Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program.

Flannery, Daniel J.; Vazsonyi, Alexander T.; Liau, Albert K.; Guo, Shenyang; Powell, Kenneth E.; Atha, Henry; Vesterdal, Wendy; Embry, Dennis D.

doi:10.1037/0012-1649.39.2.292

Cited by 154 publications

(140 citation statements)

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“…Social skills' development in general constitutes a conquered domain of several mental health promotion programs pursuing general social competence (Beelmann & Lösel, 2006;Domitrovich, Cortes, & Greenberg, 2007;Flannery et al, 2003;Mishara & Ystgaard, 2006), but the specific friendship skills examined in our study did not result to higher improvement of the intervention group.…”

Section: Discussionmentioning

confidence: 40%

“…Concerning implementation fidelity-"the degree to which teachers and other program providers implement programs as intended by the program developers" (Dusenbury et al, 2003: 240), which plays a critically important role in the evaluation of interventions (Durlak & DuPre, 2008;O'Donnell, 2008) we took the following measures, similar to ones used in relevant studies (Brackett et al, 2012;Flannery et al, 2003;Mishara & Ystgaard, 2006): 1) Clear implementation guidelines were included in the program's Teacher's…”

Section: Implementation and Implementation Fidelitymentioning

confidence: 99%

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Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

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Background: The past few decades have seen a significant growth of research on socio-emotional skills development programs and on mental health education in schools since their key-importance has been well documented. This study presents the evaluation of "Steps for life", an open, question-based, annual, teacher-taught, mental health Greek K-curriculum, designed to improve personal and social skills in young students aged 4 -6. The curriculum uses classroom-appropriate methods such as dialoguing, story-telling, role-playing and diffusion in formal and hidden curriculum, while incorporating a considerable degree of parental involvement. Methods: The study was conducted in Greece during [2009][2010]. The sample consisted of 998 kindergartners, with 518 of them forming the experimental group and 480 the control group. The questionnaire designed for the study consisted of items regarding demographics, of the Behavioural Academic Self-Esteem scale and of 8 more subscales, namely concentration of attention, participation and cooperation in the class, emotions' identification and management, physical and verbal aggressiveness control, victimization control, self-esteem, empathy, friendship skills, and problem solving. Its 96-in total-items examined students' behaviors as exhibited in the school environment and as observed and rated by their teachers. It was administered pre and post intervention to both groups' educators. Results: The results suggest that both groups exhibited significant improvement in all investigated skills. As indicated by the regression analysis however, the intervention students showed significantly higher improvement in all targeted abilities except friendship skills. Conclusions: Our intervention improved more significantly almost all the taught skills, corroborating the findings of other researchers who found that similar approaches can improve

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Section: Discussionmentioning

confidence: 40%

Section: Implementation and Implementation Fidelitymentioning

confidence: 99%

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Of these interventions, four had an evaluation in which the research design criteria for Tiers I-III were met, yet there were no statistically significant positive results on any of our outcomes of interest: Girls in the Game (Bohnert and Ward, 2013), Lessons in Character (Hanson et al, 2012), Peer Group Connection (Johnson, Simon, and Mun, 2014), and Teacher-Child Interaction Training (Fernandez et al, 2015). In addition, four interventions had an evaluation in which the research design criteria for Tiers I-III were met, and there was a statistically significant negative result on an outcome interest: Creating a Peaceful School Learning Environment (Fonagy et al, 2009), on a measure of school climate and safety; Guiding Responsibility and Expectations for Adolescents for Today and Tomorrow (Farrell, 2008), on a measure of interpersonal competencies; PeaceBuilders (Flannery et al, 2003), on a measure of interpersonal competencies; and Social Problem Solving (Gottfredson, Jones, and Gore, 2002), on a measure of academic attainment. We have not included these eight interventions on our list of evidence-based interventions.…”

