The effectiveness of school-based anger interventions and programs: A meta-analysis

Gansle, Kristin A.

doi:10.1016/j.jsp.2005.07.002

Cited by 85 publications

(64 citation statements)

References 52 publications

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“…Conversely, emotions' management and identification as well as emotional literacy enhancement were found to be widely targeted by similar interventions, most of which appeared to achieve their goals (Domitrovich, Cortes, & Greenberg, 2007;Gansle, 2005;Hawkins, Smith, & Catalano, 2004), thus confirming our finding that students' emotional skills can be improved by school-based programs.…”

Section: Discussionsupporting

confidence: 81%

“…Promotion school-programs have been found to improve self-esteem (Haney & Durlac, 1998;O'Mara et al, 2006) to prevent mental health problems (Greenberg, Domitrovich, & Bumbarger, 2001), depression (Forness et al, 1998;Merry et al, 2004) and drug use (Faggiano et al 2005), enhance emotion management and self-control (Barrett, 2004;Gansle, 2005;Kusché & Greenberg, 1994), help children resolve interpersonal conflicts (Geller, 1999;Grossman et al, 1997;Kusché & Greenberg, 1994;Shure & Spivack, 1982) and maintain healthy relationships (Beelmann & Lösel, 2006;Englander-Golden et al, 1989) and also reduce violent behavior (Catalano et al, 2002;Hahn et al, 2007;Wilson & Lipsey, 2007;Wilson, Lipsey, & Derzon, 2003).…”

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

“…Literature also suggests that preschool age is critical for the formation of social-emotional competence in children (Gansle, 2005;Mishara & Ystgaard, 2006;Landy, 2009) with the higher impact of SEL interventions reported in the 4 -7 age group (Diekstra & Gravesteijn, 2008;Gansle, 2005;Jones, Greenberg, & Crowley, 2015). Pre-school settings which view educational and social development as complementary and of equal importance have been found to enhance children's all-round progress (Sylva et al, 2004).…”

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

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Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

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Background: The past few decades have seen a significant growth of research on socio-emotional skills development programs and on mental health education in schools since their key-importance has been well documented. This study presents the evaluation of "Steps for life", an open, question-based, annual, teacher-taught, mental health Greek K-curriculum, designed to improve personal and social skills in young students aged 4 -6. The curriculum uses classroom-appropriate methods such as dialoguing, story-telling, role-playing and diffusion in formal and hidden curriculum, while incorporating a considerable degree of parental involvement. Methods: The study was conducted in Greece during [2009][2010]. The sample consisted of 998 kindergartners, with 518 of them forming the experimental group and 480 the control group. The questionnaire designed for the study consisted of items regarding demographics, of the Behavioural Academic Self-Esteem scale and of 8 more subscales, namely concentration of attention, participation and cooperation in the class, emotions' identification and management, physical and verbal aggressiveness control, victimization control, self-esteem, empathy, friendship skills, and problem solving. Its 96-in total-items examined students' behaviors as exhibited in the school environment and as observed and rated by their teachers. It was administered pre and post intervention to both groups' educators. Results: The results suggest that both groups exhibited significant improvement in all investigated skills. As indicated by the regression analysis however, the intervention students showed significantly higher improvement in all targeted abilities except friendship skills. Conclusions: Our intervention improved more significantly almost all the taught skills, corroborating the findings of other researchers who found that similar approaches can improve

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Section: Discussionsupporting

confidence: 81%

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

Section: Specifically Sfl (Skills For Life) Ses (Social Emotional Smentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Kourmousi¹,

Salagianni²,

Merakou³

et al. 2017

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“…These skills, however, seem to be widely targeted by the majority of similar interventions, most of which appear to achieve their goals (e.g. Domitrovich, Cortes & Greenberg, 2007;Gansle, 2005;Hawkins, Smith & Catalano, 2004). Psychoanalytic elements help support emotions' identification (Cho, 2009;Kusché, 2002;Britzman, 1998) while cognitive ones help in emotional management (Nelis, Quoidbach, Mikolajczak & Hansenne, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Whatever their title and specific goals, or even their theoretical basis, one cannot help but admit that this kind of education has produced impressive outcomes during the past decades concerning the improvement of students' social, emotional, and coping skills, as pointed out by international organizations (UNESCO, 2004;WHO, 2003) and shown by various meta-analyses (Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011;Diekstra & Gravesteijn, 2008;Payton et al, 2008;Wilson, Gottfredson & Najaka, 2001;Durlak & Wells, 1997). Such programmes have been found to a) improve self-esteem (O'Mara, Marsh, Craven & Debus, 2006;Haney & Durlac, 1998), b) prevent depression (Merry, McDowell, Hetrick, Bir & Muller, 2004;Forness, Serna, Kavale & Nielsen, 1998) and other mental health problems (Greenberg, Domitrovich, & Bumbarger, 2001), c) prevent drug use (Faggiano et al 2005;Tobler et al, 2000) and alcohol and tobacco use (Botvin, Griffin, Paul, & Macaulay, 2003), d) enhance emotion management and self-control (Gansle, 2005;Barrett, 2004;Kusché & Greenberg, 1994), e) help children resolve interpersonal conflicts (Geller, 1999;Grossman et al, 1997;Kusché & Greenberg, 1994;Shure & Spivack, 1982) and maintain healthy relationships (Beelmann & Lösel, 2006;Englander-Golden, Jackson, Crane, Schwarzkopf & Lyle, 1989) and e) reduce violent behavior (Hahn et al, 2007;Wilson & Lipsey, 2007;Wilson, Lipsey & Derzon, 2003;Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2004).…”

Section: Introductionmentioning

confidence: 99%

Students Psychosocial Empowerment With The 'Steps For Life Personal and Social Skills Greek Elementary Programme

Kourmousi

Markogiannakis

Tzavara

et al. 2018

iejee

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Significant research has been conducted on skills' enhancement school programs, since their importance has been well established. The presented study evaluates "Steps for life", a Greek, universal, annual, teacher-taught programme, designed to improve personal and social skills in young elementary students by the use of questions, diffusion in formal and hidden curriculum, and parental involvement. The experimental study was conducted in Greece during 2013-2014. The sample consisted of 2439 students, with 1516 forming the experimental group and 923 the control group. The study questionnaire included demographics, Personal and Social Skills Scale-Elementary, and the BASE scale. It investigated students' self-esteem, concentration of attention, participation/cooperation, emotions' identification and expression, emotions' management, ability to control verbal and physical aggressiveness, ability to control victimization, empathy, friendship skills, problem-solving, ability to take responsibility, and use of spoken and written language. The experimental group exhibited significant improvement in all investigated skills post-intervention, while the control group did not improve concentration of attention, emotions' management, and their ability to control verbal and physical aggressiveness and victimization. The analysis also revealed that intervention students had significantly higher improvement than the controls in all dimensions. Appropriately designed mental health promotion programs can improve several children's social-emotional skills and abilities.

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Child-focused psychosocial interventions for anger and aggression in children under 12 years of age

Hanratty

Macdonald

Livingstone

2015

Cochrane Database of Systematic Reviews

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The effectiveness of school-based anger interventions and programs: A meta-analysis

Cited by 85 publications

References 52 publications

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Evaluation of the “Steps for Life” Personal and Social Skills Greek K-Curriculum

Students Psychosocial Empowerment With The 'Steps For Life Personal and Social Skills Greek Elementary Programme

Child-focused psychosocial interventions for anger and aggression in children under 12 years of age

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