1
|
Aghatabay R, Mahmoodabad SSM, Vaezi A, Rahimi M, Fallahzadeh H, Alizadeh S. Effectiveness of a social-emotional learning program on developmental assets and subjective well-being. Sci Rep 2023; 13:15025. [PMID: 37700031 PMCID: PMC10497547 DOI: 10.1038/s41598-023-42040-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2022] [Accepted: 09/04/2023] [Indexed: 09/14/2023] Open
Abstract
The present study was done to evaluate the effectiveness of a Social Emotional Learning (SEL) intervention designed based on social marketing on developmental assets and the well-being of female adolescents in Yazd, Iran. This mixed-method quasi-experimental study was conducted in 2018-2019. A total of 190 female students were selected by multi-stage sampling from the female middle and high schools in Yazd, Iran. A SEL intervention designed based on social marketing principles was implemented among the parents and students of the intervention group. The control group did not receive any intervention. Quantitative data were collected in three stages: pre-test, post-test after two months, and follow-up after six months via Developmental Assets Profile and EPOCH measure of wellbeing. A qualitative evaluation was also performed after the intervention. Results of the Repeated-Measures test indicated that the intervention significantly influenced social competence (p-value = .02). However results did not show improvement in the positive identity development of the participant girls. Qualitative findings suggested the effectiveness of the intervention on social competencies and positive identity. Based on the results of the present study, the SEL program might have a significant but small positive effect on the social competencies of the participating adolescents.
Collapse
Affiliation(s)
- Rabea Aghatabay
- Department of Health Education and Promotion, School of Public Health, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran.
| | | | - Aliakbar Vaezi
- Department of Nursing, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran
| | - Mehdi Rahimi
- Department of Psychology and Education, Yazd University, Yazd, Iran
| | - Hosein Fallahzadeh
- Department of Epidemiology and Biostatistics, Shahid Sadoughi University of Medical Sciences and Health Services, Yazd, Iran
| | - Somayeh Alizadeh
- Department of Health Education and Promotion, School of Public Health, Kerman University of Medical Sciences, Kerman, Iran
| |
Collapse
|
2
|
Shi Q, Phillips K, Moody D, Cordova T. Adapted Strong Kids Curriculum for English Language Learners During COVID-19. PROFESSIONAL SCHOOL COUNSELING 2023; 27:2156759X231160752. [PMID: 36941871 PMCID: PMC10018247 DOI: 10.1177/2156759x231160752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/17/2023]
Abstract
This study describes and provides preliminary support for the use of a culturally and linguistically adapted Strong Kids curriculum, delivered completely online, to address English language learners' (ELLs') social/emotional development. Quantitative data showed an increase in students' social/emotional knowledge in internalizing symptoms by the end of the program. Qualitative data highlighted ELL students' increased ability to identify and manage emotions, their application of social/emotional learning and mindfulness concepts in the virtual classroom, and the benefits of participating in the program virtually. We discuss the findings and implications for school counselors and other mental health providers in both school and community settings.
Collapse
Affiliation(s)
- Qi Shi
- Loyola University Maryland, Baltimore, MD, USA
- Qi Shi, Loyola University Maryland Timonium Graduate Center, 2034 Greenspring Drive, Timonium, MD 21093-4114, USA.
| | | | | | | |
Collapse
|
3
|
TEMİRCAN Z. Assessment of Executive Functioning and Social Emotional Learning among Adolescents. PSIKIYATRIDE GUNCEL YAKLASIMLAR - CURRENT APPROACHES IN PSYCHIATRY 2022. [DOI: 10.18863/pgy.1172105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
Executive functions form a foundation for self-regulation and help adolescents build social-emotional skills, which help them manage their thoughts, behavior, and emotions and help prepare for a better transition to learning. The purpose of study was to assess the executive functioning skills and social emotional learning among adolescents. The cross-sectional study was conducted with a total 240 adolescents with a mean age of 15 ± 2.23 years, of whom 54% (130) were female and 46% (110) were male and participants completed socio-demographic form, behavior rating inventory for executive functioning and Social Emotional Learning Scale. The main findings were that female students were found to have greater social awareness skills (Mean ± SD, 15 ± 2.01) and male students were found to have greater responsible decision-making skills (Mean ± SD, 19 ± 2.28). A statistically significant positive correlation was found for shift (r=0.159), emotional control (r= 0.187) and working memory (r=0.118) of executive functioning skills with social emotional learning. The findings of the study showed that there is a relationship of the executive functioning skills and social emotional learning in adolescents, especially in relation to shift, emotional control and working memory of the executive functioning skills and social emotional learning among adolescents. Adolescents who have better executive functioning skills may acquire knowledge easily, perform better academic performance and attitudes to achieve personal goals.
