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The Social-Competence Promotion Program for Young Adolescents
... Finally, all school-based interventions tested in other cultural contexts require an adaptation and a close collaboration with original developers. Roger Weissberg's New Haven Adolescent Socio-Emotional Development Program (24), also known as the Social Competence Promotion Program for Young Adolescents (SCPP-YA) (25), has been evaluated and found effective in substance use prevention among adolescents. It uses a clear theory of change, no license costs are involved, there is a clear target age group, which makes it ideal for exploring the potential bene ts and mediating variables of effectiveness; and nally, our research team had a strong relationship with the developer which helped to adapt the intervention appropriately. ...
... The Social Competence Promotion Program for Young Adolescents (SCPP-YA) (25), was developed in 1990 and successfully implemented in numerous schools in the USA, especially in areas with greater economic vulnerability. Its rst results showed that 6th graders receiving the program, relative to controls, improved their strategies for resisting peer pressure and coping with stress and developed more negative attitudes about substances (26). ...
... Regarding problem-solving capacity, students who participated in this program improved the quantity and quality of their problem-solving choices compared to the control group (27). The program also increased positive engagement with peers (25). ...
Introduction. Substance use among adolescents is a public health problem. We culturally adapted The Social Competence Promotion Program for Young Adolescents (SCPP-YA) program to the school context in Chile (henceforth “Mi Mejor Plan or MMP”) and assessed the acceptability, feasibility, fidelity, and quality of the implementation among 6 th graders. We also explored the efficacy of the program in improving individual protective factors and reducing risk factors and substance use. Methods. Cluster randomized controlled trial conducted in Chile. The schools were randomly assigned to one of two conditions in a 1:1 ratio: 1) the "MMP" intervention group, and 2) the Control group. The program consisted of a 16-hour class-based curriculum promoting social problem-solving skills delivered by a trained facilitator. Primary outcomes were acceptability, feasibility, fidelity, and quality of the implementation using detailed reports of facilitators and from observers of the performance of the facilitators in vivo. Additionally, we explored the efficacy of the intervention on secondary outcomes: 30-day prevalence of tobacco, alcohol, and cannabis use and individual risk and protective factors promoted by MMP. We performed an intention-to-treat analysis using mixed models, taking into account the hierarchical nature of the data. Results. 765 6th graders from 11 schools were enrolled (one school dropped out after the randomization); 608 were analyzed at baseline, and 538 were analyzed post-intervention. 52.5% were male, and the average age was 11.3 in both groups. All 16 sessions were implemented, and students’ attendance at each session ranged from 83.8% to 92.4%. The program was generally well-received, with up to 91.3% of students rating acceptability positively. Facilitators and observers reported high adherence to the contents of the program in most sessions. Protective factors, such as negative beliefs about tobacco and alcohol, increased significantly in the IG. Still, there were no significant changes in substance use, risk factors, emotion regulation, or school membership. Conclusions. The MMP program was well accepted, and we achieved high levels of implementation and fidelity. The program improved some individual protective factors, such as negative beliefs about tobacco and alcohol, with changes in substance use among adolescents. Trial registration. Registered on ClinicalTrials.gov, number NCT04236947.
... Thus, it is of critical importance to address the various affective, cognitive and behavioural components of social competence such as stress management, problem solving and social skills training respectively as an attempt to developing and augmenting social competence (Caplan et al, 1992). Here, the promotion of social competence in school settings gains importance as Weissberg, Barton & Shriver (1996) rightly view the school setting as being "highly promising and appropriate educational strategy for preventing high risk behaviour." As schools are the nurturing grounds with regard to children, and social competence is essential for effective human interactions and relations, social competence must be treated as important developmental goal for children (Katz, McClellan, Fuller, & Walz, 1989). ...
... However, from a systemic and strengths perspective, strengthening the social competence of an individual can trigger their capacity to overcome the ecological constraints to reach success and achieve their goals in life. In addition to that, school has been identified as a potential place to build up the competence of children (Weissberg, Barton & Shriver, 1996). ...
This study was performed as part of pre-testing the Social Competence Model for enhancing social competence of adolescents through Life Skills, developed as part of the UGC Major Project. The Social Competence Model focuses on five domains of social competence viz. self concept, pro-social behaviour, goal orientation, resilience, and rational thinking. The intervention was conducted among 37 students selected from a government school of which 34 students completed the 18 hours intervention programme. Paired sample t-test of pre and post test scores revealed significant changes in all domains of the social competence model viz. self concept, goal orientation, pro-social behaviour, resilience and rational thinking. Significant changes were observed in all the sub domains of pro-social behaviour viz. empathy, communication, assertiveness and cooperation (p<0.05). Correlation revealed consistent positive change among all the participants in the domains of self concept, communication skills and problem solving skills. The study thus confirmed the efficacy of the Social Competence Model for enhancing the social competence of adolescents.
... In terms of problem-solving capacity, students who participated in this program improved in terms of the quantity and quality of their problem-solving choices compared to the control group. Positive engagement with peers also increased due to the program [36]. This program has been selected by several agencies such as the Oregon Addiction and Mental Health Services, the Washington Division of Behavioural Health and Recovery [37], and the Centre for Disease Control and Prevention of the Department of Health and Human Services [37] as a model program for promoting social and problem-solving skills in addition to preventing substance abuse. ...
Background
Substance use is highly prevalent among children and adolescents in Chile, and it is known how it impacts their health and social adjustment. The call for effective prevention of substance use among children adolescents has resulted in numerous school-based programs, and particularly, the Social Competence Promotion Program among Young Adolescents (SCPP-YA) has been proved to be successful for promoting social and problem-solving skills in addition to preventing substance abuse in the US population. The purpose of this study is to test the effectiveness of the Social Competence Promotion Program among Young Adolescents (SCPP-YA) in Chile (“Mi Mejor Plan”).
Methods
This is a cluster randomized controlled trial, parallel-group type, where “Mi Mejor Plan” is compared to standard school preventive curricula in control schools. A total of 10 schools and 600 adolescents are expected to be recruited and randomized with 1:1 allocation. During formative work, the SCPP-YA program was culturally adapted to Chile. The effectiveness of this program will be assessed using the European Drug Addiction Prevention Trial Questionnaire (EU-Dap), measuring substance use prevalence and risk and protective factors in baseline, post-intervention, and 4 months after the end of the intervention.
Discussion
The proposed study will be the first to test the effectiveness of the Social Competence Promotion Program among Young Adolescents (SCPP-YA) in Chile in a cluster randomized control trial and also the first study evaluating this program in Spanish-speaking Latin America. SCPP-YA has been implemented successfully in the USA. Thus, if the effects of the program are positive, wide implementation in Chile and Latin American countries is possible soon.
Trial registration
Clinical Trials NCT04236947. Registered on January 22, 2020.
