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首页> 外文期刊>Journal of Applied School Psychology >Social and Emotional Learning in the Classroom: Evaluation of Strong Kids and Strong Teens on Students' Social-Emotional Knowledge and Symptoms
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Social and Emotional Learning in the Classroom: Evaluation of Strong Kids and Strong Teens on Students' Social-Emotional Knowledge and Symptoms

机译：课堂中的社交和情感学习：强壮的孩子和坚强的青少年对学生的社交情感知识和症状的评估

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摘要

This article describes the results of three pilot studies that were conducted to evaluate the recently developed Strong Kids and Strong Teens social-emotional learning programs in increasing students' knowledge of healthy social-emotional behavior and decreasing their symptoms of negative affect and emotional distress. The first study included 120 middle school students (in grade 5) from a general education student population. The second study included 65 general education students in grades 7-8. The third study included 14 high school students (grades 9-12) from a regional special education high school, who were identified as having emotional disturbance. The three groups participated in either the Strong Kids (groups 1 and 2) or Strong Teens (group 3) programs, receiving one-hour lessons and associated assignments once a week for 12 weeks. Social-emotional knowledge and negative emotional symptoms of participants were assessed using brief self-report measures, in pretest-posttest intervention designs. All three studies showed that, following participation in the respective programs, students evidenced statistically significant and clinically meaningful changes in desired directions on the target variables. Implications for future research are discussed, as is the importance of social and emotional learning as a prevention and intervention strategy to promote mental health among students in schools.
机译：本文介绍了三项试点研究的结果，这些研究旨在评估最近开发的“强壮的孩子和坚强的青少年”社会情感学习计划，以增加学生对健康的社会情感行为的了解，并减少其负面影响和情绪困扰的症状。第一项研究包括来自普通教育学生群体的120名初中学生（5年级）。第二项研究包括65名7-8年级的通识教育学生。第三项研究包括来自地区特殊教育高中的14名高中学生（9-12年级），他们被确定患有情绪障碍。这三个小组参加了“强壮的孩子”（第1和第2组）或“坚强的青少年”（第3组）计划，每周接受一次一小时的课程和相关的任务，持续12周。在测试前-测试后的干预设计中，使用简短的自我报告方法对参与者的社交情感知识和负面情绪症状进行了评估。所有这三项研究表明，在参加了各自的计划之后，学生证明了目标变量在期望方向上的统计学显着变化和临床上有意义的变化。讨论了对未来研究的意义，以及社会和情感学习作为预防和干预策略以促进学校学生心理健康的重要性。

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