The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such as expulsion and suspension have proved to be ineffective and harmful. Consequently, school-based social-emotional learning (SEL) interventions have been proposed to teach children coping skills that can help them increase positive social behaviors and emotional regulation. Sixty-one African American male students enrolled in an urban elementary school participated in this intervention. This study employed a randomized delayed treatment control design. Results indicated positive effects in the areas of self-regulation and self-competence. However the intervention did not have an impact on student's empathy, responsibility, or externalizing behavior. Implications are discussed in terms of developing culturally relevant school-based interventions for African American males. (PsycINFO Database Record

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The importance of identifying and building on individual strengths has been a key component of many psychoeducational theories and modalities focused on developing interventions. However, program training in this growing area is not well known. As such, this is the first study designed to ascertain the American Psychological Association-accredited psychology programs strength-based training practices. Results show that a majority of faculty (83.9% of school psychology, 48.4% of counseling psychology, and 50.0% clinical psychology) thinks that strength-based practices are very beneficial; however, training in these methodologies has not kept pace with faculty beliefs, with over 60% of faculty not being familiar with strengthbased manualized interventions. Implications are discussed in terms of improving the research base to alleviate trainers' concerns and challenges that impede their implementation of dual models of mental health in their psychology programs.

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