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

^*Autor correspondente para este trabalho

Resultado de pesquisa › revisão de pares

5 Citações (Scopus)

112 Transferências (Pure)

Resumo

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.

Idioma original	English
Número do artigo	680
Páginas (de-até)	1-10
Número de páginas	10
Revista	Children
Volume	9
Número de emissão	5
DOIs	https://doi.org/10.3390/children9050680
Estado da publicação	Publicado - 7 mai. 2022

Acesso ao documento

10.3390/children9050680Licença:

43434247Final published version, 1,16 MBLicença:

http://hdl.handle.net/10400.14/37574Licença:

Outros arquivos e links

Link to publication in Scopus

CEDH: Research Centre for Human Development
Dias, P. (Professor Auxiliar), Matos, R. (Professor Associado), Carvalho, M. C. (Professor Auxiliar), Peixtoto, C. E. (Investigador), Pires, C. V. (Investigador), Carneiro, A. (Professor Auxiliar Convidado), Ribeiro, L. M. (Professor Auxiliar), Barbosa, M. (Professor Auxiliar), Martins, F. (Professor Auxiliar Convidado), Moreno, A. (Investigador), Costa, M. (Investigador), Andrade, A. (Professor Auxiliar), Fonseca, A. M. (Professor Associado), Silva, A. (Investigador), Gaspar, A. (Professor Auxiliar Convidado), Machado, B. C. (Professor Auxiliar), Morais, C. (Professor Auxiliar Convidado), Ribeiro, C. (Professor Auxiliar), Ribeiro, C. (Professor Auxiliar), Palmeirão, C. (Professor Auxiliar), Mesquita, D. (Professor Auxiliar Convidado), Soares, D. (Professor Auxiliar Convidado), Veiga, E. (Professor Auxiliar), Palha, F. (Professor Auxiliar), Sobral, F. (Professor Auxiliar), Cabral, I. (Professor Auxiliar), Baptista, I. (Professor Associado), Pinto, J. C. (Professor Auxiliar), Azevedo, J. (Professor Catedrático), Machado, J. (Investigador), Lagarto, J. R. (Investigador), Alves, J. M. (Professor Associado Convidado), Ribeiro, L. (Professor Auxiliar Convidado), Campos, L. (Professor Auxiliar), Orvalho, L. (Investigador), Veríssimo, L. (Professor Auxiliar), Roldão, M. D. C. (Investigador), Xavier, M. R. (Professor Auxiliar), Negrão, M. (Professor Auxiliar), Carvalho, M. (Professor Auxiliar Convidado), Oliveira, M. (Professor Adjunto), Batista, P. (Doutorado Contratado), Oliveira-Silva, P. (Professor Auxiliar), Pereira, P. (Professor Auxiliar), Serrão, R. (Investigador), Lima, V. S. (Professor Auxiliar), Ribeiro, P. (PI) & Rocha, M. M. M. (PI)
1/01/20 → 31/12/25
Projeto
ACT: Desenvolvimento socioeconómico de base local - Planos integrados e inovadores de combate ao insucesso escolar
Veríssimo, L. (PI), Costa, M. (Investigador), Pinto, F. (Professor Auxiliar Convidado), Martins, F. (Professor Auxiliar Convidado) & Baptista, I. (Professor Associado)
1/10/19 → 28/02/22
Projeto

Citação

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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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author = "Lurdes Ver{\'i}ssimo and Isabel Castro and Marisa Costa and Pedro Dias and Francisca Miranda",

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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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N2 - 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.

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 - Emotional and behavioral problems

KW - Intervention effectiveness

KW - Self-concept

KW - Socioemotional skills

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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

Resumo

Acesso ao documento

Outros arquivos e links

Impressão digital

Projetos

CEDH: Research Centre for Human Development

ACT: Desenvolvimento socioeconómico de base local - Planos integrados e inovadores de combate ao insucesso escolar

Citação