Promoting social-emotional learning in adolescent Latino ELLs: a study of the culturally adapted Strong Teens program
School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association
Short Title:
Sch Psychol QPromoting social-emotional learning in adolescent Latino ELLs
Format:
Journal Article
Publication Date:
2014/12//
Pages:
567 - 577
Sources ID:
89676
Notes:
Accession Number: EJ1049530; Acquisition Information: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org; Language: English; Education Level: Middle SchoolsSecondary EducationJunior High SchoolsHigh Schools; Reference Count: 45; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2015ISSN 1045-3830ISSN 1045-3830
Visibility:
Public (group default)
Abstract:
(Show)
The current study evaluated the effects of the culturally adapted Jóvenes Fuertes (Strong Teens) Social-Emotional Learning (SEL) program on the social-emotional outcomes of Latino English language learners (ELLs). A quasi-experimental design with random assignment by classrooms was used to assess the intervention's effects on students' knowledge of SEL and resiliency. A sample of 102 Spanish-dominant Latino ELLs enrolled in middle or high school participated in this study. The results indicated significant intervention effects on SEL knowledge and social-emotional resiliency. The findings are discussed in terms of their implications for preventive, culturally responsive SEL programs in school settings.