International adoption of the Second Step program: Moderating variables in treatment effects

2018 ◽  
Vol 39 (4) ◽  
pp. 333-359 ◽  
Author(s):  
Gregory Moy ◽  
Joshua R. Polanin ◽  
Casey McPherson ◽  
Thuy-Vy Phan
Keyword(s):  
Antisocial Behavior ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Geographical Location ◽  
Second Step ◽  
Antisocial Behaviors ◽  
Learning Program ◽  
Social Emotional ◽  
Moderating Variables ◽  
Behavior Outcomes

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

Teachers’ Perceptions of Relationship Enhancement Upon Implementation of the Social Emotional Learning Program in Latvia: Focus Group Study

2017 ◽  
Vol 8 ◽  
Author(s):  
Baiba Martinsone ◽  
Sabine Vilcina
Keyword(s):  
Focus Group ◽  
Program Implementation ◽  
Program Effectiveness ◽  
Learning Program ◽  
Social Emotional ◽  
Focus Group Study ◽  
Group Discussions ◽  
Emotional Competencies ◽  
Teachers Perceptions ◽  
Social And Emotional

The goal of this study was to elicit and analyse teachers’ reflections on the benefits of the implementation of the SEL program in Latvia, both in regard to benefits for the students and in regard to benefits for themselves. The school-wide Latvia SEL program was initiated during the 2012–13 academic year and to date has been implemented in 41 Latvian schools. In order to ascertain the teachers’ views on issues of program effectiveness, seven focus groups were organised consisting of teachers who had participated in the SEL program implementation. Thematic analysis of the focus group discussions indicated that the teachers appreciate various benefits of the SEL program, but among the most prominent themes were those concerning improved relationships, both student-student and student-teacher relationships. The views expressed by the teachers align with previous studies implying the significance of the teachers’ own social and emotional competencies in facilitating quality maintenance of the program.

scholarly journals Teachers’ Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study

2017 ◽  
Vol 19 (2) ◽  
pp. 5-20
Author(s):  
Baiba Martinsone ◽  
Sabine Vilcina
Keyword(s):  
Focus Group ◽  
Program Effectiveness ◽  
Social Emotional Learning ◽  
Active Role ◽  
Emotional Learning ◽  
External Support ◽  
Learning Program ◽  
Social Emotional ◽  
Focus Group Study ◽  
Teachers Perceptions

AbstractThe aim of this study was to provide an initial evaluation of the sustainability of the first Social Emotional Learning (hereafter SEL) program in Latvia, which to date is still the only SEL program in our country. Initiated during the 2012/13 academic year, this program has already been implemented in 41 Latvian schools. In order to address the teachersí perceptions of program effectiveness and sustainability seven focus groups were organized. Thematic analysis of the focus group discussions pointed to various benefits of the program, including a general dissemination of SEL principles, and teachersí reflections on the importance of their own active role in the process of social and emotional learning. The value of the support of the school administration for program sustainability was also noted. The views expressed by the teachers were aligned with previous studies, indicating the importance of external support, the teachersí own understanding of SEL principles, and the willingness to be actively engaged in facilitating quality maintenance of the program.

scholarly journals Effective Components of School-Based Prevention Programs for Child Abuse: A Meta-Analytic Review

2021 ◽  
Author(s):  
Jeanne Gubbels ◽  
Claudia E. van der Put ◽  
Geert-Jan J. M. Stams ◽  
Mark Assink
Keyword(s):  
Child Abuse ◽  
Program Effectiveness ◽  
Meta Analysis ◽  
Prevention Programs ◽  
Effect Sizes ◽  
Positive Effects ◽  
School Based ◽  
Analytic Review ◽  
Program Components ◽  
Self Protection

