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22-03-2022 | Empirical Research

Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves

Auteurs: Celene E. Domitrovich, Alexis R. Harris, Amy K. Syvertsen, Nicole Morgan, Linda Jacobson, Michael Cleveland, Julia E. Moore, Mark T. Greenberg

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2022

Abstract

There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school district. Youth self-identified as female (59%), Black/African American (61%), Hispanic/Latinx (18%), White (2%), and multi-racial or some other race/ethnicity (19%). Intervention students perceived their classrooms as more caring and democratic than students in the comparison group. They reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs. This study expands the evidence-based of effective SEL programs available to schools.

vorige artikel Reconsidering the “Acculturation Gap”: Mother-Adolescent Cultural Adaptation Mis/Matches and Positive Psychosocial Outcomes among Mexican-Origin Families

volgende artikel A Two-Way Street? Reciprocal Associations Between Parental Warmth and Hostility with Substance Use Among Justice-Involved Adolescents

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Titel: Promoting Social and Emotional Learning in Middle School: Intervention Effects of Facing History and Ourselves
Auteurs: Celene E. Domitrovich
Alexis R. Harris
Amy K. Syvertsen
Nicole Morgan
Linda Jacobson
Michael Cleveland
Julia E. Moore
Mark T. Greenberg
Publicatiedatum: 22-03-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 7/2022
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-022-01596-3

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