Kristina Hunter‐Mullis, Catherine Qing, Kim Alexander Decker
{"title":"在一所中西部农村中学对社会情感学习课程的远程和面对面教学进行评估:案例研究","authors":"Kristina Hunter‐Mullis, Catherine Qing, Kim Alexander Decker","doi":"10.1002/pits.23270","DOIUrl":null,"url":null,"abstract":"Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of <jats:italic>Second Step®</jats:italic>, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. <jats:italic>Second Step®</jats:italic> was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (<jats:italic>n</jats:italic> = 233) and 8th grade (<jats:italic>n</jats:italic> = 146) students. To evaluate program implementation, <jats:italic>t</jats:italic>‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. <jats:italic>Second Step®</jats:italic> shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"59 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Evaluation of remote and in‐person instruction of a social‐emotional learning curriculum in a rural midwestern middle school: A case study\",\"authors\":\"Kristina Hunter‐Mullis, Catherine Qing, Kim Alexander Decker\",\"doi\":\"10.1002/pits.23270\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of <jats:italic>Second Step®</jats:italic>, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. <jats:italic>Second Step®</jats:italic> was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (<jats:italic>n</jats:italic> = 233) and 8th grade (<jats:italic>n</jats:italic> = 146) students. To evaluate program implementation, <jats:italic>t</jats:italic>‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. <jats:italic>Second Step®</jats:italic> shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.\",\"PeriodicalId\":48182,\"journal\":{\"name\":\"Psychology in the Schools\",\"volume\":\"59 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-06-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology in the Schools\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/pits.23270\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in the Schools","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/pits.23270","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
摘要
农村青少年滥用药物和面临其他心理健康挑战的风险更大。有必要加强循证预防工作。本案例研究评估了 Second Step® 的远程和面对面教学,这是一种旨在改善校本预防工作的社会情感学习(SEL)课程。从 2020 年秋季到 2022 年春季,Second Step® 在一所中西部农村中学实施。对七年级(n = 233)和八年级(n = 146)的学生进行了前后调查。为评估计划实施情况,进行了 t 检验。通过比较调查后的得分来评估远程学习与现场学习的效果。七年级学生在克服障碍的自我效能感方面有了显著提高,这一点通过面对面教学得到了扩展。八年级学生增加了识别和制止欺凌行为的知识,通过远程教学,目标设定单元取得了更大的成功。Second Step® 在提高自我效能感和对 SEL 主题的了解方面大有可为。探索性结果表明,应考虑同时采用面对面教学和远程教学。
Evaluation of remote and in‐person instruction of a social‐emotional learning curriculum in a rural midwestern middle school: A case study
Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of Second Step®, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. Second Step® was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (n = 233) and 8th grade (n = 146) students. To evaluate program implementation, t‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. Second Step® shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.
期刊介绍:
Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.