The Effect of a Social-Emotional School-Based Intervention upon Social and Personal Skills in Children and Adolescents

In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient. School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions. The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors. The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3. The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.

Download Full-text

Conditions and Consequences of Listening Well for Interpersonal Relationships: Modeling Active-Empathic Listening, Social-Emotional Skills, Trait Mindfulness, and Relational Quality

International Journal of Listening ◽

10.1080/10904018.2018.1507745 ◽

2018 ◽

Vol 34 (2) ◽

pp. 110-126 ◽

Cited By ~ 3

Author(s):

Valerie Manusov ◽

Daniel Stofleth ◽

Jacquelyn A. Harvey ◽

John P. Crowley

Keyword(s):

Interpersonal Relationships ◽

Trait Mindfulness ◽

Social Emotional ◽

Relational Quality ◽

Emotional Skills ◽

Empathic Listening

Download Full-text

Indication of Treatment For Children And Adolescents With Postural Tachycardia Syndrome By Intravenous Saline Infusion

10.21203/rs.3.rs-1208086/v1 ◽

2022 ◽

Author(s):

Yoshitoki Yanagimoto ◽

Yuko Ishizaki ◽

Yoko Nakai ◽

Miki Minami ◽

Rinako Tamai ◽

...

Keyword(s):

Children And Adolescents ◽

Comparison Group ◽

Intervention Group ◽

Saline Infusion ◽

Postural Tachycardia Syndrome ◽

Postural Tachycardia ◽

Before And After ◽

Intravenous Saline ◽

The Mean ◽

Standing Test

Abstract Background: Intravenous saline infusion is considered effective for the treatment of postural tachycardia syndrome (POTS) in adults. However, few studies have assessed the efficacy of intravenous saline infusion for POTS in children and adolescents. Aim: This study aimed to evaluate the efficacy of intravenous saline infusion in children and adolescents with POTS.Methods: A total of 107 children with POTS (median age: 13 years, range: 10–15 years) were enrolled. Eighty-eight children were in the intravenous saline infusion group and 19 children were in the comparison group. Blood pressure (BP) and pulse rate (PR) were recorded before and after standing. A standing test was performed early in the morning for 2 consecutive days. A volume of 1.5 L of saline was administered intravenously to each participant in the intervention group for a mean duration of 17 hours between the two standing tests.Results: The mean change in PR was significantly lower in the intervention group than in the comparison group during the second test (36.9 vs. 52.8 beats/minute, p<0.001). Additionally, the mean change in PR was significantly lower in the second test than in the first test (44.7 beats/minute) in the intervention group (p<0.001). However, the mean change in systolic BP was not different before and after intravenous saline infusion between the two groups or between the two tests in each group.Conclusion: Intravenous saline infusion reduces the increased PR on standing in children with POTS. Intravenous saline infusion improves tachycardia in children with POTS when standing.

Download Full-text

Identification of the Parent Activity in helping the development of social skills – Emotional children ages 5-6 Years in Kindergarten Independent Islamic, Percut Sei Tuan, Medan Deli Serdang Regency. TA. 2018-2019

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i2.1038 ◽

2020 ◽

Vol 3 (2) ◽

pp. 1094-1098

Author(s):

Nur Dwi Febrianti ◽

Anita Yus ◽

Yusnadi Yusnadi

Keyword(s):

Social Skills ◽

Skills Development ◽

Social Emotional ◽

Emotional Skills ◽

Good Communication ◽

The Social ◽

The Family ◽

Data Source ◽

The Right ◽

And Behavior

This event will be based on research to find out the parent activity in helping develop social-emotional ketermpilan ages of 5-6 years in the accompanying children, establish good communication with the child, give a chance in children, keep an eye on children in order to remain controlled, encouragement or motivation of the child, redirect the child to have and develop the basics of self discipline. This research aims to know the social-emotional skills development of children ages 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta. 2018 – 2019 and to know activities performed parents in cleaner development of social skills-emotional children aged 5-6 years in Islamic kindergarten independent sub-district of percut sei tuan deli serdang district ta. 2018-2019. The methods used are qualitative research methods. The data source that is taken is the father who served as head of the household and the mother who served as housewives in a kindergarten independent Islamic as much as 5 (five) head of the family that serves as the source of the informant. The results showed that there is a difference between the children who accompanied the same parents with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic with children who are not accompanied by her parents in helping the development of the social-emotional skills of children aged 5-6 years in kindergarten independent Islamic in associating with other people by way of doing activities together with teachers and classmates, follow instructions with how to accomplish the task as instructed, to identify and manage those emotions and behavior in a manner express themselves in accordance with the emotional conditions indicated, thinking of the right solution to conflict with how to determine the right way if you're having difficulty, hang on to the task by means of the task given to the penyele saian, and engage in social conversations and cooperative play by taking the initiative to invite friends to talk.

