A Study of an Adapted Social-Emotional Learning: Small Group Curriculum in a School Setting

Autor/inn/en	Green, Jennifer H.; Passarelli, Rebecca E.; Smith-Millman, Mills K.; Wagers, Keshia; Kalomiris, Anne E.; Scott, Madeline N.
Titel	A Study of an Adapted Social-Emotional Learning: Small Group Curriculum in a School Setting
Quelle	In: Psychology in the Schools, 56 (2019) 1, S.109-125 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Jennifer H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22180
Schlagwörter	Socialization; Social Development; Emotional Development; Evidence Based Practice; Small Group Instruction; Curriculum; Program Implementation; Program Evaluation; Elementary School Students; Outcomes of Treatment; Behavior Problems; Behavior Modification; Student Improvement; Problem Solving; Interpersonal Competence; Friendship; Skill Development + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Soziale Entwicklung; Gefühlsbildung; Curricula; Lehrplan; Rahmenplan; Programme evaluation; Programmevaluation; Behaviour modification; Verhaltensänderung; Problemlösen; Interpersonale Kompetenz; Freundschaft; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Clinicians and training programs strive to implement evidence-based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence-based social-emotional learning small group curriculum, the Incredible Years Children's Small Group Training Series (Webster-Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem-solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence-based programs, and recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01