Collapse
|
4
|
Troxler R, Goldstein T, Holochwost S, Beekman C, McKeel S, Shami M. Deeper engagement with live theater increases middle school students’ empathy and social perspective taking. APPLIED DEVELOPMENTAL SCIENCE 2022. [DOI: 10.1080/10888691.2022.2096610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Reba Troxler
- The John F. Kennedy Center for the Performing Arts
| | | | | | | | | | - Muna Shami
- The John F. Kennedy Center for the Performing Arts
| |
Collapse
|
5
|
Kurtz KD, Pearrow M, Battal JS, Collier-Meek MA, Cohen JA, Walker W. Adapting Social Emotional Learning Curricula for an Urban Context via Focus Groups: Process and Outcomes. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2021.2021782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
6
|
Validity and reliability of resiliency measures trialled for the evaluation of a preventative Resilience-promoting social-emotional curriculum for remote Aboriginal school students. PLoS One 2022; 17:e0262406. [PMID: 35015776 PMCID: PMC8752014 DOI: 10.1371/journal.pone.0262406] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 12/23/2021] [Indexed: 11/19/2022] Open
Abstract
Purpose We aimed to test the reliability and validity of two brief measures of resilience adopted for the evaluation of a preventative social-emotional curriculum implemented for Aboriginal middle school students from socially disadvantaged remote communities in Australia’s Northern Territory. The questionnaires chosen were intended to measure psychological resilience and socio-cultural resilience as complementary dimensions of the capacity to cope in circumstances of significant life stress and risk of self-harm. Methods Confirmatory factor analysis (CFA) was conducted to assess construct validity of the 10-item Connor-Davidson Resilience Scale (CD-RISC-10), a measure of psychological resilience, and the 12-item Child and Youth Resilience Measure (CYRM-12), a measure of socio-cultural resilience, with a sample of 520 students. Associations between resilience and psychological distress and emotional and behavioural difficulty were analysed in relation to life stressors to assess criterion validity of the scales. Results CFA provided support for the validity of the respective constructs. There was good fit for both scales. However, assessment of criterion validity of the scales suggested that the adapted measure of socio-cultural resilience (CYRM-12NT) showed higher reliability and a clearer indication of predictive validity than the measure of psychological resilience (CD-RISC-10). Conclusions The CYRM-12NT appears to be a more useful measure of resilience among Aboriginal youth exposed to significant life stress and disadvantage. However, both measures may require further development to enhance their validity and utility among potentially at-risk adolescents in socially, culturally and linguistically diverse remote Aboriginal communities.
Collapse
|
7
|
Patafio B, Miller P, Baldwin R, Taylor N, Hyder S. A systematic mapping review of interventions to improve adolescent mental health literacy, attitudes and behaviours. Early Interv Psychiatry 2021; 15:1470-1501. [PMID: 33393231 DOI: 10.1111/eip.13109] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 11/18/2020] [Accepted: 12/13/2020] [Indexed: 12/20/2022]
Abstract
AIM The onset of mental illness is most common in adolescence, therefore mental health promotion efforts frequently target this age group. Evaluation literature in this area is largely segmented into specific domains in terms of settings, countries, and/or groups of young people, but an overall understanding and comparison across these areas is lacking. The current review aims to provide such an overview of interventions/programs which attempt to improve adolescents' mental health literacy, attitudes/stigma and behaviours. METHODS A systematic mapping review synthesized the strengths and weaknesses of published interventions/programs to improve mental health outcomes in youth. Ten databases and grey literature sources were searched, and results were categorized according to sample, location/setting, type of information presented, delivery and testing procedures, mental health outcome/s evaluated, and limitations. RESULTS One hundred and forty articles met the inclusion criteria; 126 were original records and 14 were reviews. Mental health literacy and attitudes/stigma were examined most frequently, and studies were predominantly conducted in school-based environments and high income economies. Intervention/program effectiveness varied across outcome/s measured, setting, and control group usage, with mental health literacy exhibiting the most positive changes overall. Common limitations included no long-term follow up or control group inclusion. CONCLUSIONS Despite generally positive changes seen throughout studies in this area, effectiveness differed across a range of methodological domains. Most research is conducted in schools and higher income economies, but the lack of investigation in other contexts (i.e., internet or community) or lower income countries suggests our understanding in this area is constrained.