... Performance on VESIP was generally associated with criterion measures in expected ways. SIP skills are widely reported to be associated with socially competent behavior (e.g., Dubow & Tisak, 1989;Dubow et al., 1991;Wentzel, 1991), problem behaviors (e.g., de Castro et al., 2002;Verhoef et al., 2019), and peer acceptance (e.g., Bauminger et al., 2005;Crick & Dodge, 1994;McKown, 2007;McKown et al., 2009;Weissberg et al., 1997). While our data provided some support for these relationships through our teacherreport (SSBS-2 and SSIS) data, these were not the strongest findings. ...
Virtual Environment for Social Information Processing (VESIPTM) is a web‐based social information processing assessment developed for youth in Grades 3‐7. VESIP was developed to address: (a) the broader assessment of social information processing in a variety of socially challenging situations and (b) the need for technically strong and scalable assessments that can be administered universally in schools as a growing number of states adopt social and emotional learning standards. Consistent with the Crick and Dodge theoretical model of social information processing, VESIP assesses six different dimensions: solution preference, problem identification, emotion response, intent attribution, goal preference, and social self‐efficacy. This study summarizes technical properties of VESIP based on the evaluation of two general education samples: a multi‐state group of students whose data were part of a large‐scale norming study (N = 2,156), and a subset of local students from that group who participated in a validation study (n = 334). Confirmatory factor analyses supported a model that has three distinct facets: (a) one that includes five social information processing factors, (b) one that includes five situational factors, and (c) one overall social information processing factor. This model closely parallels the Crick and Dodge model and suggests that social information processing is somewhat situation specific. Internal consistency and test‐retest reliabilities for social information processing factors were good. VESIP scores were consistently associated with an alternate measure of social information processing and other criterion measures. Implications for theory and practice are considered.
... I began my career and research program as a graduate student with the Rochester Social Problem-Solving Group (Weissberg & Gesten, 1982;Weissberg et al., 1981). I continued between 1982 and 1992 as a professor at Yale and collaborated with the New Haven Public Schools to establish the first districtwide, kindergarten through 12th grade (K-12) socialdevelopment program (Shriver & Weissberg, 1996;Weissberg, Barton, & Shriver, 1997;Weissberg, Jackson, & Shriver, 1993 My work at CASEL has been the most meaningful of my career. We have worked with the best scholars and practitioners to define what SEL is and have investigated and developed evidence-based, systemic approaches to implement SEL from preschool through high school. ...
... I began my career and research program as a graduate student with the Rochester Social Problem-Solving Group (Weissberg & Gesten, 1982;Weissberg et al., 1981). I continued between 1982 and 1992 as a professor at Yale and collaborated with the New Haven Public Schools to establish the first districtwide, kindergarten through 12th grade (K-12) socialdevelopment program (Shriver & Weissberg, 1996;Weissberg, Barton, & Shriver, 1997;Weissberg, Jackson, & Shriver, 1993 My work at CASEL has been the most meaningful of my career. We have worked with the best scholars and practitioners to define what SEL is and have investigated and developed evidence-based, systemic approaches to implement SEL from preschool through high school. ...
... The better developed a child's SIP skills are, the more positively they interact with peers, the less aggressive they are in peer interactions, and therefore, the better equipped they are to develop and maintain friendships [e.g., Dubow & Tisak, 1989;Dubow, Tisak, Causey, Hryshko, & Reid, 1991]. The converse is also true [Bauminger, Edelsztein, & Morash, 2005;Crick & Dodge, 1994;Weissberg, Barton, & Shriver, 1997]. ...
Social information processing (SIP) skills are critical for developing and maintaining peer relationships. Building on existing assessment techniques, Virtual Environment for SIP (VESIPTM), a simulation‐based assessment that immerses children in social decision‐making scenarios, was developed. This study presents preliminary evidence of VESIP's usefulness for measuring SIP skills in children with and without autism spectrum disorders (ASD). Twenty‐one children with ASD and 29 control children participated. It was hypothesized that (a) children (8–12 years old), with and without ASD, would understand and interact effectively with VESIP; (b) VESIP scores would be reliable in both populations; and (c) children with ASD would score lower on SIP domains than typically developing peers. Results supported these hypotheses. Finally, response bias was also evaluated, showing that children with ASD have different problem‐solving strategies than their peers. VESIP has great potential as a scalable assessment of SIP strengths and challenges in children with and without ASD. Autism Res 2018, 11: 305–317. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.
Lay Summary
Children with autism spectrum disorders (ASDs) often struggle interpreting and responding to social situations. The present study suggests that an animated, simulation‐based assessment approach is an effective way to measure how children with or without ASDs problem‐solve challenging social situations. VESIP is an easy‐to‐use assessment tool that can help practitioners understand a child's particular strengths and weaknesses.
... Los resultados de los estudios han mostrado que los programas de intervención socioemocional mejoran diversas competencias sociales (LeCroy y Rose, 1986), la comunicación (Choque-Larrauri y Chirinos-Cáceres, 2009;Maurer, Brackett y Plain, 2004), la cooperación y adaptación social (Freedman, 2003;Garaigordobil, 2000Garaigordobil, , 2001, las habilidades sociales interpersonales (Brackett, Rivers, Reyes y Salovey, 2010;Gore, 2000;Monjas, 1997; Sanz de Acedo, Ugarte, Cardelle-Elawar, Iriarte y Sanz de Acedo, 2003), el autocontrol de la conducta (Choque-Larrauri y Chirinos-Cáceres, 2009), las conductas prosociales y asertivas (Byrne, Barry y Sheridan, 2004;Frey, Nolen, Edstrom y Hirschsteinb, 2005;Garaigordobil, 2000Garaigordobil, , 2001Sanz de Acedo et al., 2003), las conductas de consideración hacia los que sufren (Byrne et al., 2004) y la capacidad para resolver conflictos (Weissberg, Barton y Shriver, 1997). ...
This study had two objectives: 1) evaluating the effects of an intervention program to develop social skills (communication, empathy, emotional regulation) in behavioral, cognitive and emotional variables; and 2) exploring whether the program affects differentially by gender. The sample comprised 148 adolescents, aged 13-16 years (83 experimental, 65 control). The study used a quasi-experimental repeated measures pretest-posttest design with a control group. Before and after the program four assessment instruments were administered: Social Attitudes and Cognitive Strategies (Moraleda et al. 1998/2004), Empathy Questionnaire (Merhabian & Epstein, 1972), Emotional Quotient Questionnaire (Bar-On & Parker, 2000), and Questionnaire of cognitive strategies of social interaction. The ANCOVAs pretest-posttest confirmed that the program significantly stimulated (p<.05) an increase in: 1) positive social behaviors (social conformity, help-collaboration, self-assurance-firmness), 2) empathy, 3) emotional intelligence (intrapersonal, interpersonal, general mood), and 4) cognitive strategies of social interaction assertive. The discussion focuses on the importance of implementing programs to promote social-emotional development during adolescence. © 2014, Fundacion para el Avance de la Psicologia Clinica Conductual. All Rights Reserved.
