the Jacobs Foundation to explore future research on moral disengagement in children and youth, leading to a special issue (forthcoming 2014) on aggression and moral disengagement for the developmental journal, Merrill-Palmer Quarterly.

Invited International Preconference: “Cross Cultural Perspectives on Peer Victimization”
I was invited to organize a full-day “preconference” for the biennial meeting of the International Society for the Study of Behavioral Development (ISSBD) held in Edmonton Alberta in July of 2012. The organizing committee included Drs. Shelley Hymel (chair, UBC), Peter Smith (United Kingdom), Christina Salmivalli (Finland), Philip Slee (Australia), and Christiane Spiel (Austria) and supported through the help of UBC graduate students Jessica Trach and Matthew Lee. The preconference involved over 40 international participants from 28 countries, with presentations by four international scholars, and small group discussions facilitated by international scholars, including Dr. Philip Slee, Flinders University, Australia, Prof. Mitsuru Taki, National Institute for Educational Research, Japan, Dr. Tracy Vaillancourt, CRC University of Ottawa, Dr. Patti McDougall, University of Saskatchewan.

National Initiatives:

Promoting Relationships and Eliminating Violence Network (PREVNet, 2006-present)
I serve as part of the executive team for this knowledge mobilization effort funded by Canada’s National Centres of Excellence under the leadership of scientific directors, Dr. Wendy Craig at Queens University and Dr. Debra Pepler at York University. PREVNet’s mandate is to develop a national strategy to “promote relationships and eliminate violence” among Canadian children and youth by fostering partnerships between researchers and non-government organizations as well as local schools and community agencies with an initial focus on addressing problems of bullying and victimization. Through PREVNet we have developed a number of research collaborations with scholars across Canada and with non-government organizations who share the PREVNet mandate. PREVNet also supports an annual conference on bullying at which I present regularly, sponsors several meetings over the year to address issues in both research and practice, and engages graduate students extensively in their efforts, training the next generation of scholars interested in promoting positive social relations among children and youth.

Canadian Science Prevention Cluster (CSPC, 2008-2014)
This is a 7-year program funded by SSHRC, lead by Dr. David Wolfe, University of Toronto, that involves collaboration with researchers in four regional hubs across Canada, including Dr. Shelley Hymel in BC, Dr. Maria Battiste in Saskatchewan, and Dr. John LeBlanc at Dalhousie. Our focus is on promoting social and emotional development in Canada through prevention research, and on training graduate students. To date, graduate students Lina Darwich, Matthew Lee, Jessica Trach, Shungu Musayandebvu, Robyn Stewart and Miriam Miller have been supported with assistantships from this Cluster.

Toward a Bullying-Free Community: Community-University Research Alliance (CURA- 2005-present)
Under the leadership of Dr. Tracy Vaillancourt (University of Ottawa/McMaster University), the Hamilton/MacMaster University/Mohawk College Research Alliance supports research collaborations with scholars across Canada. I have been part of the research oversight team for this project and a co-investigator since it began. In 2011, the PI, Dr. Vaillancourt, established a team of four research leaders who will oversee further analyses of the data collected, with plans to continue data collection on a smaller longitudinal subsample of students over the coming years.

Local and Provincial Research Initiatives:

Middle Years Development Instrument (MDI, 2009-present)
Through a collaboration of the UBC Human Early Learning Partnership (HELP), the United Way of the Lower Mainland (UWLM), and the Vancouver School District (VSB), Drs. Schonert-Reichl (PI) and Shelley Hymel (Education-UBC), Drs. Clyde Hertzman and Martin Guhn (HELP-UBC) and Dan Marriott (VSB Community Schools) have spearheaded a major study of middle childhood for which we developed and pilot tested a new instrument, the MDI, for evaluation of well-being during the middle childhood years. The first version of the instrument, MDI-4, was administered to nearly 4000 fourth grade students in an initial research project conducted in over 70 VSB schools in 2010, with major emphasis on effective knowledge translation and mobilization, providing meaningful feedback on the current state of middle childhood students in the lower mainland of BC. Results of the MDI research were presented at the 2011 annual meeting of the American Educational Research Association, reaching educators and educational researchers from around the world. The MDI was first administered in four school districts in 2011-2012. Since that time, the MDI has been used by an increasing number of schools and school districts, both across British Columbia and internationally. In 2012-2013, the MDI-7 was developed for use with seventh grade students and pilot tested.

School Climate and Bullying Project (2008-2013)
This initiative began as a SSHRC-funded research project (2008-2011) lead by Dr. David Smith, University of Ottawa, to evaluate the impact of changes in school climate on student reports of bullying and victimization. Conducted in collaboration with BC schools, intermediate students (grades 5-7) from approximately 20 classrooms from 5 local school districts have participated in the study across three years of data collection (2010, 2011, and 2013). Data collected in this study are not only used for research purposes, providing data for several student theses, but are also used to provide school staff with ongoing information on student perceptions of the social and academic climate of their schools and their experiences with bullying and victimization, in support of school-based efforts to create safe and caring learning environments.

