Assessing the Effects of School-Wide "Second Step" Implementation in a Predominately English Language Learner, Low SES, Latino Sample

Autor/inn/en	Brown, Jacqueline A.; Jimerson, Shane R.; Dowdy, Erin; Gonzalez, Victoria; Stewart, Kaitlyn
Titel	Assessing the Effects of School-Wide "Second Step" Implementation in a Predominately English Language Learner, Low SES, Latino Sample
Quelle	In: Psychology in the Schools, 49 (2012) 9, S.864-875 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21639
Schlagwörter	Violence; Emotional Intelligence; Aggression; Interpersonal Competence; Second Language Learning; English Language Learners; Prevention; Program Descriptions; Teaching Methods; Preschool Children; Elementary School Students; Hispanic American Students; Low Income; Risk; Program Effectiveness + Suchen Sie Ihr Suchwort? Gewalt; Emotionale Intelligenz; Interpersonale Kompetenz; Zweitsprachenerwerb; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Niedriglohn; Risiko
Abstract	Because school violence is widespread, social and emotional competence must be targeted. "Second Step" is a social and emotional violence-prevention curriculum that teaches prosocial skills and reduces aggressive behavior. The purpose of this study was to examine the effects of "Second Step" implementation on students (N = 403) in preschool through fourth grade who were predominately Latino, English language learners, and from families with low socioeconomic status. The data of 165 out of the 403 students were included in the present study. Analyses consisted of paired-samples t-tests to identify changes in social and emotional knowledge and behavioral and emotional risk. Results showed that there was a significant increase in both social and emotional knowledge and behavioral and emotional risk following the implementation of "Second Step." These results are discussed with regard to previous and future research, limitations, and implications for school practice. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10