Download Full-text

Features of COVID-19 Among Children and Adolescents Without Risk Factors Before and After the Delta Variant Outbreak in South Korea

The Pediatric Infectious Disease Journal ◽

10.1097/inf.0000000000003394 ◽

2021 ◽

Vol Publish Ahead of Print ◽

Author(s):

Byung-Han Ryu ◽

Sun In Hong ◽

Su Jin Lim ◽

Younghwa Cho ◽

Kyung-Wook Hong ◽

...

Keyword(s):

Risk Factors ◽

South Korea ◽

Children And Adolescents ◽

Before And After

Download Full-text

The Effects of the App HeartBot on Stress and Emotional Well-being over a 21-day Challenge: A survey study (Preprint)

10.2196/preprints.22041 ◽

2020 ◽

Author(s):

Laya Balaji Iyer ◽

Ranjani Iyer ◽

Vetriliaa Kumar

Keyword(s):

Descriptive Analysis ◽

Intervention Group ◽

Well Being ◽

Survey Study ◽

Control Group ◽

Social Emotional ◽

Daily Stress ◽

Significant Difference ◽

Emotional Wellness ◽

Before And After

BACKGROUND HeartBot is an app designed to enable people 14 years and older to use Heartfulness tools to deal with daily stress and anxiety in a healthy, productive manner. OBJECTIVE Heartfulness tools have proven to be effective in a controlled environment when administered by a proctor, and this study will further explore its effectiveness. METHODS In this study, 88 participants were recruited and randomly sorted into two groups. These two groups consisted of the HeartBot intervention group (n=46) and the wait-listed control group (n=42). Pre and post surveys gained a measure of their stress levels, observed through PSS, and social-emotional well-being found through EPOCH measure of adolescent well-being before and after using the app for 21days. Data analysis was conducted using paired t-tests, Wilcox test, Kruskal test, epsilon squared, and ANOVA. RESULTS Descriptive analysis showed a statistically significant difference at pre and post-data on PSS and EPOCH scores showing a decrease in perceived stress and an improvement in emotional wellness in the HeartBot group. CONCLUSIONS Evidence from this study shows that HeartBot can be used by its users as an effective tool to manage stress and improve positive characteristics of emotional wellness.

Download Full-text

Preschool Social–Emotional Skills Training

Research on Social Work Practice ◽

10.1177/1049731511408115 ◽

2011 ◽

Vol 21 (6) ◽

pp. 699-711 ◽

Cited By ~ 21

Author(s):

Natalie W. Conner ◽

Mark W. Fraser

Keyword(s):

Preschool Children ◽

Aggressive Behavior ◽

Social Information Processing ◽

Emotional Regulation ◽

Intervention Group ◽

Skills Training ◽

Social Emotional ◽

Emotional Skills ◽

Gain Scores ◽

Design Skills

Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social–emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was a group-based parenting education. It focused on child development and discipline. Method: Participants, recruited from four preschools in high-risk neighborhoods within a large metropolitan area, were assigned to an intervention ( n = 31) or a waitlist comparison ( n = 36) condition. Using worker ratings and child puppet-play assessments, pretest and posttest data were collected on 14 child and caregiver/parent behaviors. Results: The gain scores of children in the intervention group differed significantly from those in the comparison group on academic competence, social competence, depression, and aggressive behavior. Caretaker gain scores differed significantly, favoring the intervention group on parental bonding, child supervision, communication, and developmental expectations. Conditioned on the limitations of the design, skills training for preschool children and their caregivers appears to promote social and academic skills.

Download Full-text

An Exploration of the Nature of Social Interactions Between Preschool Students with Diverse Social-Emotional Skills During Engineering Activities

10.18122/td.1866.boisestate ◽

2021 ◽

Author(s):

Gurupriya Ramanathan

Keyword(s):