... There are more and more social skills development programs implemented in school environments (e.g. Konta & Zsolnai, 2002;Stephens, 1992;Weissberg, Barton & Shriver, 1997;Webster-Stratton, 2002;Zsolnai & Józsa, 2003). Over the past three decades a variety of social skills programs have been developed to help teachers with the difficult task of teaching children interpersonal behaviours. ...
The study of social competence is one of the most important areas of research into human social behaviour. The paper discusses and analyses the achievements of past research on social competence from a pedagogical perspective. First, the concept and content of social competence are defined, and next, the components of emotional competence and their functions are discussed as important factors in the operation of social competence. This is followed by an analysis of social skills and abilities and a description of measurement practices. Finally, a discussion of methods used to foster social skills and abilities concludes the paper.
... Children's social successes and failures are associated with their social problemsolving abilities (Bauminger et al. 2005;Crick & Dodge, 1994;McKown, 2007;Weissberg, Barton, & Shriver, 1997). Research suggests that children with neurobehavioral disorders such as academic learning disability (Bauminger et al. 2005) and ASD have compromised social problem-solving abilities (Bauminger, 2002;Bauminger, Shulman & Agam, 2003). ...
... A legnagyobb teret a szociális kompetenciát fejlesztő programok közül a korábbi évtizedekbenaz antiszociális viselkedésű gyerekek és fiatalok viselkedési problémáinak kezelésére dolgozták ki a kutatók (Battistich, Schaps, Watson, Solomon és Lewis, 2000;Kazdin, Bass, Siegel és Thomas, 1989;Lacey és LeBlanc, 1999;Leman, Gibbs és Fuller, 1993;Merrel, 1993;O'Donnell, Hawkins, Catalano, Abbott és Day, 1995;Vincent és mtsai, 2002). A szociális kompetencia fejlesztése mellett a szociális problémamegoldás fejlesztése is megjelent, mint kapcsolódó, ugyanakkor önálló terület, mely a kognitív és szociális terület együttes fejlesztését tűzi ki célul (Kasik, 2011;Malecki és Elliot, 2002;Shure, 1992;Weissbers, Barton és Shriver, 1997). Újabb kutatások nagy hangsúlyt fektetnek az esélyegyenlőség középpontba kerülése kapcsán a valamilyen szempontból akadályozott csoportok szociális készségeinek fejlesztésére, arra alapozva, hogy az élet más területén meglévő hiányokat kompenzálhatja a társadalomba, társas közegekbe (iskola, munkahely) való hatékony beilleszkedés képessége (Alberg, Petry és Eller, 1994;Benson, 1995;Schmidt és Bremer, 2004). ...
This paper surveys the domestic and international literature on social competence and democratic thinking. It also covers the paradigm shift in education over the last few decades and the accompanying thinking on the development of competences and systems theory as well as new understandings of the personality (Nagy, 2000). Social competence can be defined as a set of motivations and skills which enables us to cooperate effectively with our peers. The purpose of motivating learners is to activate them and to facilitate their participation in the teaching-learning process. The chief skills associated with social competence are social communication skills, social organisation skills, social assertiveness skills, and social learning and teaching skills as well as attendant information, abilities, patterns and habits (Nagy& Zsolnai, 2001). The paper also reviews numerous studies on the content and operation of democratic thinking in the international literature. This research places civic competence in the broader context of democratic thinking. Democratic thinking can be categorized as a cognitive competence in Nagy’s(2000) understanding of personality, involving information about democracy; it also includes complex thinking skills and affective factors necessary for democratic behaviour. The paper further wishes to demonstrate that the components, contexts and development of social competence and democratic thinking intersect at numerous points.
... En cuarto lugar, los resultados muestran que la intervención aumentó las estrategias cognitivas de interacción social asertivas, mientras que las estrategias agresivas sólo disminuyeron tendencialmente. Nuestros hallazgos son convergentes con los resultados del estudio de Weissberg et al. (1997) que tras aplicar un programa para promover la competencia social confirmó un aumento de la capacidad para resolver conflictos de los adolescentes. ...
El estudio tuvo dos objetivos: 1) evaluar los efectos de un programa de intervención para desarrollar habilidades sociales (comunicación, empatía, regulación emocional) en variables conductuales, cognitivas y emocionales; y 2) explorar si el programa afectó diferencialmente en función del sexo. La muestra se configuró con 148 adolescentes de 13 a 16 años (83 experimentales, 65 control). El estudio utilizó un diseño cuasi-experimental de medidas repetidas pretest-postest con grupos de control. Se administraron cuatro instrumentos de evaluación antes y después del programa: “Actitudes y estrategias cognitivas sociales” (Moraleda et al. 1998/2004), “Cuestionario de empatía” (Merhabian y Epstein, 1972), “Inventario de inteligencia emocional” (Bar-On y Parker, 2000) y “Cuestionario de estrategias cognitivas de interacción social” (Garaigordobil, 2000). Los ANCOVAs pretest-postest evidenciaron que el programa potenció significativamente (p< 0,05) un aumento de: 1) conductas sociales positivas (conformidad social, ayuda-colaboración, seguridad-firmeza); 2) la empatía; 3) la inteligencia emocional (intrapersonal, interpersonal, estado de ánimo); y 4) las estrategias cognitivas de interacción social asertivas. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional durante la adolescencia.
... Dit laatste is van belang omdat veel depressieve mensen zich niet laten behandelen (Antonuccio, 1998). Lorion, 1990;Weissberg, Barton, & Shriver, 1997;Wolchik et al., 1993) geeft gericht support aan kinderen op de lagere school die al sociaal-emotionele of leerproblemen hebben. Het programma wordt uitgevoerd door paraprofessionals die gecoördineerd worden door een beroepskracht met een opleiding in de geestelijke gezondheidszorg. ...
... The setting of goals and patterns of behavior, which are imposed mechanically or externally, and without understanding, serves to produces a rigid structure in the mind that blocks the free play of thought and the free movement of awareness and attention that are necessary for creativity to act. (Bohm & Peat, 2000, p. 231) In addition, goal specificity is associated with positive outcomes (O'Hearn & Gatz, 2002;Weissberg, Barton, & Shriver, 1997). Avoidance goals, that is, goals stated in the form of avoiding certain actions, are associated with negative outcomes in treatment. ...
