Abstract
Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.
Highlights
Social-emotional Learning (SEL), the process through which children develop social and emotional competence, has been found to effectively reduce the likelihood of aggression, drug use, and other high-risk behaviors, as well as improve self-control, emotional regulation, and academic performance and increase likelihood of graduation (Belfield et al, 2015; Domitrovich, Durlak, Staley, & Weissberg, 2017; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
There is no widely used approach in measuring SEL program impact in after-school programs (ASPs) (Gullotta, 2015), this paper aims to describe an ASP (Extend-A-Care) that designed, implemented, and evaluated their curriculum using pre- and post-program data, in the hope that it will lead to a path for others to develop and implement their own SEL curriculum and highlight important points to consider when doing so
It is recommended that effect sizes be viewed in the context of other research (Durlak et al, 2010) and in a meta-analysis of 75 SEL programs in the United States the average effect size for change in prosocial behavior was
Summary
Social-emotional Learning (SEL), the process through which children develop social and emotional competence, has been found to effectively reduce the likelihood of aggression, drug use, and other high-risk behaviors, as well as improve self-control, emotional regulation, and academic performance and increase likelihood of graduation (Belfield et al, 2015; Domitrovich, Durlak, Staley, & Weissberg, 2017; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Research has found school-based SEL programs (i.e. school- and district-wide adoption of SEL curriculum and practices) effectively increase students’ school engagement and success (Durlak et al, 2011). School-based SEL programs significantly improved students’ positive social behaviors and reduced high-risk behaviors, there were problems with school implementation (Durlak et al, 2011), which moderated the program outcomes, meaning they weakened the relationship between intervention and outcome (Domitrovich et al, 2017; Durlak et al, 2011; Durlak & DuPre, 2008). There is no widely used approach in measuring SEL program impact in ASPs (Gullotta, 2015), this paper aims to describe an ASP (Extend-A-Care) that designed, implemented, and evaluated their curriculum using pre- and post-program data, in the hope that it will lead to a path for others to develop and implement their own SEL curriculum and highlight important points to consider when doing so
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
