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The inclusion of social and emotional learning (SEL) curricula in preschools may help prevent emotional and behavioral problems. This study evaluated the effects of a SEL curriculum, "Strong Start Pre-K," on the social and emotional competence of 52 preschool students using a quasi-experimental, non-equivalent control group design. Teachers rated students' emotional regulation, internalizing behaviors, and the quality of the student-teacher relationship. Results indicated a significant decrease of internalizing behaviors and more improvement in the student-teacher relationship in the treatment conditions. Results also supported the use of the optional booster lessons contained in the curriculum. Treatment integrity and social validity ratings of "Strong Start Pre-K" were high. Limitations and implications of this study are addressed.
The promotion of social and emotional learning (SEL) in schools may help prevent emotional and behavioral problems of students. This study evaluated the effects of a SEL curriculum, "Strong Start," on the social-emotional competence of 26 second grade students, using a quasi-experimental, non-equivalent control group design. Results revealed statistically significant and meaningful improvements in teacher ratings of students' internalizing and peer-related pro-social behaviors, particularly for students at greater risk. Conversely, control group students experienced significant worsening of internalizing behaviors and decreased levels of peer-related pro-social behaviors. No changes were reported in externalizing behaviors for either group. Treatment integrity and social validity ratings of "Strong Start" were high. Limitations and implications of this study are addressed.
There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of "Strong Start" on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten "Strong Start" lessons in their classrooms. Results indicated gains in students' prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers' ratings of social validity were high, suggesting the program's feasibility and potential effectiveness in natural classroom settings. Limitations and implications are discussed.