Objective: This study investigated the role of self-determined goals in predicting recidivism in domestic violence offenders. Method: The study was a posttest design with an annual follow-up of recidivism data of 88 court-mandated batterers who attended a solution-focused, goal-directed treatment program. We hypothesized that goal commitment, goal specificity, and goal agreement would predict recidivism, and that confidence to work on goals would affect the degree to which these factors predicted recidivism. Results: The recidivism rate for program participants was 10.2%, and the final model accounted for 58% of variance in recidivism. The model indicated that goal specificity and goal agreement positively predicted confidence to work on goals, which negatively predicted recidivism. Conclusions: Significance of the study was discussed with respect to the potential positive impact of utilizing self-determined goals, language of “self-determination,” and “strengths and solutions” in batterer treatment as well as advances in social work intervention research.
... Several of these curriculums have been successfully used to reduce aggressive behavior and, in some cases, child delinquency. Examples include PATHS (Greenberg and Kusche, 1993), the Social Relations Intervention (Lochman et al., 1993), the Metropolitan Area Child Study (Eron et al., forthcoming), the Social Competence Promotion Program for Young Adolescents (Weissberg, Barton, and Shriver, 1997), and the Montreal Longitudinal Experiment Study (Tremblay et al., 1990). Although variations exist regarding the specific content, number of sessions, and ages targeted by these programs, social competence promotion programs with sufficient intensity and duration consistently have been found to reduce aggressive and other antisocial behaviors of children younger than 13. ...
... Prior research indicates that when SIP skills are deficient, individuals may struggle to form positive, meaningful relationships with their peers, resulting in social withdrawal or social rejection (Bauminger, Edelsztein, & Morash, 2005;Crick & Dodge, 1994;McKown, 2007;McKown, Gumbiner, Russo, & Lipton, 2009;Weissberg, Barton, & Shriver, 1997). For example, children with behavioral disturbances, such as conduct disorder, are often the target of SIP investigations (de Castro, Merk, Koops, Veerman, & Bosch, 2005;Lansford, Malone, Dodge, Pettit, & Bates, 2010;Matthys, Cuperus, & Van Engeland, 1999). ...
Fragile X syndrome (FXS) is a well-described inherited cause of intellectual disability and the most common known genetic cause of autism. Social deficits in girls with FXS are not well understood. To better understand barriers to social functioning that may contribute to mental health outcomes, we administered a theoretically based social information processing (SIP) interview about challenging social situations to 11 verbal mental age-matched girls with and without FXS. We hypothesized that (a) girls with FXS have global SIP impairments and (b) less autism symptomatology is related to better SIP skills in girls with FXS. Compared to controls, girls with FXS performed significantly worse on an early SIP skill (problem identification). Scores on later SIP skills tended to be lower and exhibited moderate to strong effect sizes. Competency in goal generation was correlated with autistic-like communication skills. Systematic studies of SIP skills in larger cohorts of girls with FXS are warranted.
... Many researchers pointed out that the most promising person-centered and school transition programs for adolescents aim to develop a cluster of psychological and social skills to promote positive peer relationships (cooperation and social acceptance); positive problem-solving strategies; academic achievement; strong selfconcept; and a sense of belonging (Alvidrez & Weinstein, 1993;Durlak, 1997;Weissberg & Greenberg, 1998). Fewer person-centered programs promote psychological and social competencies among youth in middle school than in elementary school (Beelman et al., 1994;Durlak, 1997;Howard et al., 1999;Kellermann et al., 1998;Weissberg, Barton, et al., 1997;Weissberg & Greenberg, 1998). To our knowledge, the School Transitional Environment Project (Felner et al., 1993) seems to be the only evaluated prevention program that targeted social and psychological problems during the first year of high school. ...
This study evaluated a program that promoted adaptation of students in their first year of secondary school. Participants included 896 multiethnic urban students mostly from socioeconomically disadvantaged families. The program focused on developing healthy self-perceptions, and cognitive, affective and behavioral skills. Multiple regression analyses revealed the predicted positive effects of the program on psychological and social outcomes. However, there was also an unexpected negative outcome for a subgroup of students (11%) made vulnerable by stressful family experiences. These findings broaden our understanding of the effects of such programs and underline the need to address the specific coping competencies of students more at-risk.
... We developed Aban-Aya's activities to increase self-esteem by developing initiatives that give youth a sense of power by teaching them social skills to get them out of high-risk situations. Further, the youth can obtain a sense of models from strategies involved in using the "stop, think, and act" model of decision making (Weissberg, Barton, & Shriver, 1997;Weissberg, Jackson, & Shriver, 1993). By using African-American values Naguzo Saba (Karenga, 1988) we hoped the African-American children would develop a sense of uniqueness and a sense of being connected. ...
The major risks to health are the result of engaging in risky behavior. These include not seeking treatment for psychiatric disorders, engaging in unsafe sex, escalating interpersonal conflicts, and abusing drugs. The chapter covers 7 basic field principles necessary to effect health behavior change in large populations. These principles include: (1) rebuilding the village, (2) providing access to health care, (3) improving bonding, attachment, and connectedness dynamics within the community and between stakeholders, (4) improving self-esteem, (5) increasing social skills or target recipients, (6) reestablishing the adult protective shield and monitoring and (7) minimizing the residual effects of trauma. These principles are based on academic theoretical constructs which have been modified to inform field work. The authors have illustrated these 7 principles by using 3 examples, 2 research projects, and 1 naturalistic study that highlight the principles. This is done in an effort to guide future prevention/intervention initiatives designed to improve the health of under-served populations. (PsycINFO Database Record (c) 2007 APA, all rights reserved) (from the chapter)
Las emociones, la inteligencia emocional y la competencia socioemocional son algunos de los contenidos transversales que podemos desarrollar desde la Educación Física escolar. El juego motor es una fuente de estímulos y vivencias que favorece el desarrollo de las estructuras físicas y cerebrales que el alumnado de Primaria utilizará en su presente y futuro. El objeto de este estudio fue analizar las estrategias utilizadas para la resolución de conflictos tras la puesta en práctica de un programa de intervención denominado “Siente Jugando”, haciendo uso de la metodología Aprendizaje Servicio. La muestra estuvo formada por 93 participantes de Educación Primaria Obligatoria (EPO), de edades comprendidas entre los 6-8 años (41% chicas, 59% chicos) (48% de primer curso y 52% de segundo) y 50 participantes universitarios del segundo curso de Educación Infantil, quienes pusieron en práctica juegos que habían elaborado previamente para desarrollar los contenidos socioemocionales. Cada grupo desarrollaba las 6 emociones básicas y las 5 variables de la competencia (reconocimiento de emociones, autoconcepto, resolución de conflictos, conducta prosocial-altruista y empatía) durante 16 sesiones de 45 minutos (2 sesiones por semana). En los resultados, observamos un aumento significativo en el número de estrategias directas (p≤.000) e indirectas (p≤.000) tras la intervención. Sin embargo, aunque no encontramos diferencias estadísticamente significativas en el número de estrategias agresivas, a efectos prácticos sí observamos una disminución en los mismos, que repercutió en un aumento de aquellas directas e indirectas.
