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

doi:10.3390/children9050680

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 journal › Article › peer-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 language	English
Article number	680
Pages (from-to)	1-10
Number of pages	10
Journal	Children
Volume	9
Issue number	5
DOIs	https://doi.org/10.3390/children9050680
Publication status	Published - 7 May 2022

Keywords

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

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.3390/children9050680Licence: CC BY

43434247Final published version, 1.16 MBLicence: CC BY

http://hdl.handle.net/10400.14/37574Licence: CC BY

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CEDH: Research Centre for Human Development
Dias, P., Matos, R., Carvalho, M. C., Peixtoto, C. E., Pires, C., Carneiro, A., Doroftei, A., Ribeiro, L., Barbosa, M., Martins, F., Moreno, A., Pinheiro, A., Costa, M., Andrade, A., Fonseca, A. M., Silva, A., Gaspar, A., Machado, B. C., Morais, C., Ribeiro, C., Ribeiro, C., Palmeirão, C., Gonçalves, D., Mesquita, D., Soares, D., Veiga, E., Palha, F., Sobral, F., Cabral, I., Baptista, I., Pinto, J. C., Azevedo, J., Machado, J., Lagarto, J. R., Alves, J. M., Ribeiro, L., Campos, L., Orvalho, L., Veríssimo, L., Roldão, M. D. C., Xavier, M., Negrão, M., Carvalho, M., Oliveira, M., Batista, P., Oliveira-Silva, P., Pereira, P., Serrão Cunha, R. & Lima, V. S.
Fundação para a Ciência e a Tecnologia
1/01/20 → 31/12/23
Project: Research
ACT: ACT - Aprender com Todos
Veríssimo, L., Costa, M., Pinto, F., Martins, F. & Baptista, I.
NORTE 2020
1/10/19 → 28/02/22
Project: Research

Cite this

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

abstract = "There is significant evidence that emphasizes the importance of social and emotional learning in schools for students{\textquoteright} 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.",

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AU - Veríssimo, Lurdes

AU - Castro, Isabel

AU - Costa, Marisa

AU - Dias, Pedro

AU - Miranda, Francisca

PY - 2022/5/7

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AB - 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.

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KW - Self-concept

KW - Emotional and behavioral problems

KW - Intervention effectiveness

KW - Early adolescents

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DO - 10.3390/children9050680

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

Abstract

Keywords

UN SDGs

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Projects

CEDH: Research Centre for Human Development

ACT: ACT - Aprender com Todos

Cite this