Testing the Impact of a Skill-Targeted Social and Emotional Learning Curriculum and Its Variation by Pre- and Postmigration Conflict Experiences: A Cluster Randomized Trial with Syrian Refugee Children in Lebanon

Autor/inn/en	Kim, Ha Yeon; Brown, Lindsay; Tubbs Dolan, Carly; Gjicali, Kalina; Deitz, Rena; Prieto Bayona, Maria del Sol; Aber, J. Lawrence
Titel	Testing the Impact of a Skill-Targeted Social and Emotional Learning Curriculum and Its Variation by Pre- and Postmigration Conflict Experiences: A Cluster Randomized Trial with Syrian Refugee Children in Lebanon
Quelle	In: Journal of Educational Psychology, 115 (2023) 3, S.502-522 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Ha Yeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000775
Schlagwörter	Social Emotional Learning; Migration; Refugees; Children; Conflict; Foreign Countries; Interpersonal Competence; War; Violence; Family Problems; Informal Education; Remedial Instruction; Victims; Curriculum Development; Conflict Resolution; Mental Health; Well Being; Syria; Lebanon + Suchen Sie Ihr Suchwort? Flüchtling; Child; Kind; Kinder; Konflikt; Ausland; Interpersonale Kompetenz; Krieg; Gewalt; Familienkrise; Informelle Bildung; Nichtformale Bildung; Förderkurs; Victim; Opfer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Conflict solving; Konfliktlösung; Konfliktregelung; Psychohygiene; Well-being; Wellness; Wohlbefinden; Syrien; Libanon
Abstract	Social and emotional learning (SEL) programs are increasingly embraced by the global humanitarian sector as a potential strategy for supporting refugee children's psychosocial adaptation and learning. However, little evidence is available on the effectiveness of such SEL programs in humanitarian settings. Even less is known about whether such SEL programs can be equally effective, more beneficial, or even harmful, for children who were exposed to higher levels of conflict, in the context of war and/or postmigration settings. This study evaluates the effectiveness of a universal, multicomponent, skill-targeted SEL curriculum embedded in nonformal remedial education programming, the Five-Component SEL (5CSEL), for improving 20 proximal and distal outcomes. The large-scale cluster randomized controlled trial was conducted in 57 community sites (170 classrooms) in Lebanon with 4,289 Syrian refugee children (M[subscript age] = 9.16, SD = 2.34; 50% female). It examined both the impact of 5CSEL and the impact variation by children's level of exposure to war violence, family conflict, and school victimization. The findings do not provide conclusive evidence of the effectiveness of 5CSEL. However, we find promising signs of impacts in a number of the outcomes (effect sizes = 0.06-0.18 SD), suggesting the malleability of refugee children's SEL skills across multiple domains when given sufficient, targeted, and comprehensive support. Finally, we find little evidence of variation in impact by the level of exposure to conflict experiences, supporting the arguments for the benefits of universal SEL programming. These results provide promising directions for practitioner communities to invest in further development and revision of the SEL program contents and strategies. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01