Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools

Abstract

The aim of the present article was to investigate the outcomes of the universal social competence promotion program Second Step in a typical `real world' implementation in Norway. We addressed the effects of the program on social competence and externalizing and internalizing problem behaviour among 1,153 fifth and sixth grade students (11 schools, 55 classrooms) after one year of intervention. Although the program is originally American, Second Step has been translated and adapted for the Norwegian setting and renamed Steg for Steg. Applying Linear Mixed Modelling, the results from the age cohort design with comparison groups show that the program had significant positive effects on social competence for boys and girls in grade 5 and for girls in grade 6. Boys in grade 6 reported lower levels of externalizing problem behaviour compared to control students. There were no effects in regard to internalizing problem behaviour. The analysis also revealed that the results varied between classrooms. These results may be considered to add weight to the evidence in support of a wider implementation of the Second Step program.

Inequality in Health, Psychosocial Resources and Health Behavior in Early Adolescence: The Influence of Different Indicators of Socioeconomic Position

“…During the last decade, the teaching of social skills has received increased attention in schools. In Norway as well as other countries social competence promotion programs have been widely implemented (Holsen et al 2008). While evaluation of such programs show positive results, the evaluations have rarely addressed whether the programs were effective in reaching children from low socioeconomic background.…”

Fostering social and emotional skills through families, schools and communities

“…In the Second Step programme, teachers send home a "Home Link" activity that gives students an opportunity to practice new skills with their caregivers. This programme is found to be effective in improving assertiveness, self-control, social competence, co-operative behaviour and perspective taking, as well as reducing internalising/externalising behaviour (Holsen, Smith and Frey, 2008;Schick and Cierpka, 2005;Grossman et al, 1997).…”

A conceptual framework for preventing aggression in elementary schools

“…Step includes a 1-day initial teacher workshop, a half-day workshop for noninstructional staff, 22-28 interactive lessons (about 20-45 min each) by teachers each year, use of "teachable moments," ongoing technical support, and an optional six-session video-based parent program. Limited evidence suggests that Second Step has beneficial effects on ER and SIP skills (Frey, Nolen, Van Schoiack-Edstrom, & Hirschstein, 2005;Holsen, Iverson, & Smith, 2009;Holsen, Smith, & Frey, 2008;Schick & Cierpka, 2005), and moderately strong evidence demonstrates that the program reduces aggression and antisocial behavior (Frey et al, 2005;Grossman et al, 1997;Taub, 2001).…”