A Context-Specific Social and Emotional Learning Programme to Support Adolescents Following the Transition to Secondary School

Autor/in	Mahmud, Arif
Titel	A Context-Specific Social and Emotional Learning Programme to Support Adolescents Following the Transition to Secondary School
Quelle	In: Pastoral Care in Education, 39 (2021) 4, S.329-347 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2020.1827285
Schlagwörter	Social Emotional Learning; Emotional Intelligence; Interpersonal Competence; Skill Development; Program Effectiveness; Transitional Programs; Student Adjustment; Secondary School Students; Preadolescents; Grade 7; Intervention; Coping; Empathy; Foreign Countries; United Kingdom (England); Interpersonal Reactivity Index + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sekundarschüler; Pre-adolescence; Präadoleszenz; School year 07; 7. Schuljahr; Schuljahr 07; Bewältigung; Empathie; Ausland
Abstract	Research demonstrates that pupils do not always have the necessary social and emotional intelligence to cope with the transition to secondary school successfully. This paper explores a context-specific intervention designed to enhance key social and emotional skills after a secondary school transition. The intervention was designed with reference to a school-context analysis of children who had recently transitioned to secondary school. Sixty children aged 11-12 years took part in the intervention which involved six group sessions and the outcomes of the intervention were assessed through pre-, post-, and follow-up self-report questionnaires. Focus groups were also conducted with intervention participants following completion of the programme. Findings demonstrate that the intervention had a significant positive impact on empathy. The focus group findings highlighted ways the intervention helped pupils to address negative emotions, cope and manage difficult problems as well as positive and negative implementation strategies for future interventions. The paper highlights a context-specific approach to support programmes, based on the inclusion of an exploratory phase when designing such interventions. The findings may be of benefit to practitioners, researchers and educational psychologists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01