Evaluation of a Social-Emotional Learning Program in Conjunction with the Exploratory Application of Performance Feedback Incorporating Motivational Interviewing Techniques
Saved in:
| Title: | Evaluation of a Social-Emotional Learning Program in Conjunction with the Exploratory Application of Performance Feedback Incorporating Motivational Interviewing Techniques |
|---|---|
| Language: | English |
| Authors: | Gueldner, Barbara, Merrell, Kenneth |
| Source: | Journal of Educational & Psychological Consultation. 2011 21(1):1-27. |
| 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: | |
| Page Count: | 27 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Feedback (Response), Middle School Students, Early Intervention, Interviews, Program Effectiveness, Prevention, Behavior Problems, Child Development, Program Descriptions, Resilience (Psychology), Symptoms (Individual Disorders), Motivation Techniques, Social Development, Emotional Development |
| DOI: | 10.1080/10474412.2010.522876 |
| ISSN: | 1047-4412 |
| Abstract: | The prevention of and early intervention with internalizing problems are vital to children's overall health and development. Schools are strongly considered a venue where these services can be provided. The Strong Kids program was developed to increase youths' resiliency. This study examined the efficacy of Strong Kids with middle school students in terms of knowledge of healthy social-emotional behaviors, reduction in internalizing symptoms, and the exploratory use of performance feedback with features of motivational interviewing. Students who participated in the program significantly increased their knowledge. Negative symptoms did not change. Teachers implemented the program with strong fidelity. It is unclear at this time the extent to which it is necessary to use performance feedback with features of motivational interviewing to improve the implementation of highly structured social-emotional learning programs. (Contains 6 tables.) |
| Abstractor: | As Provided |
| Number of References: | 61 |
| Entry Date: | 2011 |
| Accession Number: | EJ917352 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The prevention of and early intervention with internalizing problems are vital to children's overall health and development. Schools are strongly considered a venue where these services can be provided. The Strong Kids program was developed to increase youths' resiliency. This study examined the efficacy of Strong Kids with middle school students in terms of knowledge of healthy social-emotional behaviors, reduction in internalizing symptoms, and the exploratory use of performance feedback with features of motivational interviewing. Students who participated in the program significantly increased their knowledge. Negative symptoms did not change. Teachers implemented the program with strong fidelity. It is unclear at this time the extent to which it is necessary to use performance feedback with features of motivational interviewing to improve the implementation of highly structured social-emotional learning programs. (Contains 6 tables.) |
|---|---|
| ISSN: | 1047-4412 |
| DOI: | 10.1080/10474412.2010.522876 |
