The Effects Of A Social-Emotional Learning Program On Elementary School Children: The Role Of Pupils' CharacterisTICS

Psychology in the Schools

Volumn 50, Issue 2, 2013, Pages 165-180

  Raimundo, Raquel ^a   Marques Pinto, Alexandra ^a   Lima, Maria Luísa ^b  

^a UNIVERSIDADE DE LISBOA   (Portugal)

^b INSTITUTO UNIVERSITÁRIO DE LISBOA ISCTE IUL   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84872387869     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.21667     Document Type: Article

References (56)

1. Achenbach, T. M. (1991). Manual for the teachers report form and 1991 profile. Burlington: University of Vermont, Department of Psychiatry.
2. Alves, D., Cruz, O., Duarte, C., & Martins, R. (2008). Escala de avaliação do conhecimento emocional: EACE [Assessment of children's emotion skills: ACES]. In A. P. Noronha, C. Machado, L. Almeida, M. Gonçalves, S. Martins, & V. Ramalho (Eds.), Actas da XIII Conferência Internacional de Avaliação Psicológica: Formas e Contextos [Proceedings of the XIII International Conference on Psychological Assessment: Forms and contexts] (pp. 1797-1812). Braga, Portugal: Psiquilíbrios.
3. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
4. Bradshaw, C. P., Zmuda, J. H. Kellam, S. G., & Ialongo, N. S. (2009). Longitudinal impact of two universal preventive interventions in first grade on educational outcomes on high school. Journal of Educational Psychology, 101(4), 926-937.
5. Brock, L. L., Nishida, T. K., Chiong, C., Grimm, K. J., & Rimm-Kaufman, S. E. (2008). Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach. Journal of School Psychology, 46(2), 129-149.
6. Brofenbrenner, U., & Morris, P. A. (2006). Bioecological model of human development. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 793-828). New York, NY: Wiley.
7. Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102(1), 153-167.
8. Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11(4), 302-306.
9. Catalano, R. F., Berglung, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5(1) June, Article 15. Retrieved from http://journals.apa.org/prevention/volume5/pre0050015a.html.
10. Challen, A., Noden, P., West, A., & Machin, S. (2010). UK resilience programme evaluation: Second interim report (Research Report DFE-RR006). London, England: Department for Education.
11. Cohen, J. (1988). Statistical power analysis of the behavioral sciences (2nd ed.). New York, NY: Academic Press.
12. Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader's guide to evidence-based social and emotional learning (SEL) programs. Retrieved from http://www.casel.org.
13. Conduct Problems Prevention Research Group. (2010). The effects of a multiyear social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168.
14. Conduct Problems Prevention Research Group. (2011). The effects of the "fast track" preventive intervention on the development of conduct disorder across childhood. Child Development, 82(1), 331-345.
15. Cooke, M., Ford, J., Levine, J., Bourke, C., Newell, L., & Lapidus, G. (2007). The effects of city-wide implementation of "second step" on elementary school students' prosocial and aggressive behaviors. The Journal of Primary Prevention, 28(2), 93-115.
16. Denham, S. A., Wyatt, T. M., Bassett, H. H., Echeverria, D., & Knox, S. S. (2009). Assessing social-emotional development in children from a longitudinal perspective. Journal of Epidemiology & Community Health, 63(1), 37-52.
17. Diekstra, R. F. W. (2008). Effectiveness of school-based social and emotional education programs worldwide. In Social and emotional education: An international analysis (pp. 255-312). Santander, Spain: Fundación Marcelino Botín.
18. Dodge, K. A., Coie, J. D., & Lynam, D. (2006). Aggression and anti-social behavior. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Social, emotional, and personality development (Vol. 3, pp. 719-788). New York, NY: Wiley.
19. Domitrovich, C., Cortes, R., & Greenberg, M. (2007). Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum. The Journal of Primary Prevention, 28(2), 67-91.
20. Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71-88.
21. Durlak, J., Weissberg, R., Dyminicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
22. Flay, B. R., Biglan, A., Boruch, R., Gonzales Castro, F., Gottfredson, D., Kellam, S.,. Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151-175.
23. Fonseca, A. C., Simões, A., Rebelo, J. A., Ferreira, J. A. A., & Cardoso, F. (1995). O inventário de comportamento da criança para professores: Teachers report form (TRF) [The children behavior inventory for teachers: Teachers report form (TRF)]. Revista Portuguesa de Pedagogia [Portuguese Pedagogy Review], 29(2), 81-102.
24. Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2(1), 27-52.
25. Greenberg, M., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4(1), 1-62. Retrieved from http://journals.apa.org/prevention/volume4/pre0040001a.html.
26. Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117-136.
27. Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social and emotional learning. American Psychologist, 58, 466-474.
28. Hahn, R., Fuqua-Whitley, D., Wethington, H., Lowy, J., Crosby, A., Fullilove, M.,. Dahlberg, J. (2007). Effectiveness of universal school-based programs to prevent violent and aggressive behavior: A systematic review. American Journal of Preventive Medicine, 33(2), 114-129.
