Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors

Autor/inn/en	Duncan, Robert; Washburn, Isaac J.; Lewis, Kendra M.; Bavarian, Niloofar; DuBois, David L.; Acock, Alan C.; Vuchinich, Samuel; Flay, Brian R.
Titel	Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors
Quelle	(2016), (32 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	/10.1007/s11121-016-0745-1
Schlagwörter	Social Development; Emotional Development; Behavior Problems; Behavior Modification; Values Education; Low Income Students; Urban Youth; Elementary School Students; Middle School Students; Outcomes of Treatment; Program Effectiveness; Student Improvement; Growth Models; Intervention; Prosocial Behavior; Student Behavior; Self Control; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Werterziehung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Selbstbeherrschung
Abstract	Behavioral trajectories during middle childhood are predictive of consequential outcomes later in life (e.g., substance abuse, violence). Social and emotional learning (SEL) programs are designed to promote trajectories that reflect both growth in positive behaviors and inhibited development of negative behaviors. The current study used growth mixture models to examine effects of the "Positive Action" program (PA) on behavioral trajectories of social-emotional and character development (SECD) and misconduct using data from a cluster-randomized trial that involved 14 schools and a sample of predominately low-income, urban youth followed from 3rd through 8th grade. For SECD, findings indicated that PA was similarly effective at improving trajectories within latent classes characterized as "High/declining" and "Low/stable". Favorable program effects were likewise evident to a comparable degree for misconduct across observed latent classes that reflected "Low/rising" and "High/rising" trajectories. These findings suggest that PA and perhaps other school-based universal SEL programs have the potential to yield comparable benefits across subgroups of youth with differing trajectories of positive and negative behaviors, making them promising strategies for achieving the intended goal of school-wide improvements in student outcomes. [This paper was published in "Prevention Science" v18 p214-224 2017.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01