Background:
The issue of behaviour management, particularly as it pertains to addressing anti-social behaviour and improving learning and life outcomes for children and adolescents in schools has become a primary topic of discussion among educational stakeholders. The current perception among educational stakeholders is that as schools and society in general continue to experience an increase in anti-social behaviour, general indiscipline is becoming the normal behavioural pattern within classrooms. This study considers the relationship between personality, behaviour, and educational outcomes rooted in a socio-cultural perspective that emphasizes the role of socially mediated learning in the development of prosocial behaviour, resilience, personality, and character adaptations that support positive life outcomes. With this in mind, the primary aim of this study focused on developing an understanding of personality, behaviour management, and pro-social development through a synthesis of psychological and educational research and theory within the framework of the socio-cultural perspectives to design a character education programme targeted at improving prosocial behaviour within schools. Therefore, the primary question of the study is: Can a holistic programme be designed, effectively implemented in schools, and facilitated by teaching staff to enhance pro-social development and decrease anti-social behaviour among school-aged children?
Methods:
A sequential approach was used to address the complexity of the phenomena under investigation. The cycle of enquiry developed for this investigation was based on a grounded theory perspective within an action research framework. The cycle of scientific research used for this study was an in-depth investigation that informed real-world field investigations, followed by the simultaneous collection of both quantitative and qualitative data from archival records, open-ended and semi-structured interviews, observations and surveys. This process achieved data saturation and allowed for the emergence of descriptive themes that were used to develop analytical themes so that each subsequent phase of enquiry was informed by the data.
Cycle of enquiry:
The first phase of the research design involved a systematic literature review that focused on the discovery and formulation of the theory underpinning the development of the educational innovation that became the central avenue of investigation This phase was directed by asking the question; What is the relationship between personality, educational outcomes, and the ability to overcome adversity, and what role can a teacher-mediated cooperative-learning programme focusing on the development of social competence, cooperative communication, restorative processes, and inclusive practice play in supporting the development of beneficial character adaptations in children? To test the initial theories that arose from the literature review, the second phase of study involved a quasi-experiment that investigated the relationship between self-concept and social competence and how these could be influenced by mediated adventure-based learning (MABL) within an outdoor education framework. This quasi-experiment used a control-group, pre-test/post-test, mixed-methods design. The second quasi-experiment investigated the role of Mediated Activity-Based Cooperative Learning (MABCL) on cooperative communication during activity-based group problem-solving challenges and task completion. Following a synthesis of the findings from the MABL and MABCL investigations and a further review of the literature, a multiple-component character education programme was designed. Following the design of the character education programme a pilot study was designed and conducted. Upon concluding the pilot study data analysis, a Random Control Trial (RCT) was designed and participant recruitment conducted. Of the 10 schools that volunteered to take part in the RCT, five were assigned to the control group and five to the experimental group. However, the RCT proved impossible to complete for a variety of reasons and therefore this investigation used a multiple case study design to conclude the cycle of research, with the five schools assigned to the experimental group becoming the cases of the study. Data collected from the multiple case studies were analysed to draw conclusions about the effectiveness of the character education programme.
Results:
Data collected in the final cycle of research, which included 5 schools participating in a multiple case study investigation showed that a character education programme designed within a sociocultural understanding of development can have a positive effect on teacher talk, pupil on and off task behaviour and antisocial behaviour. Both qualitative and quantitative data evidenced an increase in pupil on-task behaviour during lessons and an improvement in the teachers‘ ability to focus their time on content delivery during lessons. In addition, office referrals to senior staff for inappropriate behaviour showed a statistically significant decrease following the implementation of the character education programme.
Discussion:
Previous research into the impact of character-education programmes has yielded neither a clear guideline regarding what character education should provide nor discussed how a character-education programme can be effectively implemented school wide to promote pro-social development among school-aged children. The data collected in this study from school staff and pupil interviews, observations, and school records indicate that following the implementation of the designed character education programme, Building Schools of Character (BSC), in five primary schools, pupil behaviour and school climate improved. This study found that a socio-culturally framed behaviour-management programme facilitated through the delivery of mediated cooperative-learning activities and designed to enhance responsibility, respect, trustworthiness, fairness, caring, and honesty can have a positive impact on pupil behaviour and self-regulation. This finding, coupled with an understanding of the importance of self-regulation, suggests that future school-based behaviour-management programmes and socio-emotional learning initiatives should consider the role of mediated cooperative-learning activities in developing beneficial character adaptations that promote self-regulation and positive educational and life outcomes.
Introduction: since the use of the term emotional intelligence (EI) in 1990, this concept has gained ground by showing to be related to relevant aspects of life such as health, well-being and interpersonal relationships. The interest aroused by this construct has provoked the creation of several programs in order to develop socioemotional abilities. Objectives: the main aim of this study has been to review the EI programs’ scientific literature. In particular, the review focuses on evidence-based programs. Method: bibliographic searches of books (ISBN) as well as searches in PsycINFO, ERIC, Scopus and Google Scholar have been conducted. These searches have focused on the material published until 2015 and the terms used have been emotional intelligence, social/emotional skills, program and adolescence. Results: 32 programs have been found. 6 of them develop EI. The other 26 are aimed to promote social and emotional skills. By analysing these programs,
the following aspects have been taken into account: programs’ denomination, authors, participants, objectives, components, study design, instruments and results. Such results show that the programs that develop EI and/or socioemotional skills, in addition to improving these variables, also promote academic performance, empathy,
self-esteem, behaviour self-control, conflict resolution, well-being and mental health; while decreasing delinquency, drug abuse, anxiety, stress and somatization tendency. Discussion: the aforementioned results
obtained reveal the importance of implementing evidence-based intervention programs in order to promote the social and emotional development of adolescents.
Purpose: This article covers violence prevention (homicide and suicide) activities in the African American community for nearly 50 years. Method: Drawing on lived experience the works of early and recent efforts by African American physicians, the author illustrates we know a great deal about violence prevention in the African American community. Results: There remains challenges of implementation and political will. Further, most physicians, like the public, are confused about the realities of homicide and suicide because of the two different presentations both are given in the media and scientific literature. Conclusions: Responses to homicide and suicides should be based on science not distorted media reports. There are violence prevention principles that, if widely implemented, could stem the tide of violence.
Roger P. Weissberg received the 2000 Award for Distinguished Contributions of Applications of Psychology to Education and Training. He was given this award for inspiring work that is changing the core of education. Over a distinguished career and now through the Collaborative to Advance Social and Emotional Learning, he has put social and emotional learning and emotional intelligence indelibly on the agenda of educators. With much integrity, he has championed primary prevention in the schools.
