Strategies and Tools to Embrace Prevention with Upstream Programs: A Novel Pilot Program for Enhancing Social and Emotional Protective Factors in Middle School Students

IF 1.2 Q3 SOCIAL WORK

Children & Schools Pub Date : 2019-10-10 DOI:10.1093/cs/cdz020

M. Knight, Amanda Haboush-Deloye, Pamela M Goldberg, Kelly E. Grob

{"title":"Strategies and Tools to Embrace Prevention with Upstream Programs: A Novel Pilot Program for Enhancing Social and Emotional Protective Factors in Middle School Students","authors":"M. Knight, Amanda Haboush-Deloye, Pamela M Goldberg, Kelly E. Grob","doi":"10.1093/cs/cdz020","DOIUrl":null,"url":null,"abstract":"\n Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":"1 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2019-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdz020","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Children & Schools","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/cs/cdz020","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"SOCIAL WORK","Score":null,"Total":0}

引用次数: 2

Abstract

Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.

查看原文本刊更多论文

利用上游项目进行预防的策略和工具：一个增强中学生社会和情感保护因素的新试点项目

社会-情感学习（SEL）计划可以被视为上游或初级预防，因为它们专注于为学生提供必要的生活技能，以应对可能出现问题行为的情况和关系，从而防止危机。利用上游项目进行预防的策略和工具(SEL@MS，原名STEP UP）是一项针对中学生的综合SEL课程，旨在促进健康人群的普遍预防策略。SEL@MS通过加强多层次的方法，通过可纳入学校课程的课程计划来加强社区、人际和个人属性，从而增强对负面行为的保护因素。这项准实验性试点研究历时两年，共有59名中学生被分配到干预组（n=27）或对照组（n=32）。分析表明，干预组的学生在自我调节、责任感、社会能力和同理心方面有了显著改善。这项研究的结果表明SEL@MS是一种很有前途的方法，可以增强社会和情感保护因素，随着时间的推移，这些因素有可能改善整体心理健康。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Children & Schools SOCIAL WORK-

CiteScore

3.50

自引率

10.00%

发文量

期刊介绍： Children & Schools publishes professional materials relevant to social work services for children. The journal publishes articles on innovations in practice, interdisciplinary efforts, research, program evaluation, policy, and planning. Topics include student-authority relationships, multiculturalism, early intervention, needs assessment, violence, and ADHD. Children & Schools is a practitioner-to-practitioner resource.