School Counselors Use of Social Emotional Learning in High School: A Study of the Strong Teens Curriculum

Autor/inn/en	Caldarella, Paul; Millet, Austin J.; Heath, Melissa A.; Warren, Jared S.; Williams, Leslie
Titel	School Counselors Use of Social Emotional Learning in High School: A Study of the Strong Teens Curriculum
Quelle	In: Journal of School Counseling, 17 (2019) 19, (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-2998
Schlagwörter	School Counselors; Mental Health; Social Development; Emotional Development; High School Students; Symptoms (Individual Disorders); Intervention; Program Effectiveness; Adolescents; Student Attitudes; Resilience (Psychology); At Risk Students; Mental Disorders; Behavior Disorders; Coping; Stress Management; Utah; Systematic Screening for Behavior Disorders; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? School counselor; Beratungslehrer; Pädagogischer Berater; Psychohygiene; Soziale Entwicklung; Gefühlsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Psychiatrische Symptomatik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Mental illness; Geisteskrankheit; Bewältigung; Stressmanagement; Stressbewältigung
Abstract	Student mental health problems often emerge in high school; however, such problems frequently go unaddressed. Using a time series design, we evaluated the effects of the Strong Teens social-emotional learning curriculum implemented by three school counselors and two school social workers with 28 high school students identified with internalizing symptoms. Decreases in students' self-reported levels of internalizing symptoms were statistically significant following the 12-week intervention, indicating moderate improvement. Participants rated the program as socially valid, though they also recommended ways to improve it. Results coincide with past studies indicating that Strong Teens may help reduce adolescents' self-reported internalizing symptoms. (As Provided).
Anmerkungen	Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01