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Social and Emotional Learning in the Classroom: Evaluation of 'Strong Kids' and 'Strong Teens' on Students' Social-Emotional Knowledge and Symptoms

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Title: Social and Emotional Learning in the Classroom: Evaluation of 'Strong Kids' and 'Strong Teens' on Students' Social-Emotional Knowledge and Symptoms
Language: English
Authors: Merrell, Kenneth W., Juskelis, Michael P., Tran, Oanh K.
Source: Journal of Applied School Psychology. Jun 2008 24(2):209-224.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Physical Description: PDF
Page Count: 16
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Socialization, Emotional Development, Affective Behavior, Emotional Disturbances, Intervention, General Education, Pilot Projects, Classroom Research
DOI: 10.1080/15377900802089981
ISSN: 1537-7903
Abstract: This article describes the results of three pilot studies that were conducted to evaluate the recently developed "Strong Kids" and "Strong Teens" social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included 120 middle school students (in grade 5) from a general education student population. The second study included 65 general education students in grades 7-8. The third study included 14 high school students (grades 9-12) from a regional special education high school, who were identified as having emotional disturbance. The three groups participated in either the "Strong Kids" (groups 1 and 2) or "Strong Teens" (group 3) programs, receiving one-hour lessons and associated assignments once a week for 12 weeks. Social-emotional knowledge and negative emotional symptoms of participants were assessed using brief self-report measures, in pretest-posttest intervention designs. All three studies showed that, following participation in the respective programs, students evidenced statistically significant and clinically meaningful changes in desired directions on the target variables. Implications for future research are discussed, as is the importance of social and emotional learning as a prevention and intervention strategy to promote mental health among students in schools. (Contains 1 table.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2009
Accession Number: EJ835056
Database: ERIC
FullText Text:
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  Data: Social and Emotional Learning in the Classroom: Evaluation of 'Strong Kids' and 'Strong Teens' on Students' Social-Emotional Knowledge and Symptoms
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  Data: <searchLink fieldCode="AR" term="%22Merrell%2C+Kenneth+W%2E%22">Merrell, Kenneth W.</searchLink><br /><searchLink fieldCode="AR" term="%22Juskelis%2C+Michael+P%2E%22">Juskelis, Michael P.</searchLink><br /><searchLink fieldCode="AR" term="%22Tran%2C+Oanh+K%2E%22">Tran, Oanh K.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+School+Psychology%22"><i>Journal of Applied School Psychology</i></searchLink>. Jun 2008 24(2):209-224.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: This article describes the results of three pilot studies that were conducted to evaluate the recently developed "Strong Kids" and "Strong Teens" social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included 120 middle school students (in grade 5) from a general education student population. The second study included 65 general education students in grades 7-8. The third study included 14 high school students (grades 9-12) from a regional special education high school, who were identified as having emotional disturbance. The three groups participated in either the "Strong Kids" (groups 1 and 2) or "Strong Teens" (group 3) programs, receiving one-hour lessons and associated assignments once a week for 12 weeks. Social-emotional knowledge and negative emotional symptoms of participants were assessed using brief self-report measures, in pretest-posttest intervention designs. All three studies showed that, following participation in the respective programs, students evidenced statistically significant and clinically meaningful changes in desired directions on the target variables. Implications for future research are discussed, as is the importance of social and emotional learning as a prevention and intervention strategy to promote mental health among students in schools. (Contains 1 table.)
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    Subjects:
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Socialization
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      – SubjectFull: Emotional Development
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      – SubjectFull: Emotional Disturbances
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      – SubjectFull: General Education
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      – SubjectFull: Pilot Projects
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      – SubjectFull: Classroom Research
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      – TitleFull: Social and Emotional Learning in the Classroom: Evaluation of 'Strong Kids' and 'Strong Teens' on Students' Social-Emotional Knowledge and Symptoms
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