Roger P. Weissberg received the 2000 Award for Distinguished Contributions of Applications of Psychology to Education and Training. He was given this award for inspiring work that is changing the core of education. Over a distinguished career and now through the Collaborative to Advance Social and Emotional Learning, he has put social and emotional learning and emotional intelligence indelibly on the agenda of educators. With much integrity, he has championed primary prevention in the schools.
Adolescents currently grow up in a great diversity of family circumstances, one of which is the domestic structure referred to as the nuclear family. Regardless of specific structural characteristics, however, families must prepare adolescents psychologically and socially for greater autonomy from parents and the transition to adulthood (Grotevant, 1998; Steinberg, 1990). The developmental period of adolescence and its associated family relationships are typically portrayed as fraught with dangers and difficult transitions for nuclear families. Such problematic issues for youth and their families include complicated identity issues, the onset of sexual activity, diminished adult influence, the greater influence of “deviant” peers, as well as risks for substance abuse, violence, delinquency, depression, and suicide (Dryfoos, 1998; Furstenberg, 2000). Rather than focusing on how adolescents construct positive identities, become interpersonally competent, and master skills for adulthood, the frequent image portrayed is that of competent adolescents being only the fortunate few who somehow dodge the many “social bullets” of this “perilous” time (Furstenberg, 2000).
Adolescent depression is a set of psychological phenomena characterized by mood, thoughts, and behaviors that range from a mild reactive despondency or sadness to more extreme feelings of dysphoria, hopeless thoughts, and withdrawn or irritable behavior. This entry discusses theories, research, and strategies related to preventing depression in adolescence. The burden of depression on those young people suffering from it, their families and careers, and the community at large is considerable. The financial burden of depression has been estimated to be $43 billion in the United States alone in the mid-1990s, in terms of treatment, absenteeism, loss of production, and early death (Cicchetti & Toth, 1998). These costs will only increase if, as described in an earlier entry in this volume, depression becomes more prevalent and the age of first onset continues to decline.
This chapter provides an overview of research on positive psychology within the context of multicultural school settings. First, the chapter outlines the importance of a shift toward positive psychology within diverse schools, including the positive effects students from diverse backgrounds experience through school programs that focus on positive psychological constructs. The chapter concludes with a review of the role of professionals in multicultural school settings and with recommendations on how important personnel can work to promote optimal functioning for students in diverse school settings.
Prevention in the school years The trajectories toward productive citizen and antisocial adult diverge dramatically from ages six to 17. During the school years, children who will grow up to be productive citizens make great strides, beginning by learning to read, compute, control impulses, and by making friends with other children. For many, this development culminates in a love of learning, high personal and moral expectations, and pleasure found in action that strengthens the bonds of human solidarity. During this same period, those who will become antisocial adults have difficulty learning to recognise and control their impulses without intensive instruction and reinforcement. They often have difficulty academically beginning in the late elementary grades. They lose their commitment to getting an education as a way to personal success. They are likely to use tobacco, alcohol, and other drugs earlier than their age contemporaries. They are more likely to engage in early sexual activity and are more likely to fail to complete examinations or graduate from high school. Three major risk factors for adult antisocial behaviour become observable in individuals in school settings during the elementary grades. These include persistent physically aggressive behaviour (including fighting and bullying) (Farrington, 1991; Mrazek and Haggerty, 1994; Kellam, Rebok, Ialongo and Mayer, 1994; Robins, 1978), academic failure, and low commitment to school (Dryfoos, 1990; Maguin and Loeber, 1996). All three of these risks can be affected by intentional alterations in schools and schooling. © Cambridge University Press 2004 and Cambridge University Press, 2009.
Preface to the Third Edition 9780195144178
This new edition represents not only an update of the past eight years in the field of
community psychology, but also a substantial expansion in focus from the first two
editions. Each chapter reviews the recent literature, updates the references, and presents
the latest empirical work, the current issues and events, and some of the relevant policy
debates surrounding them.
The Introduction has been substantially expanded by adding some definitional
grounding in what community psychology is and is not, and some of the fundamental
principles and values in the field, along with the overview of the organization of chapters.
The population parameters in the first full chapter, “Life Is a Soap Opera,” were updated
based on the 2000 Census and other currently available social indicators and national
surveys. Many new illustrative “sidebar” boxes replace more dated ones. An example in
Chapter One is a review of “Psychosocial Adaptation to Health Problems: The Case of
Genital Herpes.” Chapter Two on the history of community psychology has been
expanded to include not only the field’s origins in the Community Mental Health
movement but also the “Influence of Applied Social Psychology and the War on Poverty”
and a new box on issues and research on homelessness. Chapter Three presents the
guiding conceptual orientation of the book based on Dohrenwend’s contextualized model
of stress and includes updated references. Chapter Four includes a new box on behaviorenvironment
congruence in Geel, Belgium, based on material that was scattered and not
highlighted in the last edition as well as some new material. It is used to illustrate the
ecological principles of adaptation and niche.
Chapter Five has been substantially expanded and reorganized from three
psychological conceptions of the environment—perceived social climates, behavior
settings, and social roles— toward a delineation of both social and physical
environmental influences on behavior and wellbeing, as well as behavior settings
representing a melding of social and physical contexts. The social environment includes
not only social climates and roles but also key community “social capital” concepts such as citizen participation and empowerment, sense of community, and neighboring, which have been studied extensively in community psychology but received less attention in previous editions. All of these concepts are illustrated in a revised box on the classic Fairweather lodge social experiment.
Chapter Six on labeling theory and the sociology of deviance has been updated
and a new section on the use of law to reduce stigma added. In Chapter Seven, we have
included new research findings on adaptation, crisis, coping, and social support, and
added a box on “Pollyanna and the Glad Game” as an apt but largely forgotten historical
antecedent to the literature on coping.
In Chapter Eight, we have updated the section on HIV/AIDS prevention and the
boxes on Project Head Start (and now early Head Start) and on preventing child
maltreatment as an illustration of the problem of false positives. We have also added a
box on a successful school change effort as well as new sections on schools as a locus of
prevention and on communitybased health promotion. Chapter Nine on self-help/mutual
assistance groups has been revised and updated.
Chapter 10 includes two new sections. One is on organizational change,
development, and learning and the other is on problems in planned change on a statewide
level, which focuses on the so-called “Texas miracle” of educational reform. Chapter 11
on school desegregation as a societal-level intervention has been updated and includes
two new sections on political and legal events since desegregation and on future
problems in this arena. In Chapter 12, on communitylevel change, we have greatly
revised and expanded the section on community development and created an up-to-date
box discussing the Center for Health, Environment, and Justice and the Environmental
Justice Movement.
Finally, Chapter 13 still focuses on science, ethics, and the future of community
psychology, but it has been greatly expanded. In addition to updating the sections on
ecology and science and the ethics of community intervention, we have added two new
sections on making community psychology more interdisciplinary and recognizing
developments in community psychology outside the United States and the need to
increase international communication and collaboration in the field. We also added a box
that presents a new ecological-psychopolitical model as one direction for future work in
the field.