Collapse
Affiliation(s)
- Brittany Patafio
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Peter Miller
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Ryan Baldwin
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Nicholas Taylor
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| | - Shannon Hyder
- School of Psychology, Faculty of Health, Deakin University Geelong, Waterfront Campus, Geelong, Victoria, Australia
| |
Collapse
|
8
|
Lu S, Huang CC, Cheung SP, Rios JA, Chen Y. Mindfulness and social-emotional skills in Latino pre-adolescents in the U.S.: The mediating role of executive function. HEALTH & SOCIAL CARE IN THE COMMUNITY 2021; 29:1010-1018. [PMID: 32783309 DOI: 10.1111/hsc.13135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2020] [Revised: 07/19/2020] [Accepted: 07/21/2020] [Indexed: 06/11/2023]
Abstract
Latino youth are the largest and the fastest growing ethnic minority group in the U.S., and social-emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social-emotional skills of Latino pre-adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social-emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross-sectional survey among a sample of Latino youth in fifth-sixth grades in northern New Jersey (N = 97, Mage = 11, 54% male), this study examines the association between their mindfulness and their social-emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social-emotional skills. Additionally, being male and being older both have marginally significant negative effect on social-emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self-compassion, may benefit Latino pre-adolescents' executive function, which in turn may exhibit as improved social-emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.
Collapse
Affiliation(s)
- Shuang Lu
- Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong
| | - Chien-Chung Huang
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
| | - Shannon P Cheung
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
| | - Juan A Rios
- Department of Sociology, Anthropology, and Social Work, Seton Hall University, South Orange, NJ, USA
| | - Yafan Chen
- School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
| |
Collapse
|
9
|
Huynh VS, Giang TV, Nguyen TT, Dinh DH. Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A Phenomenological Research in Vietnam. Psychol Res Behav Manag 2021; 14:621-635. [PMID: 34093045 PMCID: PMC8169055 DOI: 10.2147/prbm.s300748] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Accepted: 05/10/2021] [Indexed: 11/23/2022] Open
Abstract
Introduction With the advantage of the restructured education in Vietnam, the social-emotional learning (SEL) framework has been gradually piloting applied into the educational curriculum. However, the SEL integration is only effective in primary school. Methods This study applied qualitative phenomenological research, which used in-depth interviews with students and core teachers who have experienced SEL from previous studies to explore and explain the SEL integration is not successful at the secondary level. Findings Four findings showed the current challenges of SEL's integration in Vietnamese educational curriculum: 1) the incompatibility between the current curriculum and the teachers' pedagogical capacity; 2) the perceived difficulties in integrating SEL into educational activities; 3) the limited focus on understanding the students' psychology; and 4) students cannot develop their social-emotional competence. Discussion When the challenges can be solved, corresponding to the solutions discussed, can the SEL framework be properly integrated into Vietnamese education, as well as designing an integrated continuous SEL-orientated curriculum across school levels, meeting the requirements of the new educational curriculum.
