Table 1.

Core components and indicators for the presence of the code.

CASEL Competency	Core Component	Indicators for the Code	Percent of Available SEL Programs Addressing this Indicator
Self-awareness	Identifying one’s own feelings	Understand the definition of feeling words using self as an example	60%
		Identify feelings based on face and body cues, and context	80%
		Monitor intensity of feelings	30%
		Identify situations that you anticipate may trigger certain feelings in the future	30%
		Understand that you can have multiple feelings at once	40%
	Understanding the interplay of thoughts, feelings and behaviors	Differentiate between thoughts, feelings, and behaviors	10%
		Identify that feelings can be signals that help us figure out what to do	30%
		Explain how thoughts, feelings, and behaviors can lead to each other	50%
		Understand that all feelings are ok, but some behaviors are not ok	50%
		Recognize that whether we make hostile attributions about others’ behaviors affects our feelings and/or actions	20%
Self-management	Behavioral coping skills/relaxation	Belly breathing	70%
		Visual imagery	10%
		Muscle relaxation	30%
		Counting	80%
		Distraction-based behavioral coping skills	60%
	Cognitive coping skills/positive self-talk	Stop signal	60%
		Positive self-talk	60%
		“Think a happy thought”	20%
	Setting goals and planning to reach a goal	Identify one’s own goals	50%
		Identify steps to reach the goal/planning	50%
		Use positive self-talk to provide encouragement when working toward a goal	10%
		Distinguish between positive and negative goals	10%
	Focus one’s attention mindfully	Listen mindfully	20%
		Visually observe an object mindfully	10%
		Focus attention on touch	10%
		Focus attention on taste	10%
		Focus attention on internal physical sensations	20%
		Focus attention on smell	10%
Social awareness	Identifying other people’s feelings	Understand the definition of feeling words using others as examples	40%
		Identify other’s feelings based on face and body cues, behaviors, and context	100%
		Understand that other people can have multiple feelings at once	40%
	Perspective taking/empathy	Recognize that people can have different feelings in response to the same situation	60%
		Describe somebody’s point of view (i.e., thoughts) in a situation and/or consider a situation from different points of view	50%
		Predict somebody else’s feelings or behaviors based on their point of view	60%
		Recognize that people’s feelings can change	30.0%
	Recognizing the importance of diversity and valuing differences	Recognizing the importance of diversity and valuing differences	38.5%
Responsible decision-making	Problem solving	Problem solving steps	80%
		Identify problems that are within or outside of our control	10%
		Identify body cues that there is a problem	20%
		Stop and use coping skills before trying to solve a problem	40%
		Identify people who can help solve a problem	10%
Relationship skills	Assertiveness	Make verbal statements that respectfully express a feeling, want, or a need	70%
		Respectful/assertive body language (posture, eye contact, tone of voice)	30%
		Distinguish between the concepts of ‘passive,’ ‘assertive,’ and ‘aggressive’	20%
	Social skills	Initiating interactions with peers	20%
		Sharing	20%
		Turn taking	40%
		Asking	50%
		Helping	30%
		Giving compliments	60%
		Listening when somebody is speaking to you	80%
		Saying kind words to provide encouragement or console somebody	40%
		Asking for permission	10%
		Agreeing	20%
		Compromising	20%
		Suggesting an idea	10%
		Showing interest (verbal or nonverbal)	30%
		Apologizing	10%
		Using polite manners	20%

Note. For core components with more than one indicator, the percent of SEL programs addressing each indicator includes only SEL programs for which the program manual was available.