In sum, while no single text can provide all things to all readers, we think that,
compared to previous editions, this book is more reflective of the entire breadth of
community psychology, from its origins to the latest trends to a future that is bright with
new ideas and an expanding vista of issues to address.
This paper addresses the status of psychotherapy groups for adolescents in the year 2000, discusses some of the major problems we see in the delivery of mental health services and the conduct of psychotherapy groups for adolescents and suggests some of the changes we would like to see in the delivery of services and in the conditions of life for adolescents growing up in the United States over the next few years.
The present study examined the mechanisms by which social competence may be associated with substance use during early adolescence. The sample consisted of rural youth (N = 1,568) attending 36 junior high schools in a midwestern state. Structural equation modeling indicated that social competence had a direct protective association with substance use in that those youth who were more socially confident, assertive, and had better communication skills reported less smoking and drinking. Further analyses revealed that the relationship between social competence and substance use was fully mediated by social benefit expectancies of use. These findings suggest that poorly competent youth turn to smoking and alcohol use because they perceive that there are important social benefits to doing so, such as having more friends, looking grown up and “cool,” and having more fun. Prevention programs that teach youth interpersonal skills may reduce the initiation of substance use by improving social competence and providing youth with more adaptive means of gaining approval from peers.
Whereas character education is not new, scientific study of its effectiveness has been only sporadically implemented during the past thirty-five years. Much of the application of character education is therefore not informed by a scientific knowledge base. This article introduces a scientific perspective on character education and a summary of the research base examining the student impact of school-based character education. From this research base, general principles of effective practice are derived. This in turn is used to offer suggestions to practitioners and policy makers for the improvement of school-based character education.
Various authors have argued for the inclusion of well-being measures in order to assess children's quality of life in residential settings. In the present study, twenty-two children admitted to a residential treatment program were administered a multidimensional life satisfaction scale. The children were re-administered the instrument again approximately four months later. Results revealed that the present sample reported positive satisfaction ratings across all life satisfaction domains. Further, significant positive increases on their Global, Friends, Self, and Total satisfaction scores were noted upon re-administration. Implications of the findings, as well as suggestions for future research, are discussed.
Over the past decade, promoting the psychological wellbeing of adolescents has been the subject of increasing interest. To this end, a number of scales have been constructed that specifically assess life satisfaction among adolescents. Using specific selection criteria, the present study reviewed the psychometric properties of five life satisfaction measures available for use with adolescent populations. These scales were the Students' Life Satisfaction Scale, the Satisfaction With Life Scale, the Perceived Life Satisfaction Scale, the Comprehensive Quality of Life Scale – School Version, and the Multidimensional Students' Life Satisfaction Scale. Suggestions for future research are also discussed.
Prevention science is a rapidly advancing field and is at the point where a num- ber of preventive interventions have documented the ability to change devel- opmental trajectories and reduce negative outcomes. Recently, reports sum- marizing these "effective" programs have circulated among researchers and practitioners. Surprisingly, many of the highest-quality programs fail to take adequate steps to monitor and verify program integrity. This weakens the con- clusions that can be drawn regarding the program outcomes and reduces the likelihood that replications will resemble the original program. The next chal- lenge facing the prevention field is to help consumers who are implementing effective programs in naturalistic settings do so with quality and fidelity to the original program so that they achieve similarly successful outcomes. This article reviews implementation issues in prevention trials and specifi- cally highlights the study of implementation in the 34 programs determined to be effective in a recent review conducted by the Prevention Research Cen- ter for the Center for Mental Health Services. Reasons for the lack of attention to implementation and suggestions for way to incorporate implementation measurement into prevention initiatives are discussed.
This report, the 15th in a series, contains papers by 10 outstanding scholars concerning the state of black America in 1990; it concludes that while many African Americans have made significant economic and political gains, half of the black population is still mired in poverty, joblessness, and hardship caused by racial discrimination. The convergence of such factors as the end of the Cold War, the realignment of the global economy, and the changing demographics of the nation's work force have created conditions in which the moral imperative to close the racial gap is also an economic imperative. Racial parity should be the national goal for the next decade, including dismantling remaining discriminatory barriers and investing in programs that help make people independent earners in a high technology economy. The 10 papers, which are preceded by brief biographies of the contributors and by an introductory overview, "Black America, 1989," by National Urban League president John E. Jacob, are as follows: "Black Americans and the Courts: Has the Clock Been Turned Back Permanently? (Julius L. Chambers); "Economic Status of Black Americans During the 1980s: A Decade of Limited Progress" (David H. Swinton); "Budget and Tax Strategy: Implications for Blacks" (Lenneal J. Henderson); "Housing Opportunity: A Dream Deferred" (Philip L. Clay); "Understanding African-American Family Diversity" (Andrew Billingsley); "The Rewards of Daring and the Ambiguity of Power: Perspectives on the Wilder Election of 1989" (Matthew Holden, Jr.); "Health Status of Black Americans" (LaSalle D. Leffall); "Preventing Black Homicide" (Carl C. Bell with Esther J. Jenkins); "Television Advertising and Its Impact on Black Americans" (Gene S. Robinson); and "Toward an African-American Agenda: An Inward Look" (Ramona H. Edelin). Policy recommendations are suggested in a wide range of areas in a concluding section. Statistical data are included on housing; (9) the drug epidemic; (10) universal health care plan; and (11) the liberation of South Africa. Statistical data are included on 42 tables. Three reports on early parenthood, unemployment, and school improvement, a chronology of events in 1989, and a list of 405 notes and references are appended. (FMW)
Although social skills training (SST) programs have been shown to improve children's long-term developmental outcomes, school personnel are not typically able to implement such programs. This article outlines the institutional and organizational supports, trainer selection criteria, and the training needed for school counselors to successfully implement and sustain a SST program for children. Social skills programs will only become routine in the classroom if the school setting provides administrative support for skills training, and structures to encourage implementation of SST programs (especially substantial and ongoing training based in the classroom setting). In addition to organizational level considerations, SST trainers need to be socially competent, be able to manage children in small groups, be familiar with the theoretical model underlying the SST program, have the opportunity to practice delivering the program, and have positive attitudes toward delivering the program. The procedures for selecting, training, monitoring, and evaluating school counselors who are SST trainers are described.
This article underscores the value of school counselors connecting their group work practice with ecological concepts of context, collaboration, interconnection, social system maintenance, meaning-making, and sustainability (Conyne & Cook, 200412.
Conyne , R. , & Cook , E. (Eds.). ( 2004 ). Ecological counseling: An innovative approach to conceptualizing person-environment interaction . Alexandria , VA : American Counseling Association . View all references; Conyne, Crowell, & Newmeyer, in press). The authors elaborate ecological group work (Bemak & Conyne, 20045.
