The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2021-12-13 DOI:10.1080/15377903.2021.1998278

Sara Maria Castro Olivo, Sarah K. Ura, Ana dAbreu

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引用次数: 1

Abstract

Abstract Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL interventions on CLD populations’ core SEL competencies. With the unique needs of English Language Learners (ELLs) in mind, this study analyzes existing intervention data to evaluate the effects of a culturally adapted SEL program on participants’ five core SEL competencies (i.e. relationship skills, self-awareness, responsible decision making, social awareness, and self-management). Results indicate that the intervention was effective at improving participants’ self-awareness and relationship skills. Implications for measuring each core SEL competency instead of global constructs such as resiliency for all populations, including CLD students, are discussed.

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文化适应课程对ELL学生核心SEL能力的影响——通过BERS-2的修订版来衡量

摘要作为美国学校发展和社会化的一部分，文化和语言多样性（CLD）学生比主流同龄人面临更复杂的社会情感和社会文化挑战。社会情感学习（SEL）被发现对所有学生的学业和社会成功都是有益的；然而，关于SEL干预对CLD人群核心SEL能力的影响的研究有限。考虑到英语学习者的独特需求，本研究分析了现有的干预数据，以评估文化适应的SEL计划对参与者五种核心SEL能力（即关系技能、自我意识、负责任的决策、社会意识和自我管理）的影响。结果表明，干预在提高参与者的自我意识和人际关系技能方面是有效的。讨论了衡量每个核心SEL能力的含义，而不是全球结构，如所有人群（包括CLD学生）的弹性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.