The goal of the project was to teach the students how to appropriately express their emotions, solve interpersonal problems and deal with stress. My hypothesis was that by learning these skills, the students would be better able to solve conflicts with peers and express their frustrations with each other more effectively. The project involved conducting a short group utilizing the Strong Kids sixth through eighth grade curriculum. The results were different from what was anticipated, however, given additional time the program could have a significant impact on the students social and emotional functioning.
2. Demographic Information
Sunnyside, California
Total Population 80,968
White 74.6%
Hispanic/Latino 20.9%
Black/African American 2.1%
Asian 8.4%
Two or More Races 5.4%
Median Household Income $99,161
Persons below poverty level 5.7%
(US Census, 2010)
3. Demographic Information (cont)
Sun Valley Middle School
Total Enrollment 612
White 51.5%
Hispanic/Latino 29.2%
Black/African American 2.9%
Asian 4.9%
Two or More Races 6.2%
Socioeconomically Disadvantaged
32.8%
English Learners 10.8%
Students with Disabilities 12.3%
(SARC, 2013-2014)
4. Initial Steps Taken in Project
Conversations with Site Supervisor
Conversations with Vice Principal
o Mentioned difficulties with 6th grade Special Day Class (SDC) male students
o Suggestion for intervention
Further conversations with Speech and Language Pathologist/SDC
teachers
o Additional information regarding students/type of intervention that may be
helpful
Dealt with uncertainty about project topic
5. Research Goal
Examine the effects of a Social Emotional Learning (SEL) program
on promoting leadership skills in sixth grade students.
Assist students in identifying their strengths and learning how to
build and maintain healthy social relationships.
6. Need for Project
At Sun Valley:
There is currently no intervention in
place for the target population
East Avenue currently does not use
any SEL program in the school
But, there are many students who
could benefit from such programs
Overall SEL programs:
Improve academic performance
Ability to Self-manage
Improve Relationship Skills
Increase Social Awareness
Decrease conduct problems
Increase prosocial behaviors
7. The Project
At Sun Valley Middle School
Conducted a group with 2 SDC male students
Use of SEL program within the group
Strong Kids
Teacher Questionnaire
BASC-2 Behavioral and Emotional Screening System
Student Questionnaire
Emotional Quotient inventory; Youth Version (EQ-i:YV)
8. Teacher and Student Questionnaire’s
Teacher Questionnaire
BASC-2 Behavioral and Emotional
Screening System
Pre and post-intervention
Baseline and measuring progress from
teacher perspective in classroom
Student Questionnaire
EQ-i:YV
Pre and post-intervention during
Session One and Session Five
Strengths based measure from student
perspective
Gain knowledge of student strengths
and areas of development
9. Strong Kids Group
2.5 week group; twice per week for ~40-50 minutes
Use of Strong Kids curriculum to guide group sessions
Session One: Introduction and Understanding your Emotions
Session Two: Dealing with Anger
Session Three: Understanding Other People’s Emotions
Session Four: Solving People Problems
Session Five: Letting Go of Stress
Note: Group was intended to be conducted once per week for 6 weeks;
researcher encountered time constraints
11. Results (continued)
Student self-reports indicated:
Student 1 made improvements
in Intrapersonal, Adaptibility
and Total EQ
Student 2 made improvements
in Intrapersonal and Stress
Management
12. Results (continued)
Small improvements were made according to pre and post-intervention
rating scales completed by the teacher and students
It did appear that Intrapersonal skills were consistently impacted by the
intervention:
Student 1: Low to Average range
Student 2: Average to High range
Improvement in overall social and emotional functioning was not
demonstrated consistently across students
Results may have been impacted by the short time frame the research
project was conducted in. Two and a half weeks does not allow enough
time for significant improvements to be made
13. Future Recommendations
Ensure ample amount of time to conduct research project to ensure the
intervention is implemented as intended
Consider using different rating scales, especially for the teacher. I wanted
a short scale that the teacher could complete quickly, but it would be
helpful to have additional information regarding specific skills within social
and emotional functioning.
14. References
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K.
B. (2011). The Impact of Enhancing Students' Social and Emotional
Learning: A Meta-Analysis of School-Based Universal Interventions. Child
Development, 82(1), 405-432.
Kramer, T. J., Caldarella, P., Young, K. R., Fischer, L., & Warren, l. S. (2014).
Implementing Strong Kids School-Wide to Reduce Internalizing Behaviors
and Increase Prosocial Behaviors. Education & Treatment Of
Children, 37(4), 659-680.
School Accountability Report Card (2013-2014).
United States Census Bureau (2010). State and County Quick Facts.
http://quickfacts.census.gov/qfd/states/06/0641992.html.