Collapse
Affiliation(s)
- Van-Son Huynh
- Psychology Department, Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Thien-Vu Giang
- Psychology Department, Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Thi-Tu Nguyen
- Psychology Department, Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Duc-Hoi Dinh
- Early Childhood Department, Thai Nguyen University of Education, Thai Nguyen, Vietnam
| |
Collapse
|
10
|
KARACAN ÖZDEMİR N, BÜYÜKÇOLPAN H. Sosyal Duygusal Öğrenme Ölçeği- Genç Yetişkin Formu Geliştirme Çalışması. KASTAMONU EĞITIM DERGISI 2021. [DOI: 10.24106/kefdergi.822770] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
|
11
|
Graves SL, Phillips S, Jones M, Johnson K. A systematic review of the What Works Clearinghouse's behavioral intervention evidence: Does it relate to Black children. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22485] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Scott L. Graves
- School Psychology Program, College of Education and Human Ecology The Ohio State University Columbus Ohio USA
| | - Shanye Phillips
- School Psychology Program, College of Education and Human Ecology The Ohio State University Columbus Ohio USA
| | - Mark Jones
- School Psychology Program, College of Education and Human Ecology The Ohio State University Columbus Ohio USA
| | - Kyanna Johnson
- School Psychology Program, College of Education and Human Ecology The Ohio State University Columbus Ohio USA
| |
Collapse
|
12
|
Honoré N, Houssa M, Volckaert A, Noël MP, Nader-Grosbois N. Training Inhibition and Social Cognition in the Classrooms. Front Psychol 2020; 11:1974. [PMID: 32973613 PMCID: PMC7473497 DOI: 10.3389/fpsyg.2020.01974] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Accepted: 07/16/2020] [Indexed: 11/19/2022] Open
Abstract
Executive functions and social cognition competences are associated with many important areas of life, such as school readiness, academic success or sociability. Numerous intervention programs aiming to improve these capacities have emerged and have been shown to be effective. As inhibition in particular, is closely related with social cognition competences, we developed a training program that targets both abilities and implemented it in kindergarten and lower primary school classes for 6 months. We evaluated its effectiveness at improving inhibition and social cognition as well as its possible impact on academic performance. The results showed that tackling inhibition and social cognition in the classroom at an early age improved inhibition, visual attention and flexibility as well as Theory of Mind and social information processing skills. However, the impact on academic learning was weak; a slight effect on a mathematical task was observed.
Collapse
Affiliation(s)
- Nastasya Honoré
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
| | - Marine Houssa
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
| | - Alexandra Volckaert
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
| | - Marie-Pascale Noël
- Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium
| | | |
Collapse
|
13
|
Perino MT, Guassi Moreira JF, Telzer EH. Links between adolescent bullying and neural activation to viewing social exclusion. COGNITIVE, AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2019; 19:1467-1478. [PMID: 31292887 PMCID: PMC6864266 DOI: 10.3758/s13415-019-00739-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Neuroscientists who have studied bullying have primarily focused on the psychopathology of diagnosable offenders or the resulting symptomatology of victimization. Less attention has been given to theories that suggest that bullying may be an interpersonal strategy. In an exploratory study, we recruited a sample of adolescents (N = 24) who engaged in high rates of delinquent behavior and collected self-report ratings of bullying behaviors. During an fMRI scan, adolescents observed instances of social exclusion and social inclusion. The adolescents' self-reported bullying was associated with greater ventral striatum, amygdala, medial prefrontal cortex, and insula activation when viewing social exclusion > social inclusion. Activation in these regions is commonly associated with reward-learning, salience monitoring, and motivational processes, suggesting that bullies show altered processing of interpersonal cues and social dynamic experiences in their environment. Our findings highlight the need for developmental neuroscientists to further explore the role of social motivation in processing socio-affective information, with a particular focus on goal-directed antisocial behavior.
Collapse
Affiliation(s)
- Michael T Perino
- Department of Psychiatry, Washington University School of Medicine in St. Louis, St. Louis, MO, USA
| | - João F Guassi Moreira
- Department of Psychology, University of California, Los Angeles, Los Angeles, CA, USA
| | - Eva H Telzer
- Department of Psychology & Neuroscience, University of North Carolina, Chapel-Hill, 235 E Cameron Avenue, Room 213D, Chapel Hill, NC, 27599, USA.
