Outcomes of a Universal Social and Emotional Learning (SEL) Group for Facilitating First-Grade Students' School Adjustment
International Journal of School & Educational Psychology
Short Title:
International Journal of School & Educational Psychology
Format:
Journal Article
Publication Date:
2018/01/01/
Pages:
223 - 236
Sources ID:
90786
Notes:
Accession Number: EJ1189350; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Grade 1; Reference Count: 72; Journal Code: NOV2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2018
Visibility:
Public (group default)
Abstract:
(Show)
This study investigated the effectiveness of a social and emotional learning (SEL) group to enhance first-grade students' school adjustment. A seven-session intervention program was conducted by two group leaders and included training in social and emotional skills. Pre- and post- and follow-up assessment data were collected from a total of 114 first-grade Greek students and their teachers. Children attending the intervention group (n = 56) were found to exhibit better social skills and prosocial behavior, as well as less aggressive and disruptive behavior, according to teacher reports, than children in the (non-intervention) control group (n = 58). However, no group differences on children's self-reported school liking and avoidance, as well as on feelings of loneliness and social dissatisfaction, were found. Theoretical and practical implications of the finding are briefly discussed.