A study of an adapted social–emotional learning: Small group curriculum in a school setting

Abstract

Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research.

Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children

“…Evidence‐based universal SEL programs (i.e., offered to all students) have been embraced by many schools worldwide (see Green et al, 2019). Such programs have frequently led to significant reductions in students’ emotional distress, conduct problems, and mental health issues (Durlak & Weissberg, 2011; Durlak et al, 2011) and significant improvements in social and emotional competencies, social and classroom behavior, peer relationships and social engagement, and academic achievement (Durlak et al, 2011; Taylor et al, 2017).…”

Implementing Social-Emotional Learning in the Elementary Classroom

“…Once students are given direct instruction in social-emotional skills, they should be provided with interventions when needed (Barnett, 2019 ; Green et al, 2019 ; Greenberg et al, 2017 ). These interventions should be provided on both a tier two and tier three level to meet all students where they are at with their social-emotional development.…”

Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

“…The complexity surrounding the implementation of SEL programmes within educational contexts has been noted within research (see Green et al, 2018). Bottomup approaches to developing SEL programmes have been attributed by researchers, such as Wigelsworth et al (2012), to a lack of findings, mainly due to the lack of clear structure and guidance for programme implementation.…”

“…Durlak (2016) noted that variability in the implementation of SEL programmes could have major effects on their outcomes, with programmes with high levels of implementation having stronger effects for students than programmes with lower levels of implementation). The adaptation of SEL programmes is also common within literature (Durlak, 2016;Green et al, 2018); although, heavy emphasis is placed on retaining integral features (identified mechanisms that matter) of the programme (Durlak, 2016). Adaptations to SEL programmes to align with school values, goals, culture and composition of students (Durlak, 2016) are often conceptualised as disparate to the frameworks underpinning the programmes.…”