Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum.
Saved in:
| Title: | Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum. |
|---|---|
| Authors: | Atkiss, Emma, Stringer, Phil |
| Source: | Educational & Child Psychology. Sep2023, Vol. 40 Issue 3, p47-71. 25p. |
| Subjects: | Dialectical behavior therapy, Emotional problems of teenagers, Adolescent psychology, Problem solving, Emotions, Mindfulness, Teenagers, Secondary education |
| Abstract: | Aims: This research explores the curriculum, Dialectical Behaviour Therapy (DBT) Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) (Mazza et al., 2016). It aims to trial STEPS A, exploring its impact on Social Emotional Learning (SEL), in addition to understanding facilitative implementation conditions for the programme. Rationale: The rationale for the study lies within the potential of the programme to be a universally accessible tool for change in nurturing the SEL of adolescents within the secondary school context. Methods: Using a mixed method case study design, six sessions were delivered in two mainstream mixed secondary comprehensive schools to key stage three groups by trained staff facilitators. Focus groups were carried out, alongside the Child and Adolescent Mindfulness Measure (CAMM) (Greco, Baer, & Smith, 2011) and the Difficulties in Emotion Regulation Scale -- Short Form (DERS-SF) (Kaufman et al., 2016) pre and post intervention. Findings: Data informed the development of an implementation framework, alongside a consultation tool for EPs to support STEPS-A planning in schools. Impact results are promising; mixed ANOVAs revealed two significant and two non-significant time* intervention interactions. Follow up t tests demonstrated intervention group changes in mindfulness and emotional regulation skills in schools 1 and 2 respectively. Implications: The study has implications for the adoption of the STEPS A curriculum to support SEL within secondary schools, whereby school staff are actively supported by EPs to use an implementation framework to maximise efficacy. The encouraging impact findings provide psychological and ethical weight to the use of the framework. Limitations: Due to a small sample size and short intervention period, the need for replication of the quantitative results with a larger sample over a longer period is acknowledged. The implementation framework requires validation across contexts. Conclusions: The study found that the STEPS-A programme, the first curriculum-based DBT programme designed to be taught in schools by teachers, was well-received by participants. It indicates that, within the context of empirically supported implementation conditions, skills which were initially designed for teaching to clinical populations as part of a comprehensive therapy programme have value and can potentially effect change for adolescents with and without additional identified needs. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 172887309 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Atkiss%2C+Emma%22">Atkiss, Emma</searchLink><br /><searchLink fieldCode="AR" term="%22Stringer%2C+Phil%22">Stringer, Phil</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2023, Vol. 40 Issue 3, p47-71. 25p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Dialectical+behavior+therapy%22">Dialectical behavior therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+problems+of+teenagers%22">Emotional problems of teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+psychology%22">Adolescent psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Mindfulness%22">Mindfulness</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: This research explores the curriculum, Dialectical Behaviour Therapy (DBT) Skills in Schools: Skills Training for Emotional Problem Solving for Adolescents (STEPS-A) (Mazza et al., 2016). It aims to trial STEPS A, exploring its impact on Social Emotional Learning (SEL), in addition to understanding facilitative implementation conditions for the programme. Rationale: The rationale for the study lies within the potential of the programme to be a universally accessible tool for change in nurturing the SEL of adolescents within the secondary school context. Methods: Using a mixed method case study design, six sessions were delivered in two mainstream mixed secondary comprehensive schools to key stage three groups by trained staff facilitators. Focus groups were carried out, alongside the Child and Adolescent Mindfulness Measure (CAMM) (Greco, Baer, & Smith, 2011) and the Difficulties in Emotion Regulation Scale -- Short Form (DERS-SF) (Kaufman et al., 2016) pre and post intervention. Findings: Data informed the development of an implementation framework, alongside a consultation tool for EPs to support STEPS-A planning in schools. Impact results are promising; mixed ANOVAs revealed two significant and two non-significant time* intervention interactions. Follow up t tests demonstrated intervention group changes in mindfulness and emotional regulation skills in schools 1 and 2 respectively. Implications: The study has implications for the adoption of the STEPS A curriculum to support SEL within secondary schools, whereby school staff are actively supported by EPs to use an implementation framework to maximise efficacy. The encouraging impact findings provide psychological and ethical weight to the use of the framework. Limitations: Due to a small sample size and short intervention period, the need for replication of the quantitative results with a larger sample over a longer period is acknowledged. The implementation framework requires validation across contexts. Conclusions: The study found that the STEPS-A programme, the first curriculum-based DBT programme designed to be taught in schools by teachers, was well-received by participants. It indicates that, within the context of empirically supported implementation conditions, skills which were initially designed for teaching to clinical populations as part of a comprehensive therapy programme have value and can potentially effect change for adolescents with and without additional identified needs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=172887309 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.3.47 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 47 Subjects: – SubjectFull: Dialectical behavior therapy Type: general – SubjectFull: Emotional problems of teenagers Type: general – SubjectFull: Adolescent psychology Type: general – SubjectFull: Problem solving Type: general – SubjectFull: Emotions Type: general – SubjectFull: Mindfulness Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Secondary education Type: general Titles: – TitleFull: Developing the social and emotional competence of adolescents through implementation of the STEPS-A curriculum. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Atkiss, Emma – PersonEntity: Name: NameFull: Stringer, Phil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Educational & Child Psychology Type: main |
| ResultId | 1 |
