Outcomes of the Social Competence Program "Second Step" in Norwegian Elementary Schools

Autor/inn/en	Holsen, Ingrid; Smith, Brian H.; Frey, Karin S.
Titel	Outcomes of the Social Competence Program "Second Step" in Norwegian Elementary Schools
Quelle	In: School Psychology International, 29 (2008) 1, S.71-88 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034307088504
Schlagwörter	Behavior Problems; Foreign Countries; Grade 6; Grade 5; Interpersonal Competence; Program Implementation; Intervention; Control Groups; Program Effectiveness; Outcomes of Treatment; Norway + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Interpersonale Kompetenz; Norwegen
Abstract	The aim of the present article was to investigate the outcomes of the universal social competence promotion program "Second Step" in a typical "real world" implementation in Norway. We addressed the effects of the program on social competence and externalizing and internalizing problem behaviour among 1,153 fifth and sixth grade students (11 schools, 55 classrooms) after one year of intervention. Although the program is originally American, "Second Step" has been translated and adapted for the Norwegian setting and renamed "Steg for Steg." Applying Linear Mixed Modelling, the results from the age cohort design with comparison groups show that the program had significant positive effects on social competence for boys and girls in grade 5 and for girls in grade 6. Boys in grade 6 reported lower levels of externalizing problem behaviour compared to control students. There were no effects in regard to internalizing problem behaviour. The analysis also revealed that the results varied between classrooms. These results may be considered to add weight to the evidence in support of a wider implementation of the "Second Step" program. (Contains 1 figure and 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10