An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression

Autor/inn/en	Portnow, Sam; Downer, Jason; Brown, Josh
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, or Both?: Examining How Universal Social Emotional Programs Achieve Reductions in Aggression
Quelle	(2015), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Aggression; Antisocial Behavior; Behavior Modification; Youth; Skill Development; Self Control; Friendship; Caring; Intervention; Student Behavior; Elementary School Students; Quasiexperimental Design; Interviews; Vignettes; Visual Stimuli; Questionnaires; Teacher Attitudes; Likert Scales; New York + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Behaviour modification; Verhaltensänderung; Jugend; Jugendlicher; Jugendalter; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbeherrschung; Freundschaft; Care; Pflege; Sorge; Betreuung; Student behaviour; Schülerverhalten; Interviewing; Interviewtechnik; Fragebogen; Lehrerverhalten; Likert-Skala
Abstract	Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to manage emotions and develop meaningful friendships (Izard, 2002; Lemerise & Arsenio, 2000; Webster-Stratton & Reid, 2004), as well as fostering emotional support, defined in the present study as safe and caring learning environments (Hawkins et al., 2004; Schaps, Battistich, & Solomon, 2004). Presently, it is unclear which component is more important, or if both components are equally important. Research on interventions designed specifically for children who engage in aggressive and antisocial behavior suggest that each component is equally important. In this study, teachers engage in 8 MyTeachingPartner (MTP) coaching cycles throughout the academic year. The present study suggests that SEL programs reduce aggressive and antisocial behavior through improving social and emotional skills and fostering safe and caring learning environments. More specifically, in support of the authors' hypothesis, findings indicate that within the intervention group of the 4Rs + MTP program, the interaction between emotional support and hostile attribution bias predicted less teacher-reported aggressive and antisocial behavior. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01