29. Hallam, S. (2009). An evaluation of the social and emotional aspects of learning (SEAL) programmme: Promoting positive behavior, effective learning and well-being in primary school children. Oxford Review of Education, 35(3), 313-330.
30. Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Lennie, C., & Farrell, P. (2010). New Beginnings: Evaluation of a short social-emotional intervention for primary-aged children. Educational Psychology, 30(5), 513-532.
31. Humphrey, N., Lendrum, A., & Wigelsworth, M. (2010). Social and emotional aspects of learning (SEAL) programme in secondary schools: National evaluation (Research Report DFE-RB049). Nottingham, UK: Department for Education.
32. Ialongo, N. S., Werthamer, L., Kellam, S. G, Brown, C. H., Wang, S. B., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27(5), 599-641.
33. Linares, L. O., Rosbruch, N., Stern, M., Edwards, M. E., Walker, G., Abikoff, H. B., & Alvir, J. (2005). Developing cognitive-social-emotional competencies to enhance academic learning. Psychology in the Schools, 42(4), 405-417.
34. Lopes, P. N., & Salovey, P. (2004). Toward a broader education: Social, emotional and practical skills. In H. J. Walberg, M. C. Wang, R. J. E. Zins, & P. Weissberg (Eds.), Building school success on social and emotional learning (pp. 79-93). New York, NY: Teachers College Press.
35. Matias, C, Ponciano, E., Medeiros, T., Rodrigues, M. J., Figueirinha, R. & Spielberger, C. (2006). Estrutura Factorial de uma versão experimental do STAIC de Spielberger em crianças de Portugal Continental [Factorial structure of an experimental version of the STAIC from Spielberger in continental Portuguese children]. In J. Tavares, A. Pereira, C. Fernandes, & S. Monteiro (Eds.), Activação do desenvolvimento psicológico. [Psychological development activation] (pp. 151-156). Aveiro, Portugal: Universidade de Aveiro.
36. Merrell, K. W. (2002). School social behavior scales: User's guide (2nd ed.). Eugene, OR: Assessment Intervention Resources.
37. Merrell, K. W. (2010). Linking prevention science and social, and emotional learning: The Oregon Resiliency Project. Psychology in the Schools, 47(1), 55-70.
38. Merrell, K. W., & Buchanan, R. (2006). Intervention selection in school-based practice: Using public health models to enhance systems capacity of schools. School Psychology Review, 35(2), 167-180.
39. Merrell, K. W., Buchanan, R., & Tran, O. K. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools, 43(3), 345-360.
40. Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York, NY: The Guilford Press.
41. Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Evaluation of Strong Kids and Strong Teens on students' social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24(2), 209-224.
42. Neil, A. L., & Christensen, H. (2007). Australian school-based prevention and early intervention programs for anxiety and depression: A systematic review. The Medical Journal of Australia, 186(6), 305-308.
43. Payton, J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179-185.
44. Raimundo, R. (2007). Programa de desenvolvimento de competências sócio-emocionais: Devagar se vai ao longe [Social and emotional learning program: Slowly but steadily]. Unpublished manual.
45. Raimundo, R., Carapito, E., Pereira, A. I., Marques-Pinto, A., Lima, L., & Ribeiro, T. (2012). School social behavior scales (SSBS-2): An adaptation study of the Portuguese version of the social competence scale. Spanish Journal of Psychology, 15, 1473-1484.
46. Raimundo, R., & Marques-Pinto, A. (2007). Questionário de comportamentos agressivos [Aggressive behavior questionnaire]. In M. R. Simões, C. Machado, M. M. Gonçalves, & L. S. Almeida (Eds.), Avaliação psicológica: Instrumentos validados para a população portuguesa [Psychological assessment: Instruments validated for the portuguese population] (Vol. III, pp. 249-263). Coimbra, Portugal: Quarteto.
47. Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The role of teachers' psychological experiences and perceptions of curriculum supports on the implementation of a social and emotional curriculum. School Psychology Review, 38(4), 510-532.
48. Rimm-Kaufman, S. E., & Chiu, Y. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397-413.
49. Schultz, D., Izard, C., & Bear, G. (2004). Children's emotion processing: Relations to emotionality and aggression. Development and Psychopathology, 16, 371-387.
50. Spielberger, C. D., Edwards, C. D., Lushene, R. E., Montuori, J., & Platzek, D. (1973). State-trait anxiety inventory for children [Manual]. Palo Alto, CA: Consulting Psychologists Press.
51. Weare, K., & Gray, G. (2003). What works in developing children's emotional and social competence and wellbeing? London, UK: DfES Research Report 456. Retrieved from http://nationalstrategies.standards.dcsf.gov.uk/node/164448?uc=force_uj.
52. Weissberg, R. P., Kumpfer, K. L., & Seligman, M. E. P. (2003). Prevention that works for children and youth: An introduction. American Psychologist, 58(6/7), 425-432.
53. Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: Update of a meta-analysis. American Journal of Preventive Medicine, 33(2), 130-143.
54. Zeidner, M., Roberts, R. D., & Matthews, G. (2002). Can emotional intelligence be schooled? A critical review. Educational Psychologist, 37(4), 215-231.
55. Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg. (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3-22). New York, NY: Teachers College Press.
56. Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. Bears & K. Minke (Eds.), Children's Needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists.