以师生社会情绪技能为目标的联合干预:对学生结果的初步评价

C. A. Iizuka, P. Barrett, R. Gillies, Clayton R. Cook, W. Marinovic
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引用次数: 15

摘要

文献表明,越来越多的证据表明,以课堂为基础的、普遍的预防干预措施对心理健康的好处,以及社会和情感学习与学业成绩之间的联系。FRIENDS项目经过了广泛的测试,不仅在预防儿童焦虑方面显示出了令人鼓舞的结果,而且在提高学生的自我概念、社交技能和应对技能方面也显示出了良好的效果。然而,当涉及到处于不利地位的社区时,结果是喜忧参半的,一些研究报告说,需要加强项目实施的背景,以更好地支持处于危险中的社区。一项旨在提高学生社交情感技能的综合干预措施在一所位于低社会经济地位地区的学校进行了试点。教师们接受了培训,教授学生社交和情感技能,并为他们自己进行了恢复能力培训。在干预前、干预后、干预后3个月和干预后6个月对学生的社会情绪结果进行评估。结果表明,干预有助于降低学生的焦虑,干预得到了参与者的认可。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes
The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.
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