Socioemotional skills program with a group of socioeconomically disadvantaged young adolescents: impacts on self-concept and emotional and behavioral problems

Lurdes Veríssimo*, Isabel Castro, Marisa Costa, Pedro Dias, Francisca Miranda

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

There is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020–2021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post- intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed.
Original languageEnglish
Article number680
Pages (from-to)1-10
Number of pages10
JournalChildren
Volume9
Issue number5
DOIs
Publication statusPublished - 7 May 2022

Keywords

  • Socioemotional skills
  • Self-concept
  • Emotional and behavioral problems
  • Intervention effectiveness
  • Early adolescents

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