Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up

Abstract

FRIENDS for Life is an anxiety prevention programme that integrates cognitive behavioural approach with social and emotional learning. The current study examines the effects of the FRIENDS for Life programme in a school environment, with outcomes focusing on anxiety and aggression. The theoretical basis for the joint prevention and intervention of anxiety and aggression is based on their frequent simultaneous occurrence. Four classes of 4th-grade students (N = 85) were randomly assigned two to intervention and two to a no-treatment control group in a randomized control study. We measured the total anxiety and components of anxiety and the total of aggression and components of aggression with AN-UD and AG-UD aggression scale at pre-, post-, half-year, one-year and one-year-and a half follow-up. The results were inconclusive with regard to the effectiveness of the programme. However, there is some indication of possible effects on the reduction of anxiety and aggression in the boys' sub-sample. This was also the sub-sample that showed higher levels of anxiety and aggression at baseline, suggesting possible difference in the effectiveness of the programme. Proposals are made to replicate the study in a larger format.

A social emotional learning intervention to reduce psychosocial difficulties among rural children in central China

“…In our programme, those abused by caregivers reported more total difficulties at baseline than those who had never been punished. Similar findings have been reported in other studies; that is, children most responsive to the effects of the social emotional training programmes were the ones with higher initial levels of social and emotional difficulties at pre‐intervention assessment (Barrett et al, 2005; Kozina, 2021). The baseline findings also demonstrated an increased need for vulnerable children (for whatever reason) to participate in SEL programmes (Dowling et al, 2019).…”

A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision

“…However, the current study did not use CASEL’s core components specifically in identifying relevant literature (using the broadest terms of ‘social and/or emotional’). However, 9 of the 13 programs identified within the current study feature in CASEL’s program guide as recommended SEL programs, and the remaining 4 have been independently identified as SEL programs that could be considered potentially eligible for CASEL’s program guide (e.g.Espelage, 2015 ; Kozina, 2021 ; Schonert-Reichl et al, 2012 ). Findings suggests that the study did capture programs well-suited to content analysis using CASEL’s core competencies as a framework.…”

“…Although there is a general expectation of broad coverage of integrated competencies, given their size and complexity, programs often comprise of a number of different foci, including different emphases regarding core competencies. For instance, ‘KiVa’ (Salmivalli et al, 2009 ) has the main aim of reducing bullying through a focus on social skills, whereas FRIENDS (Barrett, 2005 ), identified as an SEL intervention (Kozina, 2021 ), explicitly focuses on emotional regulation. Further nuance is arguably required to judge expected outcomes for such programs (for instance, FRIENDS would compare poorly to other SEL programs if social skills were assessed vs. emotional regulation).…”

فعالیة برنامج Friends المستند للعلاج المعرفی-السلوکی تدخل/ عدم تدخل الوالدین فى تخفیف القلق لدى الأطفال والمراهقین

“…. Maalouf, Alrojolah, Ghandour,Afifi, Dirani, Barrett & Becker, 2020;Urao,Yoshida, Koshiba, Sato, Ishikawa,& Shimizu, 2018;Kozina, 2018;(Barrett, Fisak, & Cooper, 2015;Zwaanswijk, & Kösters, 2015;Rodgers & Dunsmuir, 2013;Batra, 2013;Stallard,2010;Siu, 2007 Kendall, McCracken & Sakolsky, 2015;Kendall, 2011;Barrett & Ollendick, 2004;Kendall & Chu, 2000; Viefhaus, Döpfner, Dachs, Goletz, Görtz-Dorten, Kinnen, & Walter, 2021;Mahoney & Meyers, 2021;Kazdin, 2003 Havighurst,Radovini,Hao& Kehoe, 2020 ;Kozina, 2020;Kozina,. 2020;Cabral & Patel, 2020;Hoff, 2017;Dimitry,2012 ;Spence,1998) .…”