SAFETEEN Evaluation Project (2010 – present)
In collaboration with SAFETEEN founder and developer, Anita Roberts, our research team is working on an evaluation project, assessing the immediate and longer term impact of SAFETEEN, a gender-specific assertiveness training program for youth that has been used in local schools for decades (see www.safeteen.ca). Graduate students, Ahmed Rahim, Jane Chipman, and Hezron Onditi are currently working on this project, with support from members of our larger research team.

Intergenerational Landed Learning Project (ILLP, 2011-present)
Over the 2011-12 and 2012-13 school years, I began a collaboration with ILLP program director, Dr. Jolie Mayer-Smith, to empirically evaluate the impact of the ILLP program in which elementary school children visit the UBC Farms 11-12 times across the school year and work with adults, one UBC students and a senior gardener/farmer, to learn about plants, soil, harvesting, environmental issues, etc. As part of her Masters thesis research, graduate student Reky Groendal worked with me and with the Landed Learning staff to develop and evaluate the impact of the program, the results of which were presented at the 2013 meeting of Canadian Society for Studies in Education in Victoria, BC. Our collaboration continues with a more in-depth evaluation of the program over the 2012-2013 school year, working with graduate students, Essie Sutton and Reky Groendal.

Knowledge Translation Efforts

education.com – Special Issue on Bullying @ School and Online
This knowledge mobilization initiative has involved a unique, peer-reviewed set of three “special issues” of an online magazine for parents and teachers, education.com, in which established scholars from around the world are invited to submit lay-reader friendly summaries of their published research on school bullying. Co-edited by myself and Dr. Susan Swearer (2008, 2009 and 2012) and Dr. Amanda Nickerson (2012), the special issue now includes over 60 articles on school bullying, which receives 75,000 views per month (4.5 million views in 5 years). The creation of Bullying @ School and Online has led to partnerships with the documentary, Bully, and the National Association of Elementary School Principals, as well as several media appearances, including Anderson Cooper, all highlighting the information found in the special edition.

Social-Emotional Learning Graduate Practicum (2005-2010, ongoing)
Master’s Concentration in SEL (2009, ongoing)
Funded by the Edith Lando Charitable Foundation, the Edward D. and Anna Mitchell Family Foundation, and the Attias Family Foundation, and operated in partnership with local school districts, Dr. Kim Schonert-Reichl and I have developed a unique graduate practicum course as well as a specialized, course-based, Masters level “concentration” in Social and Emotional Learning within the Faculty of Education, provide training in school-based SEL approaches translating the latest research in SEL into educational practice.

Web-based Youth Hotline (2003-2005, ongoing)
In partnership with the BC Crisis Centre, SAFER and local schools in Vancouver and Burnaby, with funds from the Canadian National Crime Prevention Community Mobilization Program and an anonymous donor, we developed a web-based hotline for youth in crisis to complement phone-based crisis lines in 2008, in order to reach more students in crisis: www.youthinbc.com, which is maintained by the BC Crisis Centre in Vancouver. I currently serve on the Board of Directors for the BC Crisis Centre and, with graduate students, collaborate with the Crisis Centre on research.

SEL Teacher Education Cohort (2009, ongoing)
Since 2009, we (Drs. Shelley Hymel and Kim Schonert-Reichl) have overseen two cohorts of the UBC Teacher Education program focusing on Social and Emotional Learning, one in Surrey/Langley and the other in Delta, BC. For these cohorts, we work directly with our Faculty Associates, Cristy Watson and Noreen McGuire (2010-2012) and Roxanne Jones and Claire Rushton (2012-2014) to promote SEL as a major focus in teacher education. With funds provided by the Edith Lando Charitable Foundation, the Edward and Anna Mitchell Foundation and the Attias Family Foundation, we provide future teachers and their education mentors with additional workshops and activities for promoting SEL in their teaching, including an initial UBC Ropes Course program to build community and teach students about teaching through cooperative experiential learning, and full day workshops on SEL, Mindfulness, and Restitution Self-Discipline.

Social and Emotional Learning (SEL) Library Collection
Since 2005, with the support of funding from the Lando, Attias and Mitchell Foundations, we have been building a collection of SEL materials and resources, housed within the Faculty of Education’s Psychoeducational Research and Training Centre (PRTC) and made available to both graduate students and teacher education candidates as well as other instructors and faculty members. We are grateful to Dr. Bill McKee, PRTC Director, and his staff for their efforts to maintain this collection and make it available throughout the Faculty of Education.

Social Responsibility and Collaborative Learning Environments Group (SRCLE)
This is a collaboration of educators from five school districts in the lower mainland of BC and university faculty from both UBC and SFU who meet regularly (every 4-6 weeks) and who coordinate knowledge translation efforts with regard to social and emotional learning in schools, and organize a biennial, provincial conference on social and emotional learning, called ENCOMPASS.

Edith Lando Professorship in Social and Emotional Learning (2012-2015)

Courses Taught:

EPSE 307/308 Human Development, Learning and Diversity
EPSE 501 Seminar in Human Development, Learning, and Culture
EPSE 505 Foundations in Human Development
EPSE 535 Social and Emotional Assessment in Schools
EPSE 561 Graduate Practicum
EPSE 584 Motivation in Education
EPSE 604 Advanced Topics in Human Development, Learning, and Culture