| |
Collapse
|
14
|
O'Connor CA, Dyson J, Cowdell F, Watson R. Do universal school-based mental health promotion programmes improve the mental health and emotional wellbeing of young people? A literature review. J Clin Nurs 2017; 27:e412-e426. [PMID: 28926147 DOI: 10.1111/jocn.14078] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/11/2017] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To examine evidence-using a range of outcomes-for the effectiveness of school-based mental health and emotional well-being programmes. BACKGROUND It is estimated that 20% of young people experience mental health difficulties every year. Schools have been identified as an appropriate setting for providing mental health and emotional well-being promotion prompting the need to determine whether current school-based programmes are effective in improving the mental health and emotional well-being of young people. METHODS A systematic search was conducted using the health and education databases, which identified 29 studies that measured the effectiveness of school-based universal interventions. Prisma guidelines were used during the literature review process. RESULTS Thematic analysis generated three key themes: (i) help seeking and coping; (ii) social and emotional well-being; and (iii) psycho-educational effectiveness. CONCLUSION It is concluded that whilst these studies show promising results, there is a need for further robust evaluative studies to guide future practice. RELEVANCE TO CLINICAL PRACTICE All available opportunities should be taken to provide mental health promotion interventions to young people in the school environment, with a requirement for educational professionals to be provided the necessary skills and knowledge to ensure that the school setting continues to be a beneficial environment for conducting mental health promotion.
Collapse
Affiliation(s)
- Clare A O'Connor
- Faculty of Health Sciences, School of Health and Social Work, University of Hull, Hull, UK
| | - Judith Dyson
- Faculty of Health Sciences, School of Health and Social Work, University of Hull, Hull, UK
| | - Fiona Cowdell
- Faculty of Health Education and Life Sciences, Birmingham City University, Birmingham, UK
| | - Roger Watson
- Faculty of Health Sciences, School of Health and Social Work, University of Hull, Hull, UK
| |
Collapse
|
15
|
Pereira NS, Marques-Pinto A. Including educational dance in an after-school socio-emotional learning program significantly improves pupils’ self-management and relationship skills? A quasi experimental study. ARTS IN PSYCHOTHERAPY 2017. [DOI: 10.1016/j.aip.2017.01.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
16
|
Houssa M, Volckaert A, Nader-Grosbois N, Noël MP. Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems. ACTA ACUST UNITED AC 2017. [DOI: 10.4236/jbbs.2017.712042] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
17
|
Robinson G, Leckning B, Midford R, Harper H, Silburn S, Gannaway J, Dolan K, Delphine T, Hayes C. Developing a school-based preventive life skills program for youth in a remote Indigenous community in North Australia. HEALTH EDUCATION 2016. [DOI: 10.1108/he-09-2015-0026] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– The purpose of this paper is to describe the process of development and the pilot implementation of a preventive life skills curriculum for Indigenous middle school students in a very remote community college in the West Arnhem region of North Australia. The curriculum integrates proven educational and psychological techniques with culturally informed notions of relatedness and was developed as a contribution to efforts to prevent alarming rates of suicide among remote Indigenous youth. In this paper, the term, Indigenous refers to Australians of Aboriginal or Torres Strait Islander descent.
Design/methodology/approach
– Based on reviews of research literature on school-based suicide prevention and social and emotional learning in both general and Indigenous populations, and following detailed community consultations, a 12 week curriculum was drafted and implemented in two middle school classes (combined years 7-9). Lessons were videotaped and later analyzed and detailed commentary was sought from participating school staff.
Findings
– The pilot program has yielded important insights into requirements of a curriculum for young people with low English literacy levels and with variable school attendance patterns. It confirmed the need to adjust both pedagogical approach and curriculum content for the program to have resonance with students from this linguistic and cultural background and with varying levels of exposure to multiple stressors in disadvantaged community settings.
Practical implications
– The project has identified and resolved key questions for sustainable implementation of a preventive curriculum in challenging community circumstances.
Originality/value
– There are to date no examples of the systematic adaptation and design of a universal preventive intervention specifically for remote Australian Indigenous youth. The project is the first step toward the formal evaluation of the efficacy of a classroom-based approach to suicide prevention in remote community schools.