At Risk ◽

Social Skills ◽

Problem Solving ◽

Social Interactions ◽

Peer Interactions ◽

Future Research ◽

Social Emotional ◽

Problem Solving Skills ◽

Emotional Skills ◽

Preschool Students

Peer interactions are a significant part of school experiences and influence children’s adjustment to school, however preschool students with and at-risk for disabilities are found to display a unique trajectory of social development, often requiring intentional instruction in social skills. A variety of interventions have been designed to support these students; however, they target foundational skills such as inviting peers to play and taking turns with materials, leaving a gap in the research on more complex social skills such as collaboration and joint problem-solving. The engineering design process (EDP) is a cyclical method that students follow to collectively build a solution to a problem. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop students’ collaboration and problem-solving skills. Given that preschool students with or at-risk for disabilities require further support in social skills such as collaboration and problem-solving, and engineering activities provide naturally embedded opportunities for collaboration, students’ engagement in the EDP working along with peers is a gap in the research that needs to be explored. The purpose of this study was to explore the nature of social interactions that take place between preschool students with diverse social-emotional skills when engaging in engineering activities using a qualitative single case study design. Thirteen preschool students and one preschool teacher participated in this study wherein four engineering activities were implemented in the classroom over a four-week period. Analysis of video clips of student participation in the four activities as well as teacher interviews revealed two distinct patterns of social interactions among students: a) collaboration: wherein students assigned responsibilities to each other and completed the activities in small groups; and b) “baby steps” towards collaboration: wherein students needing teacher support worked intermittently with peers. A third emergent finding concerns the nature of materials provided during these activities and the possibilities those provided for students to work together. The importance of these engineering activities in providing the platform for students with diverse needs to work together and engage in authentic peer interactions is discussed. Implications of these findings and recommendations for future research including how students with disabilities can access and meaningfully participate in similar inquiry-driven activities as well as the teacher’s role in supporting their participation is discussed.

Download Full-text

Cognitively Engaging Physical Activity for Targeting Motor, Cognitive, Social, and Emotional Skills in the Preschool Classroom: The Move for Thought preK-K Program

Frontiers in Psychology ◽

10.3389/fpsyg.2021.729272 ◽

2021 ◽

Vol 12 ◽

Author(s):

Spyridoula Vazou ◽

Myrto F. Mavilidi

Keyword(s):

Physical Activity ◽

Social Skills ◽

Executive Functions ◽

Behavioral Control ◽

Self Control ◽

Control Group ◽

Emotional Skills ◽

Preschool Classroom ◽

Before And After ◽

Motor Skill Competence

Despite the growing body of research indicating that integrated physical activity with learning benefits children both physically and cognitively, preschool curricula with integrated physical activities are scarce. The “Move for Thought (M4T) preK-K” program provides activities on fundamental motor skills that are integrated with academic concepts, executive function, and social-emotional skills in the preschool environment. The aim of this study was to evaluate the feasibility, usability, and effectiveness of the M4T preK-K program over an eight-week period in 16 preschool centers (N=273; Mage=4.22 SD=0.61) that were randomly assigned to the intervention (8 M4T; n=138; Mage=4.31 SD=0.61) and the control (8 traditional; n=135; Mage=4.13 SD=0.60) group. In both groups, teacher ratings of children’s attention, behavioral control, and social skills (i.e., cooperation, assertion, and self-control) in the classroom, as well as children’s perceived motor skill competence and executive functions, were collected before and after the intervention. A daily teacher log measured intervention fidelity and perceived experiences with the program. Results showed a significant improvement on attention scores for children in the M4T preK-K group, compared to the control group. No significant differences emerged for behavioral control, social skills, executive functions, and perceived motor competence among groups. A significant time effect was evident for executive functions, with both groups improving over time. Further, the program was well-received, easy to implement in the preschool classroom and with high rates of satisfaction for both children and teachers. The M4T preK-K program is promising in helping teachers prepare preschool children for future educational success.

Download Full-text

Influence of Bibliotherapy Education on the Social-Emotional Skills for Sustainable Future

Sustainability ◽

10.3390/su10124832 ◽

2018 ◽

Vol 10 (12) ◽

pp. 4832 ◽

Cited By ~ 1

Author(s):

Şengül Başarı ◽

Gözde Latifoğlu ◽

Ahmet Güneyli

Keyword(s):

Social Skills ◽

Test Group ◽

Female Students ◽

Male Students ◽

Control Group ◽

Social Emotional ◽

Psychological Counselling ◽

Emotional Skills ◽

The Social ◽

Significant Difference

The aim of this study is to evaluate the influence of bibliotherapy education on the social-emotional skills of psychological counselling and guidance candidates. The test group of the study consisted of psychological counselling and guidance students who participated voluntarily in the course named “Applied Counselling and Bibliotherapy”. A pre-test and post-test experimental design without a control group was used in the study. The Social Skills Inventory was used, for determining the social skills level of students before and after they are provided with bibliotherapy education. It was concluded from the study that there is a significant difference in the general scores for the social skills of female students after bibliotherapy education and the scores they obtained in the sub-dimensions of social expressivity. With the given reading materials and method of delivery, when the effect of bibliotherapy education on social skills level was compared, it was found in the final test that female students’ scores in the sub-dimensions of emotional expressivity and social control were significantly higher than those of male students. However, it was concluded that male students’ scores in the sub-dimension of emotional control were higher than those of female students.

Download Full-text