Developing Cognitive-Social-Emotional Competencies to Enhance Academic Learning
Psychology in the Schools
Short Title:
Psychology in the Schools
Format:
Journal Article
Publication Date:
2005/04/01/
Pages:
405 - 417
Sources ID:
91181
Notes:
Accession Number: EJ761821; Acquisition Information: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL; Language: English; Education Level: Elementary Education; Reference Count: 53; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2007
Visibility:
Public (group default)
Abstract:
(Show)
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher-led program designed to promote cognitive-social-emotional (CSE) skills, including student self-efficacy, problem solving, social-emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self-efficacy, problem solving, social-emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. (Contains 1 table.)