AbstractSchool-based programs seem promising for child abuse prevention. However, research mainly focused on sexual child abuse and knowledge is lacking on how individual program components contribute to the effectiveness of school-based prevention programs for any form of child abuse. This study aimed to examine the overall effect of these school-based programs on (a) children’s child abuse-related knowledge and (b) self-protection skills by conducting two three-level meta-analyses. Furthermore, moderator analyses were performed to identify how program components and delivery techniques were associated with effectiveness. A literature search yielded 34 studies (158 effect sizes; N = 11,798) examining knowledge of child abuse and 22 studies (99 effect sizes; N = 7804) examining self-protection skills. A significant overall effect was found of school-based programs on both knowledge (d = 0.572, 95% CI [0.408, 0.737], p < 0.001) and self-protection skills (d = 0.528, 95% CI [0.262, 0.794], p < 0.001). The results of the first meta-analysis on children’s child abuse knowledge suggest that program effects were larger in programs addressing social–emotional skills of children (d = 0.909 for programs with this component versus d = 0.489 for programs without this component) and self-blame (d = 0.776 versus d = 0.412), and when puppets (d = 1.096 versus d = 0.500) and games or quizzes (d = 0.966 versus d = 0.494) were used. The second meta-analysis on children’s self-protections skills revealed that no individual components or techniques were associated with increased effectiveness. Several other study and program characteristics did moderate the overall effects and are discussed. In general, school-based prevention programs show positive effects on both knowledge and self-protection skills, and the results imply that program effectiveness can be improved by implementing specific components and techniques.

scholarly journals Prevalence and Impact of Atrial Fibrillation in Hospitalized Patients with COVID-19: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 10 (11) ◽  
pp. 2490
Author(s):  
Giulio Francesco Romiti ◽  
Bernadette Corica ◽  
Gregory Y. H. Lip ◽  
Marco Proietti
Keyword(s):  
Atrial Fibrillation ◽  
Systematic Review ◽  
Meta Analysis ◽  
Geographical Location ◽  
Treatment Strategies ◽  
Cardiovascular Complications ◽  
Risk Of Death ◽  
All Cause Mortality ◽  
High Degree ◽  
Degree Of Heterogeneity

Background: In patients with COVID-19, cardiovascular complications are common and associated with poor prognosis. Among these, an association between atrial fibrillation (AF) and COVID-19 has been described; however, the extent of this relationship is unclear. The aim of this study is to investigate the epidemiology of AF in COVID-19 patients and its impact on all-cause mortality. Methods: A systematic review and meta-analysis were performed and reported according to PRISMA guidelines, and a protocol for this study was registered on PROSPERO (CRD42021227950). PubMed and EMBASE were systematically searched for relevant studies. A random-effects model was used to estimate pooled odds ratios (OR) and 95% confidence intervals (CI). Results: Overall, 31 studies were included in the analysis, with a total number of 187,716 COVID-19 patients. The prevalence of AF was found to be as high as 8% of patients with COVID-19 (95% CI: 6.3–10.2%, 95% prediction intervals (PI): 2.0–27.1%), with a high degree of heterogeneity between studies; a multiple meta-regression model including geographical location, age, hypertension, and diabetes showed that these factors accounted for more than a third of the heterogeneity. AF COVID-19 patients were less likely to be female but more likely older, hypertensive, and with a critical status than those without AF. Patients with AF showed a significant increase in the risk of all-cause mortality (OR: 3.97, 95% CI: 2.76–5.71), with a high degree of heterogeneity. A sensitivity analysis focusing on new-onset AF showed the consistency of these results. Conclusions: Among COVID-19 patients, AF is found in 8% of patients. AF COVID-19 patients are older, more hypertensive, and more likely to have a critical status. In COVID-19 patients, AF is associated with a 4-fold higher risk of death. Further studies are needed to define the best treatment strategies to improve the prognosis of AF COVID-19 patients.

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

scholarly journals The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

2010 ◽  
Vol 78 (2) ◽  
pp. 156-168 ◽  
Author(s):  
Karen L. Bierman ◽  
◽  
John D. Coie ◽  
Kenneth A. Dodge ◽  
Mark T. Greenberg ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
School Characteristics ◽  
Learning Program ◽  
Social Emotional
Sign in / Sign up

Export Citation Format

Share Document