Collapse
|
18
|
Wong AS, Li-Tsang CW, Siu AM. Effect of a Social Emotional Learning Programme for Primary School Students. Hong Kong J Occup Ther 2014. [DOI: 10.1016/j.hkjot.2014.11.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Objective/Background This study evaluates the effect of a social emotional learning (SEL) programme for primary school students who have difficulties in social and emotional management, as reported by their teachers or parents. Methods Twenty-seven primary school students were recruited and randomly assigned to the treatment group (n = 14) and the control group (n = 13). The elementary school version of the Social Skills Rating System was used to assess the social skills and problem behaviours of the participants before and after the programme. The treatment group joined a six-session SEL programme, which was modified and localized based on the Strong Kids Programme. The programme aimed to improve participants’ social emotional skills, such as dealing with anxiety and understanding and identifying the emotions of self and others. Each session lasted for about 1 hour and was run in small groups. Results Problem behaviours were significantly less frequent in the treatment group after the programme (p = .008), but not in the control group. However, no significant changes were found in the measures of social skills. Conclusion The results of this pilot study show that the SEL can effectively reduce the problem behaviours of primary school students. Implications and future research directions are discussed.
Collapse
Affiliation(s)
- Agnes S.K. Wong
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Horn, Kowloon, Hong Kong SAR, China
| | - Cecilia W.P. Li-Tsang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Horn, Kowloon, Hong Kong SAR, China
| | - Andrew M.H. Siu
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Horn, Kowloon, Hong Kong SAR, China
| |
Collapse
|
19
|
Albeg LJ, Castro-Olivo SM. The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample. ACTA ACUST UNITED AC 2014. [DOI: 10.1007/s40688-014-0010-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
20
|
Raimundo R, Marques-Pinto A, Lima ML. THE EFFECTS OF A SOCIAL-EMOTIONAL LEARNING PROGRAM ON ELEMENTARY SCHOOL CHILDREN: THE ROLE OF PUPILS’ CHARACTERISTICS. PSYCHOLOGY IN THE SCHOOLS 2012. [DOI: 10.1002/pits.21667] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
21
|
Castro-Olivo SM, Merrell KW. Validating cultural adaptations of a school-based social-emotional learning programme for use with Latino immigrant adolescents. ACTA ACUST UNITED AC 2012. [DOI: 10.1080/1754730x.2012.689193] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
22
|
Gueldner B, Merrell K. Evaluation of a Social-Emotional Learning Program in Conjunction With the Exploratory Application of Performance Feedback Incorporating Motivational Interviewing Techniques. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 2011. [DOI: 10.1080/10474412.2010.522876] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
|
23
|
Marchand E, Stice E, Rohde P, Becker CB. Moving from efficacy to effectiveness trials in prevention research. Behav Res Ther 2010; 49:32-41. [PMID: 21092935 DOI: 10.1016/j.brat.2010.10.008] [Citation(s) in RCA: 80] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2010] [Revised: 10/26/2010] [Accepted: 10/27/2010] [Indexed: 10/18/2022]
Abstract
Efficacy trials test whether interventions work under optimal, highly controlled conditions whereas effectiveness trials test whether interventions work with typical clients and providers in real-world settings. Researchers, providers, and funding bodies have called for more effectiveness trials to understand whether interventions produce effects under ecologically valid conditions, which factors predict program effectiveness, and what strategies are needed to successfully implement programs in practice settings. The transition from efficacy to effectiveness with preventive interventions involves unique considerations, some of which are not shared by treatment research. The purpose of this article is to discuss conceptual and methodological issues that arise when making the transition from efficacy to effectiveness research in primary, secondary, and tertiary prevention, drawing on the experiences of two complimentary research groups as well as the existing literature. We address (a) program of research, (b) intervention design and conceptualization, (c) participant selection and characteristics, (d) providers, (e) context, (f) measurement and methodology, (g) outcomes, (h) cost, and (i) sustainability. We present examples of research in eating disorder prevention that demonstrate the progression from efficacy to effectiveness trials.
Collapse
|
24
|
Harlacher JE, Merrell KW. Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-up Effect of Strong Kids on Social and Emotional Outcomes. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2010. [DOI: 10.1080/15377903.2010.495903] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
25
|
Moreira P, Crusellas L, Sa I, Gomes P, Matias C. Evaluation of a manual-based programme for the promotion of social and emotional skills in elementary school children: results from a 4-year study in Portugal. Health Promot Int 2010; 25:309-17. [DOI: 10.1093/heapro/daq029] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
|
26
|
Merrell KW. Linking prevention science and social and emotional learning: The Oregon Resiliency Project. PSYCHOLOGY IN THE SCHOOLS 2009. [DOI: 10.1002/pits.20451] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|