A Controlled Study Assessing the Effects of the Impulse Control and Problem Solving Unit of the "Second Step Curriculum"

Autor/inn/en	Hart, Shelley R.; Dowdy, Erin; Eklund, Katie; Renshaw, Tyler L.; Jimerson, Shane R.; Jones, Camille; Earhart, James, Jr.
Titel	A Controlled Study Assessing the Effects of the Impulse Control and Problem Solving Unit of the "Second Step Curriculum"
Quelle	In: California School Psychologist, 14 (2009), S.105-110 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	Intervention; Violence; Self Control; Problem Solving; Grade 4; Grade 3; Instructional Effectiveness; Competence; Evaluation; Interpersonal Competence; Pretests Posttests; Control Groups; Scores; School Psychologists; School Psychology; California + Suchen Sie Ihr Suchwort? Gewalt; Selbstbeherrschung; Problemlösen; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtserfolg; Kompetenz; Evaluierung; Interpersonale Kompetenz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Kalifornien
Abstract	The development of social and emotional competence is crucial for students. "Second Step" is a curriculum designed to promote prosocial development and prevent violence. The purpose of this study was to evaluate the effectiveness of implementing one unit of the Second Step curriculum (Impulse Control and Problem Solving). A controlled, repeated measures design was utilized to assess the level of change in knowledge of social-emotional skills. Results indicated that change was evident from pre- to post-test for third and fourth grade students (N=149). Third grade students receiving the intervention demonstrated significantly more knowledge growth than third grade control students. Notably, fourth grade students receiving the intervention demonstrated a similar level of knowledge growth as the fourth-grade control students. Discussion, limitations, and implications related to these findings are addressed. (Contains 4 tables.) (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10