Section: Search Resultsmentioning

confidence: 99%

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Grant¹,

Hamilton²,

Wrabel³

et al. 2017

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Limited Print and Electronic Distribution RightsThis document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.html.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org For more information on this publication, visit www.rand.org/t/RR2133Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2017 RAND CorporationR® is a registered trademark.iii PrefaceThe reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL).The RAND Corporation reviewed recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that should be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs.This research was conducted in RAND Education (a division of the RAND Corporation) and commissioned by The Wallace Foundation. The Wallace Foundation is committed to supporting programs and practices that help children and young people develop the social and emotional skills they need for success, and to commissioning research that contributes credible, useful evidence to the field. SummaryAmong educators and researchers, there is growing acknowledgement that student success depends not only on achievement in core academic subjects but also on learning a broader range of intrapersonal and interpersonal competencies. Efforts to develop these competencies are often described using the phrase social and emotional learning (SEL). Although the federal Every Student Succeeds Act (ESSA) legislation does not explicitly mention SEL, educators and policymakers can leverage funding offered under ESSA to support evidence-based programming that is related to SEL and ...

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“…Some recent meta-analyses suggest that universal school-based approaches to preventing aggressive behavior can be effective (Hahn et al 2007;Wilson and Lipsey 2007). Other rigorous studies and meta-analyses have shown significantly positive effects on some outcomes of interest but indeterminate or non-statistically significant effects on other outcomes, no significant effects at all, and even potentially negative effects (e.g., CPPRG 1999; Grossman et al 1997;Flannery et al 2003, Park-Higgerson et al 2008, Merrell et al 2008). …”

Section: Universal School-based Social and Character Development Progmentioning

confidence: 99%

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children

Allen¹,

Doolittle²

2010

PsycEXTRA Dataset

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AcknowledgmentsThis report resulted from a collaboration among the scientists who are members of the Social and Character Development Research Consortium (SACD Research Consortium), school district personnel, and curriculum developers. Many school districts, principals, teachers, and school staff members assisted the evaluation by providing records and coordinating site visits for data collection. We appreciate their help and willingness to share critical information with the evaluation team.The authors listed under the SACD Research Consortium represent only part of the research team involved in the project. We would like to thank the research staff at each research team's site, especially each team's site coordinator. These people worked closely with the local schools' staff and the contractors' data collection teams to facilitate the successful collection of the data.We would also like to acknowledge the contribution of the many contract staff members who worked on the data collection and analysis. The authors wish to thank Mathematica Policy Research, Inc. (MPR) staff members Audrey McDonald and Carolyn Miller for their tireless efforts in managing data collection, and Shawn Marsh and Larry Snell for their development and maintenance of the tracking system. We give special thanks to Decision Information Resources, Inc., in particular Douglas Hermond and Carla Prince, for assisting in data collection and the development of coding protocols for analysis. We appreciate the contributions of Marvin Berkowitz and Mindy Bier at the University of Missouri-St. Louis to the evaluation. Finally, we wish to provide thanks to Clotilde Benitez and Ken Carlisle from Friday Systems, which provided support for the SACD working meetings.The SACD Research Consortium would also like to remember Dr. Victor Battistich from the College of Education at the University of Missouri-St. Louis. Dr. Battistich, who passed away on June 20, 2008, served as a consultant to MPR during this project and was a leading researcher in children's social development and school-based programming.The mention of trade names, commercial products, or organizations in the description of the projects, or the reporting of study findings, does not imply endorsement by the U.S. government. This page is intentionally blank. vii Disclosure of Potential Conflicts of InterestThe Social and Character Development (SACD) Research Consortium consists of research teams (principal investigators and co-principal investigators from each grantee site); Institute of Education Sciences (IES) staff; Centers for Disease Control and Prevention (CDC) staff; and the evaluation contractor, Mathematica Policy Research, Inc. (MPR). Except for the three exceptions described in the paragraph below, the grantee research teams, IES staff, CDC staff, and contractor staff from MPR have no interests that could be affected by findings from the evaluation of the intervention programs that are described in this report.Three of the SACD program research teams were led by and/or included perso...

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Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program.

Cited by 154 publications

References 61 publications

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children

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