Improving Social-Emotional Competencies in the Secondary Education Classroom through the SEA Program

Autor/inn/en	Rodríguez-Ledo,César; Orejudo Hernández, Santos; Celma Pastor, Laura; Cardoso Moreno, María Jesus
Titel	Improving Social-Emotional Competencies in the Secondary Education Classroom through the SEA Program
Quelle	In: Electronic Journal of Research in Educational Psychology, 16 (2018) 46, S.681-701 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Social Development; Emotional Development; Secondary School Students; Secondary School Teachers; Competence; Early Adolescents; Program Effectiveness; Empathy; Student Behavior; Foreign Countries; Grade 7; Self Control; Withdrawal (Psychology); Spain + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Sekundarschüler; Kompetenz; Empathie; Student behaviour; Schülerverhalten; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Selbstbeherrschung; Rückzugsverhalten; Spanien
Abstract	Introduction: This paper presents an assessment of the impact of a social and emotional competencies development program, based on the SEA theoretical model (attention to and understanding emotions, emotional regulation and repair, and adaptive social expression of emotions), in adolescents and preadolescents. Method: Students' homeroom teachers implemented the program in a public secondary school over one school year. The participants of this study were 156 young people from ages 11 to 14 years old, all of them students in the first year of the Spanish secondary education system. A quasi-experimental design, with pre/post-test measurements and a control group, was used to evaluate program effectiveness. The tests used for this assessment measured variables of participants' social-emotional competencies, empathy and social adjustment. In addition, a follow-up assessment was carried out 3 months after the end of program implementation. Results: The study demonstrates a significant improvement in the social-emotional competencies of program participants, especially in the competencies most related to adaptive social expression of emotions. There were also significant improvements in empathy and social adjustment. Discussion and conclusions: The possibility of enhancing social-emotional competencies through the application of a direct classroom intervention program during one school year was confirmed, and the SEA program becomes a candidate to achieve this goal. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01