Social–Behavioral Stories in the Kindergarten Classroom: An App-Based Counseling Intervention for Increasing Social Skills

Abstract

This preliminary research examined the effectiveness of an app-based classroom counseling intervention on student social skill development. Two kindergarten classrooms in a high-poverty school were randomly assigned to receive social skills training as usual (TAU) or TAU plus intervention. Teachers completed the Social Skills Improvement System Scale pre- and postintervention. Results indicated that receiving the intervention plus TAU significantly improved students’ social skills and problematic behaviors, as reported by their teachers, compared to TAU. We discuss findings and clinical implications.

Initial Validation of the ASCA-Informed Student Needs Assessment—High School Version

“…This notion is supported by ASCA's position statements The School Counselor and Trauma-Informed Practice (ASCA's, 2016b) and The School Counselor and Student Mental Health (ASCA, 2020). Empirical evidence also supports school counselors' ability to support ESR development (e.g., Bardhoshi et al, 2020). Data are a key resource that can support school counselors' ability to identify students with ESR challenges and provide indirect and direct services within their scope of practice.…”

Kajian Perkembangan Sosial Emosional Anak Usia Dini (Systematic Literature Review)

“…Usia dini merupakan masa kritis bagi kemajuan tumbuh kembang anak, terutama pada sosial dan emosional anak, dan lingkungan awal dapat belajar anak menjadi hal yang penting (Bardhoshi, Swanston, & Kivlighan, 2020). Anak-anak saat ini lebih siap untuk belajar dan menyerap informasi.…”

“…Ketiga, cerita sosial-perilaku di kelas TK: intervensi konseling berbasis aplikasi untuk peningkatan keterampilan sosial (Bardhoshi, Swanston, & Kivlighan, 2020) menunjukkan bahwa SOBE Stories merupakan intervensi yang berpotensi efektif untuk meningkatkan keterampilan sosial dan mengurangi perilaku bermasalah pada siswa TK. Hasil kami menunjukkan bahwa siswa yang menerima perlakuan tambahan ini menunjukkan keterampilan sosial yang lebih baik dan penurunan perilaku bermasalah, seperti yang dirasakan oleh guru mereka, dibandingkan dengan siswa yang hanya menerima keterampilan sosial TAU.…”