A combined intervention targeting both teachers’ and students’ social-emotional skills: preliminary evaluation of students’ outcomes

Iizuka, Cristina Akiko, Barrett, Paula M., Gillies, Robyn, Cook, Clayton R. and Marinovic, Welber (2014) A combined intervention targeting both teachers’ and students’ social-emotional skills: preliminary evaluation of students’ outcomes. Australian Journal of Guidance and Counselling, 24 2: 152-166. doi:10.1017/jgc.2014.12


Author Iizuka, Cristina Akiko
Barrett, Paula M.
Gillies, Robyn
Cook, Clayton R.
Marinovic, Welber
Title A combined intervention targeting both teachers’ and students’ social-emotional skills: preliminary evaluation of students’ outcomes
Journal name Australian Journal of Guidance and Counselling   Check publisher's open access policy
ISSN 1037-2911
1839-2520
Publication date 2014-01-01
Year available 2014
Sub-type Article (original research)
DOI 10.1017/jgc.2014.12
Volume 24
Issue 2
Start page 152
End page 166
Total pages 15
Place of publication Cambridge, United Kingdom
Publisher Cambridge University Press
Collection year 2015
Language eng
Abstract The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students’ self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students’ social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students’ social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.
Keyword School mental health
Social and emotional competence
Teacher education
Universal intervention
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 9 June 2014

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Psychology Publications
School of Education Publications
 
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Created: Mon, 23 Jun 2014, 00:22:44 EST by Professor Robyn Gillies on behalf of School of Education