I Am Me: Adolescent Perspectives of a School-Based Universal Intervention Program Designed to Promote Emotional Competence

Autor/inn/en	Lakes, Kimberley; Nguyen, Helena May; Jones, Marissa; Schuck, Sabrina E. B.
Titel	I Am Me: Adolescent Perspectives of a School-Based Universal Intervention Program Designed to Promote Emotional Competence
Quelle	In: International Journal of Emotional Education, 11 (2019) 1, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2073-7629
Schlagwörter	Intervention; Emotional Intelligence; Adolescents; Student Attitudes; School Activities; Interpersonal Competence; Public Schools; Grade 10; Grade 11; Grade 12; Self Esteem; Anxiety; Emotional Development; Program Effectiveness; High School Students; High Schools; California + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Interpersonale Kompetenz; Public school; Öffentliche Schule; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Self-esteem; Selbstaufmerksamkeit; Angst; Gefühlsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kalifornien
Abstract	The aim of this paper is to describe a school-based universal intervention (the Tilly's Life Center "I Am Me" program) to promote emotional competence and social-emotional skills in adolescents. We present results of a mixed-methods program evaluation conducted in public schools in Southern California. In Study 1, sixteen students (grades 10-12) participated in focus groups after twelve weeks of intervention. In Study 2, fifty-four students (grades 9-10) participated in either the universal intervention program (I Am Me) or a no-intervention comparison group for thirty-six weeks. We conducted focus groups with 50 adolescents in the I Am Me program and used quantitative methods to measure self-esteem and perceived stress at four time points for both groups in Study 2. Descriptive data suggested improvements in self-esteem and perceived stress among individuals participating in the I Am Me group. Thematic analysis of focus group data indicated that participants perceived improvement in key areas of emotional development, including: emotional competence (understanding, expressing, and regulating emotions), self-regulation, self-esteem, and social skills. Moreover, participants perceived the intervention as relevant and as having a positive lifelong impact on their development. Further research is needed to empirically validate these outcomes using a randomized experimental design. (As Provided).
Anmerkungen	Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01