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Direct linkKaye, Amy J.; Pejic, Vanja; Moffa, Kathryn; Jordan, Molly; Dennery, Kristine M.; DeMaso, David R. – Psychology in the Schools, 2022
The objective of this study was to evaluate an innovative model for providing high quality professional development workshops (PDWs) in the context of a Learning Collaborative (LC) based intervention to build the capacities of school professionals to promote the social, emotional, and behavioral health of students. Eleven PDWs totaling 27.5 h were…
Descriptors: Faculty Development, Workshops, Social Development, Emotional Development
Battal, Jill; Pearrow, Melissa M.; Kaye, Amy J. – Psychology in the Schools, 2020
Urban communities are disproportionality impacted by issues such as community violence, leaving children at higher risk of trauma, and increased adverse childhood experiences. This applied study addresses a research-to-practice gap by demonstrating the longitudinal impact of a district-initiated, school-wide multitiered systems of support approach…
Descriptors: Urban Schools, Intervention, Program Effectiveness, At Risk Students
Carroll, Annemaree; McCarthy, Molly; Houghton, Stephen; Sanders O'Connor, Emma – Psychology in the Schools, 2020
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8-12 years. KooLKIDS uses an interactive multimedia format and…
Descriptors: Program Effectiveness, Foreign Countries, Elementary School Students, Children
van de Sande, Marion C. E.; Fekkes, Minne; Kocken, Paul L.; Diekstra, René F. W.; Reis, Ria; Gravesteijn, Carolien – Psychology in the Schools, 2019
While universal school-based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of…
Descriptors: Secondary School Students, Emotional Development, Social Development, Mental Health Programs
Egan, Theresa E.; Wymbs, Frances A.; Owens, Julie Sarno; Evans, Steven W.; Hustus, Chelsea; Allan, Darcey M. – Psychology in the Schools, 2019
Teachers' adoption and implementation of evidence-based programs is often limited. Program characteristics may be important facilitators or barriers of use, yet little is known about which attributes influence teacher decisions. Using a discrete choice experiment with a sample of general education elementary teachers (N = 230), we examined (a)…
Descriptors: Elementary School Teachers, Preferences, Intervention, School Role
Oades-Sese, Geraldine V.; Cahill, Abigail; Allen, Jedediah Wilfred Papas; Rubic, Wai-Ling; Mahmood, Noor – Psychology in the Schools, 2021
This cluster-randomized pre-post comparison study examined the effects of using Sesame Workshop's Little Children, Big Challenges: General Resilience (LCBC) digital media toolkit in preschool classrooms over a 12-week period. Participants included 157 preschool teachers and 766 preschool children from 159 preschool classrooms in 38 Head Start…
Descriptors: Educational Technology, Technology Uses in Education, Preschool Education, Preschool Teachers
Gibson, Jennifer E.; Werner, Shelby S.; Sweeney, Andrew – Psychology in the Schools, 2015
When evidence-based prevention programs are implemented in schools, adaptations are common. It is important to understand which adaptations can be made while maintaining positive outcomes for students. This preliminary study evaluated an abbreviated version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum implemented by…
Descriptors: Prevention, Mental Health, Preschool Children, Preschool Education
Sklad, Marcin; Diekstra, Rene; De Ritter, Monique; Ben, Jehonathan; Gravesteijn, Carolien – Psychology in the Schools, 2012
To answer the question of whether teaching social and emotional skills to foster social-emotional development can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral…
Descriptors: School Role, Social Development, Emotional Development, Behavior Development
