Promoting Pro-Social Skills to Reduce Violence Among Urban Middle School Youth

Risisky, Deb; MacGregor, James N.; Smith, Deborah A.; Abraham, Jamie; Archambault, MaryJo

doi:10.5195/jyd.2019.641

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…Thus, the field of education is an ideal place for the processes of character formation and the development of social skills, being a field of knowledge that is attracting ever-increasing research developed from different disciplines, such as psychology and pedagogy [ 10 ]. In this respect, several recent research papers [ 11 , 12 , 13 ] have already stated that a low level of social skills in young people and adolescents may be the trigger for violent episodes in school contexts. Similarly, Cunha et al [ 14 ] reported the association between the prevalence of school violence (which is rising internationally, according to Rocha et al [ 15 ]) and the creation of a negative school climate that, according to Carbonero et al [ 16 ], is characterized by low levels of motivation, which are linked with a greater deficit in basic psychological needs [ 17 ].…”

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confidence: 99%

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

Manzano-Sánchez

Mármol

Valenzuela

et al. 2021

Behavioral Sciences

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Self-determination theory and Vallerand’s hierarchical model have been studied taking into account different types of social factors that can result in different consequences. The purpose of this work was to see if responsibility and social climate could predict antisocial and prosocial behavior and violence. For this, 429 students (M = 11.46, SD = 1.92) participated in the study, answering a questionnaire with five variables: school climate, responsibility, motivation, satisfaction of psychological needs, prosocial and antisocial behavior, and violence. The main results indicated that most variables correlated positively and directly, except in the case of antisocial behavior and violence. On the other hand, a prediction model (X2 = 584.145 (98); RMSEA = 0.104 [90% CI = 0.096, 0.112]; TLI = 0.849; CFI = 0.894) showed that responsibility and school climate can predict basic psychological needs, and that these needs can improve autonomous motivation, which, in turn, could positively predict on improving prosocial behavior and reducing antisocial behavior and violence. In conclusion, school climate and responsibility can encourage the development of positive consequences in the classroom, specifically in terms of prosocial behavior and the reduction of violence and antisocial behavior.

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Section: Introductionmentioning

confidence: 99%

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

Manzano-Sánchez

Mármol

Valenzuela

et al. 2021

Behavioral Sciences

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The Hidden Pandemic: School Counselors’ Insights on Post-Pandemic Socialization

Lee,

Haberski,

Hovey

et al. 2024

Professional School Counseling

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Background The role of school counselors has undergone a considerable evolution in response to societal, economic, and cultural shifts, with the aftermath of the COVID-19 pandemic standing as a particularly significant period of change. With students reentering formal school environments after prolonged isolation, disruptions in learning, and potential trauma, the importance of social skill development has become paramount. Objectives This study aimed to explore school counselors’ perceptions and experiences related to students’ social skills after the pandemic. To understand the multifaceted role of school counselors in supporting this development, we drew on Bronfenbrenner’s ecological systems theory, emphasizing the interconnected layers of influence on a child’s development. Research Questions 1. How do school counselors’ experiences in post-pandemic classrooms relate to students’ social development? 2. How do school counselors perceive students’ social needs in post-pandemic classrooms? Methods The study employed a qualitative constructivist grounded theory approach to gather in-depth data. We conducted focus groups with 48 school counselors across the United States, organized into nine groups based on grade levels (elementary, middle, high) and school settings (rural, suburban, urban). Results Two major themes emerged: (a) interpersonal/communication skills and (b) online communication, with school counselors highlighting the need for targeted interventions in both areas. Conclusion The findings underscore the common social challenges faced by school counselors nationwide with K–12 students in post-pandemic classrooms. They emphasize the need for adapting classroom lessons to address students’ evolving social needs. Future research should further explore this topic, particularly in online contexts, and incorporate culturally responsive approaches.

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Design, Implementation, and Evaluation of a Training Package for Violence Prevention in Adolescents: Its Effect on Self-control and Social Skills

Amini,

Ansari,

Lotfi

et al. 2024

Iran J Psychiatry Behav Sci

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Background: Adolescence is a period marked by significant changes, during which individuals face major emotional, cognitive, and behavioral challenges. Violence remains a significant global concern, and factors such as self-control and social skills play a crucial role in reducing and managing adolescent violence. Objectives: This study aimed to design, implement, and evaluate a training package for violence prevention (TPVP) in adolescents and assess its impact on self-control and social skills among students in Isfahan. Methods: This study was conducted on sixty 13 - 15-year-old female students in Isfahan, Iran, during the 2022 - 2023 academic year. First, the TPVP was developed after reviewing relevant theories and existing training packages, then it was evaluated by a panel of faculty members from the Department of Social Medicine, psychiatrists, and clinical psychologists. The students were randomly divided into two groups: (1) an intervention group, and (2) a control group, with 30 students in each group. The intervention group received the TPVP and attended five training sessions. To assess social skills and self-control, the Inderbitzen and Foster Social Skills Questionnaire and the Tangney Self-control Questionnaire were administered to both groups before and three months after the intervention. Results: Sixty female students aged 13 - 15 participated in this study. The mean self-control score in the intervention group was significantly higher than in the control group after the intervention (46.33 ± 6.488 vs. 40.44 ± 7.307, P = 0.002). Prior to the training, there was no significant difference in social skills scores between the two groups. However, following the intervention, the mean social skills score in the intervention group was significantly higher than in the control group (118.38.726 vs. 102.913.468, P < 0.0001). Conclusion: The violence prevention training package was effective in improving self-control and social skills among students. The study demonstrated that the implementation of a structured TPVP can enhance both self-control and social skills in adolescents.

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Promoting Pro-Social Skills to Reduce Violence Among Urban Middle School Youth

Cited by 3 publications

References 16 publications

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

School Climate and Responsibility as Predictors of Antisocial and Prosocial Behaviors and Violence: A Study towards Self-Determination Theory

The Hidden Pandemic: School Counselors’ Insights on Post-Pandemic Socialization

Design, Implementation, and Evaluation of a Training Package for Violence Prevention in Adolescents: Its Effect on Self-control and Social Skills

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