Bemak , F. , & Conyne , R. ( 2004 ). Ecological group work . In R. Conyne & E. Cook (Eds.), Ecological counseling: An innovative approach to conceptualizing person-environment interaction (pp. 195 – 217 ). Alexandria , VA : American Counseling Association . View all references) applied to the schools and in keeping with the ASCA national model, highlighting five successively complex levels of ecological group work involvement: (1) Student Group Level, (2) Classroom Group Level, (3) School Personnel Role Group Level, (4) Whole System Group Level, and (5) School-Community Group Level.
As children enter into adolescence, the amount of time they spend with peers increases. Peer groups become the most important socializing influence on adolescent behavior and values and peer relationships serve as a bridge as adolescents move away from their parents and toward independent adult functioning. In industrialized nations, adolescents spend most of each weekday with age equivalent peers in school, and in the United States, they also spend much out-of-school time together. Indeed, diaries and self-reports suggest that adolescents spend twice as much time with peers as they do with parents and other adults, even ruling out time in the classroom (Larson, Csikszentmihalyi, & Freeman, 1984).
This study examines how a curriculum that aimed to instill in students a way of solving their everyday social problems instead became a site for replaying students' understandings of solutions approved by teachers and thus was limited in shaping their subjectivities. We draw on research in the ethnography of speaking, particularly in school settings, to refine current anthropological interest in the Foucauldian notion of technologies of the self. As a result, we highlight the contextual quality of practices, such as problem solving, used to manage the self.
This study evaluated Going for the Goal (GOAL), a school-based intervention designed by Danish and colleagues to teach life skills to at-risk urban adolescents. We extended previous evaluation of GOAL by including an assessment of means-ends problem-solving skills. The 10-week program was administered to 479 middle school students by 46 trained high school student leaders in a predominantly Hispanic community. The program focused on setting positive, reachable goals; anticipating and responding to barriers to goal attainment; using social support; and building on one's strengths. Results demonstrated gains in knowledge of the skills being taught and improvement in problem-solving skills. Leaders also showed an increase in their knowledge of life skills. The approach maximizes both community resources and ecological validity while giving high school leaders the chance to benefit in their role as helpers. © 2002 Wiley Periodicals, Inc.
Connections: Relationships and Marriage is a high school marriage education curriculum designed to teach students how to develop healthy relationships and marriages. This study evaluated the effectiveness of this curriculum with 410 high school students who were in Connections or a control group. Although the effects were relatively small, findings suggest that the curriculum increases knowledge of relationship concepts, decreases violence in dating relationships, decreases risk factors for adolescent pregnancy, and positively impacts attitudes related to future successful marriage. Implications for further development of the curriculum and other implications for practitioners are discussed.
The positive results of the Norwegian anti-bullying programme (Olweus, 1992) stimulated other countries to tackle bully/victim problems. However, outcome studies found rather low levels of effect or even inconsistent results.
Aims. The purpose of the present study was to evaluate behavioural effectiveness of a school-based anti-bullying approach within Flemish schools. In addition, specific attention was given to the relationship between outcome findings and external support.
Sample. A total of 18 schools, comprising 1104 primary and secondary school children were recruited for this study. Students ranged in age from 10 to 16 years.
Method. For this study, an experimental pre-test/post-test design was used which included a control group. Three groups were established. The first group, Treatment with Support, involved students from schools that implemented a school-based anti-bullying intervention with additional support from the research group. The second group, Treatment without Support, also involved students from schools that implemented a school-based anti-bullying programme. However, in contrast with those falling under the first condition, this group of schools could not appeal to the research group for additional help. The last group involved students from schools that did not implement the anti-bullying programme and served as a Control condition. repeated measures analyses of variance were carried out.
Results. The findings regarding the effects of the school-based anti-bullying intervention programme on the extent of bullying and victimisaticn showed a mixed pattern of positive changes in primary schools and zero outcomes in secondary schools. The findings regarding the effects of external support revealed limited outcomes.
Conclusions. The outcomes of the evaluation study confirm that a school-based anti-bullying intervention strategy can be effective in reducing problems with bullying, especially within primary schools. It was argued that the developmental characteristics of secondary school students interfered with the programme outcomes. In addition, the findings revealed no extra effects of specific training sessions.
The effects of health-promotion lessons carried out in two senior high schools in the canton of Zurich were investigated in a controlled intervention study. The lessons were developed by teachers and students and integrated into regular school lessons. Of particular interest were effects on school climate school stress experienced by students and their physical and psychological well-being. Students in the intervention and control schools were assessed with a comprehensive questionnaire three times over a period of 18 months. Health-promotion lessons took place in the intervention school between t1 and t2 (12 month interval). Results showed that participation in a structured research project with repeated assessments led to a critical evaluation of school climate and school stress. At the same time that students were more critically judging the school environment, their physical and psychological problems lessened. Results were the same in both schools, that is, there was no specific intervention effect. Presumably participation in a prospective study with repeated assessments acted as a sensitisation and mobilisation of resources in adolescents. The study showed the possibilities for health promotion, however it also indicated conflicts between the duty of teaching and psychosomatic prevention strategies.
The relationship between life satisfaction, social interest, and participation in extracurricular activities was assessed among adolescent students. A total of 321 high school adolescents (Grades 9–12) were administered a multidimensional measure of life satisfaction and a scale that assessed social interest. Adolescents were also asked to list the number of extracurricular activities that they participated in since their enrollment in high school. Higher social interest was significantly related to higher levels of overall satisfaction, as well as satisfaction with friends and family. Significant race differences were noted. Adolescents who participated in greater numbers of structured extracurricular activities reported higher school satisfaction. The relationship between social interest and actual participation in extracurricular activities was negligible. Implications of these findings, as well as suggestions for future research are provided.
This study examines the association between engagement in daily challenges and school misconduct in a sample of adolescents. Engagement is assessed by the amount of time spent in challenging activities and in terms of subjective ratings of success in daily challenges. Analyses employ data from a study in which adolescents provided self-reports of their immediate experience over the course of 1 week in response to signals generated at random times by alarm wristwatches. Analyses also test whether the number of opportunities for engagement in school activities is associated with misconduct. Because adolescents who face substantial adversity at home or at school are at particular risk for increased misconduct, associations are tested separately for high- and low-adversity adolescents. Results indicate that both time in daily challenge and perceived success in daily challenge are independently associated with reduced misconduct, and that these associations are slightly more pronounced for high (as compared to low) adversity adolescents. Extracurricular opportunities were shown to be associated with reductions in misconduct for high- but not low-adversity adolescents. Among high adversity adolescents, opportunity for engagement and perceived success in daily challenge were not only associated with reduced misconduct in cross-sectional analyses but also were predictive of reductions in misconduct over time.
ResearchGate has not been able to resolve any references for this publication.