Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.

Herrenkohl, Todd I.; Jones, Tiffany M.; Lea, Charles H.; Malorni, Angela

doi:10.1037/ort0000435

Cited by 16 publications

(14 citation statements)

References 8 publications

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“…The district conducted their own unpublished, internal analyses of the survey quality. With the support of a research–practice partnership with a local university, the survey was revised and underwent extensive validation in 2016 (Herrenkohl et al, 2020). The survey was administered by school district staff, and data were received from all 97 schools.…”

Section: Methodsmentioning

confidence: 99%

A multilevel model of the association between school climate and racial differences in academic outcomes

Jones

Fleming

2021

Psychology in the Schools

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This study examined the relationships between school‐level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self‐reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school and students' own perceptions of climate at their school. This moderating effect was confounded by school grade band (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade band, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. School practitioners' efforts to improve the school climate may also contribute to racial equity in academics.

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Section: Methodsmentioning

confidence: 99%

A multilevel model of the association between school climate and racial differences in academic outcomes

Jones

Fleming

2021

Psychology in the Schools

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“…The education systems have not primarily been organized around the social and emotional aspects of learning (Elias, 2019). However, increasingly Social-Emotional Competences are currently seen as "part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems" (Herrenkohl, Lea, Jones, & Malorni, 2019).…”

Section: Discussionmentioning

confidence: 99%

Psychological Applications and Trends 2022

2022

Psychological Applications and Trends

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The United Nations High Commissioner for Refugees (UNHCR) estimated that as of 2021 there were currently 84 million who have been forcibly displaced from their homes across the globe. The conflict in Ukraine has led to a further marked increase in these numbers. Mental health difficulties have been shown to be elevated in forcibly displaced people (including asylum seeking and refugee populations). Risk factors can be associated with events that occurred prior to, during, and after the migratory journey. Whilst there is recognition of the important impact that a history of traumatic events (e.g., torture, abuse and neglect) can have, social adversity in the form of 'daily stressors' (e.g., a lack of access to basic resources, isolation, lack of safety and security, family violence) is being increasingly recognised as an important determinant of the mental health of forcibly displaced people. Concerns have been raised about the potential medicalization of social adversity faced by displaced populations. There has also been a comparative lack of research investigating approaches that may be helpful for enhancing the quality of life and subjective wellbeing of forcibly displaced people. Psychosocial interventions and low-intensity psychological interventions can provide scalable opportunities for treating common mental disorders and promoting wellbeing. This presentation will focus on research studies that I have been involved in which have been undertaken in the EU and in sub-Saharan Africa to evaluate the efficacy of psychosocial interventions for forcibly displaced people. These projects have involved the linguistic and cultural adaptation of interventions and assessment measures. The implications that this research has for the integration of forcibly displaced people in the EU and beyond will be discussed. This will include a focus on conceptual frameworks that provide opportunities for situating determinants of mental health in the socio-political context in which forcibly displaced people live their lives, and not just risk-and protective-factors specific to the individual. BiographyProf. Ross White (PhD, DClinPsy) is a Professor of Clinical Psychology at Queen's University Belfast. He is an expert in Global Mental Health. He was lead editor of 'The Palgrave Handbook of Socio-cultural Perspectives on Global Mental Health'. Ross has research collaborations with the World Health Organization and United Nations High Commissioner for Refugees investigating the efficacy of psychosocial interventions for reducing distress experienced by refugees particularly in the context and/or aftermath of humanitarian crises. He also has an interest in the processes involved in the linguistic/cultural adaptation of psychological therapies. Ross is the Principal Investigator on the ESRC/AHRC funded Community-based Sociotherapy Adapted for Refugees (COSTAR) project that is evaluating a psychosocial intervention for Congolese refugees living in Uganda and Rwanda. Ross was a co-investigator on the EU Horizon2020 funded Refugee Emerg...

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“…SEL skills are essential for the students' success within and outside the school and are associated not only with proximal gains in the students' academic performance and decrease in conduct problems but also with the student's later choices regarding education and employment. Furthermore, the evidence proves that not attending to key SEL skills and competencies can literally undermine the children's long-term development and impede their success in adults roles (13).…”

Section: Social-emotional Learning Skillsmentioning

confidence: 97%

Effectiveness of a Social-Emotional Learning Program on Developmental Assets and Subjective Well-being.

Aghatabay

Mahmoodabad

Vaezi

et al. 2022

Preprint

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Background The present study was done to evaluate the effectiveness of SEL intervention designed based on social marketing on developmental assets and well-being of female adolescents in Yazd city. Methods This mixed-method quasi-experimental study was conducted in 2018–2019. 190 girl students were selected by multi-stage sampling from the female middle and high schools in Yazd City, Iran. Social-emotional learning (SEL) intervention designed based on social marketing principles was implemented among the parents and students of the intervention group. The control group did not receive any intervention. Quantitative data were collected in three stages: pre-test, post-test after 2 months, and follow-up after 6 months via developmental assets profile (DAP) and engagement, perseverance, optimism, connectedness, and happiness (EPOCH) measure. A qualitative evaluation was also performed after the intervention Results Results of the Repeated-Measures test showed that the intervention significantly influenced social competence (sig = 0.02). Qualitative findings showed the effectiveness of the intervention on social competencies and positive identity. Conclusions The mixed-method evaluation of the SEL intervention conducted in the present study helped to understand the mutual nature of the effectiveness of SEL as well as identifying adherence and failure to complete the trained steps as the main reason to lower success in SEL.

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Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.

Cited by 16 publications

References 8 publications

A multilevel model of the association between school climate and racial differences in academic outcomes

A multilevel model of the association between school climate and racial differences in academic outcomes

Psychological Applications and Trends 2022

Effectiveness of a Social-Emotional Learning Program on Developmental Assets and Subjective Well-being.

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