scholarly journals It’s Not All or Nothing: Exploring the Impact of a Social-Emotional and Character Development Intervention in the Middle Grades

RMLE Online ◽  
2021 ◽  
Vol 44 (2) ◽  
pp. 1-15
Author(s):  
Marisa MacDonnell ◽  
Kellie McClain ◽  
Aishwarya Ganguli ◽  
Maurice J. Elias
2018 ◽  
Vol 1 (2) ◽  
pp. 1-22
Author(s):  
Kelsey Evans ◽  
William B. Russell ◽  
Brian Furgione ◽  
Allison Sheridan

This study investigates family perceptions of character education and social emotional learning in PBS Kids educational media programming.  Interview transcripts of parents and their children were analyzed to investigate their perceptions of the media programming and the impact it has on character development and social emotional well-being.  This study indicates that many parents who were exposed to PBS in their youth and are returning to PBS for foundational support when in raising their children. The wholesome messages depicted on PBS shows, like Daniel Tiger’s Neighborhood, are helping parents teach their children about complex topics, such as how they feel, what they value, and cleanliness in the home. This assistance, in turn, enables parents to have conversations that help their children thrive, and foster a healthy and supportive parental/child relationship.


2020 ◽  
Vol 15 (6) ◽  
pp. 292-305
Author(s):  
Caitlin Olive ◽  
Bryan A. McCullick ◽  
Phillip Tomporowski ◽  
Karen Lux Gaudreault ◽  
Kelly Simonton

The purpose of this study was to analyze the influence of a 4-week, physical activity-infused social–emotional and character development (SECD) intervention on students’ self-perceptions. Children (N=29) identified as “at risk” (The Great Schools Partnership, 2013) in Grades 2 through 5 who were enrolled in an after-school program participated in the study. A quasi-experimental design was used as children were placed into 2 groups at each after-school program (ASP) site. Data collection included student completion of the Social Emotional Learning Scale (SELS) prior to the intervention and the Social-Emotional Character Development Scale (SECD) pre- and post-intervention. A 2 x 2 repeated measures analysis of covariance (RM-ANCOVA) was used to evaluate main effects and interactions among the independent variables (group and time) on the dependent variable (SECDS). Several covariates were also accounted for when analyzing differences including grade, gender, and students’ baseline trait scores on the SELS. Although no statistical interactions were found, the trend in the data across the groups and grades does provide information for the impact and feasibility of this type of program. More research is needed including interventions with longer duration and studies with larger sample sizes.


Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 656
Author(s):  
Ann Swift ◽  
Roy McConkey ◽  
Philip Curry ◽  
Edurne Garcia Iriarte

A small proportion of children experience social-emotional difficulties from early childhood onwards. Longitudinal studies with nationally representative samples are needed to identify the prevalence and the characteristics of children and families persistently experiencing these difficulties. Secondary analysis of data collected on over 7500 Irish children and with the Strengths and Difficulties Questionnaire as the primary indicator, found that 6% of children when they were five year olds and 8% when they were nine-years, had above threshold scores that warranted further investigation. A smaller proportion—2.9% had elevated scores at both ages. Logistic regression analyses found that children with one or more developmental disabilities were up to six times more likely to have sustained difficulties. There were also significant associations with the lower education attainment of primary caregivers and the socio-economic deprivation of families. Primary caregivers and teachers reported higher conflict in their relationships with these children. Although the number of Irish children presenting with continuing social-emotional difficulties is small, they can present an ongoing and future societal cost in terms of the impact on family relations and demands placed on educational, health and social services. This study identified the children and families who are at greatest risk and for whom targeted early intervention services could be provided.


2009 ◽  
Vol 29 (3) ◽  
pp. 455-480 ◽  
Author(s):  
RUTH B. WALKER ◽  
MARY A. LUSZCZ

ABSTRACTLate-life husband and wife relationships are increasingly recognised as an important factor in promoting wellbeing, particularly in terms of the health, social, emotional, financial and practical needs of older people. Knowledge of marital dynamics and how they affect both members of a couple remains scarce. This systematic review aimed to identify and appraise research that has focused explicitly on the dynamics of the relationship, as evinced by data frombothspouses. Implementing rigorous identification strategies, 45 articles were identified and reviewed. These studies were grouped into three broad thematic areas: marital relations and satisfaction; concordance in emotional state or physical health; and the interplay between marital quality and wellbeing. The issues found to affect marital relations and satisfaction in late life included equality of roles, having adequate communication, and transitions to living apart. There is strong evidence for couple concordance in depression, that marital relationships affect ill-health, longevity and recovery from illness, and reciprocally that ill-health impacts on the marriage itself. The research also suggests important gender differences in the impact of marital dynamics on health. It has led to the conclusion that there is a need for more diverse studies of late-life marriages, particularly ones that examine the dynamics of non-traditional elderly couples and that extend beyond a predominant focus on the Caucasian population of the United States.


2017 ◽  
Vol 98 (8) ◽  
pp. 64-69 ◽  
Author(s):  
Maurice J. Elias ◽  
Samuel J. Nayman ◽  
Joan C. Duffell ◽  
Sarah A. Kim

Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.


2021 ◽  
Vol 13 (1) ◽  
pp. 7-19
Author(s):  
Kamile Geist ◽  
Peggy Zoccola ◽  
Nathan Andary ◽  
Eugene Geist ◽  
Godwin Dogbey ◽  
...  

Consistent, prolonged, and nurturing interactions of a primary caregiver with an infant is necessary for optimal development of the infant. Lowering parental stress can promote positive caregiver-infant social interaction behaviors. Studies show that when caregivers use rhythm-based music and movement strategies during interactions with their infants, non-verbal communication, mutual attunement, and self-reported stress levels improve. The purpose of this pilot study was to determine caregiver benefits (stress hormones and positive interaction behaviors) when learning rhythm-based music with movement strategies while interacting with their infant. This was achieved through randomization of caregiver/infant dyads to a treatment (instructional intervention) or control condition with no instruction. Significantly lower salivary cortisol levels and lower salivary cortisol/DHEA ratio values pre-post were observed for the treatment condition as compared to control. These findings suggest that learning and using rhythm-based music and movement interventions are promising for lowering stress in caregivers. The impact of the intervention with families at risk due to stress-related environmental factors should be further investigated. In addition, observing social emotional behaviors and stress hormone levels of the infant is suggested.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.


2018 ◽  
Vol 27 (2) ◽  
pp. 715-715
Author(s):  
Martina De Laurentis ◽  
Rossana Botto ◽  
Andrea Bovero ◽  
Riccardo Torta ◽  
Valentina Ieraci

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