Project Step-Up

Abstract

Inner-city, low-income Black and Latino youth are at high risk for developing severe behavioral difficulties and dropping out of high school. After-school programs are excellent resources for targeting these issues, yet most focus on middle school populations, address either academic or socioemotional issues rather than a combination of efforts, and struggle to engage at-risk youth. This article presents feasibility data regarding mental health needs and participation in Project Step-Up, a secondary prevention high school program targeting socioemotional and academic domains with linkages provided to mental health resources for hard-to-engage youth. Results indicate that participants exhibit preservice mental health needs at greater rates than manifested in the general population, yet demonstrate attendance and retention rates exceeding those typically reported by after-school programs. Participation differences by race/ethnicity indicate Project Step-Up’s success at engaging Black and Latino youth. Study limitations, curriculum revisions, and planned future evaluations are further discussed.

Programas de intervenção em habilidades e competências socioemocionais: revisão sistemática da literatura

“…Pesqui. | 17 | 1-34 | 2023DOI:10.34019/1982-1247.2023 social e percepção de clima escolar (Berger et al, 2014;Milicic et al, 2013), na prontidão escolar (Ritblatt et al, 2013), na redução dos sintomas ansiosos e depressivos (Garcia et al, 2019;Pavoski et al, 2018), no desenvolvimento da linguagem (Bradley et al, 2012), em tarefas de funções executivas e cognitivas (Cardoso-Moreno et al, 2015;Merino et al, 2014), na redução de problemas de comportamento e agressividade (Chaux et al, 2017;Garaigordobil et al, 2016;Gopalan et al, 2013;Romero et al, 2019), na percepção do autoconceito do indivíduo (Coelho et al, 2014;Gubbels et al, 2014), no comportamento saudável em crianças (Bermejo-Martins et al, 2018), e na exploração de carreira (Leal et al, 2020). Concluindo, como destacado no estudo Kiviruusu et al (2016), deve-se refletir quais os possíveis vieses da pesquisa, a fim de manejá-los para obter de fato mudanças observáveis Psicol.…”

“…Pesqui. | 17 | 1-34 | 2023DOI:10.34019/1982-1247.2023 Quanto à estratégia em relação ao turno em que as intervenções foram realizadas, sete delas ocorreram após as aulas (Bermejo-Martins et al, 2018;Boyes et al, 2020;Garcia et al, 2019;Gopalan et al, 2013;Jayman et al, 2019;Mihić et al, 2020;Pereira & Marques-Pinto, 2017), podendo ser denominadas atividades aditivas ou extracurriculares; oito no período das aulas dentro de alguma disciplina (Berger et al, 2014;Chaux et al, 2017;Coelho et al, 2014;Gubbels et al, 2014;Kiviruusu et al, 2016;Milic et al, 2013;Sidera et al, 2019), podendo ser consideradas curriculares. Doze não especificaram esse detalhe (Bradley et al, 2012;Campos et al, 2020;Cardoso-Moreno et al, 2015;Faria et al, 2019;Garaigordobil et al, 2016;Garcia et al, 2019;Giménez-Dasí et al, 2017;Leal et al, 2020;Marques et al, 2020;Merino et al, 2014;Mesurado et al, 2020;Pavoski, et al, 2018).…”

“…Pesqui. | 17 | 1-34 | 2023DOI:10.34019/1982-1247.2023 participantes foram avaliados apenas após o término do programa, e o de Gopalan et al (2013), que usou medidas únicas, os demais estudos quantitativos conduziram avaliações antes e depois do processo interventivo. Em todos os estudos foram usadas várias medidas para avaliar as competências socioemocionais.…”

Including educational dance in an after-school socio-emotional learning program significantly improves pupils’ self-management and relationship skills? A quasi experimental study

“…Therefore, after-school programs may be a valuable option in particular cultural contexts where it is more unlikely to have SEL programs included in the academic curricula, as the same time as a safe and caring environment is offered to the children and adolescents while their parents are at work. However, after-school programs, since they are optional, have some particular limitations such as low attendance rates and possible sample losses (Gottfredson et al, 2010;Gopalan et al, 2013;Hayes, Chapple, & Ramirez, 2014). Therefore, after-school program activities need to be appealing to the target population in order to maximize their attendance and continuation.…”