The Role of Social-Emotional Learning In Bullying Prevention Efforts

Smith, Brian H.; Low, Sabina

doi:10.1080/00405841.2013.829731

Cited by 91 publications

(67 citation statements)

References 39 publications

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“…A major focus of school-based violence prevention programs has been to address social and emotional skills related to aggression (Smith & Low, 2013). This approach is exemplified by Second Step, a universal school-based violence prevention program that includes curricula for elementary (Committee for Children, 1997a) and middle school students (Committee for Children, 1997b) that focus on three areas of social-emotional competency-empathy and perspective-taking, social problem solving, and anger management (Frey, Hirschstein, & Guzzo, 2000).…”

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confidence: 99%

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

et al. 2015

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School-based youth violence prevention programs, particularly those focused on middle school students, have generally had limited effects that are often not sustained over time. Although many interventions focus on teaching social-cognitive skills, few studies have explored the extent to which students master these skills, actually use them, and find them effective in dealing with problem situations. This study examined these issues based on interviews with 141 students attending one county and two urban middle schools in classrooms where the Second Step violence prevention program had been implemented. We coded interviews to assess participants' general reactions to the interventions, use of skills, and effectiveness of skills. We also asked participants to describe outcomes they experienced when they used specific skills taught in the intervention in response to problem situations. Participants had generally positive reactions to the intervention. Their suggestions for improving the intervention primarily concerned improving its relevance. Participants described changes they had made based on the intervention, particularly controlling anger and improving relations with others. Their responses indicated that they sometimes misunderstood or misused specific intervention skills, especially problem solving and empathy. Students' descriptions of the outcomes they experienced when using intervention skills were not uniformly positive. This was especially true for situations involving peers such as peer pressure and bullying. These results underscore the need for more intensive efforts to ensure that students master intervention skills and are able to use them correctly. In addition, interventions should address the broader social context (e.g., peers, school) to maximize the effectiveness of skills.

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Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

et al. 2015

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“…Specifically, they determined that schools must offer training to students with intellectual disabilities to avoid bullying in both directions, showing them when they are behaving as bullies and when they are victims of bullying. Other authors propose the incorporation of content based on emotional education, fostering tolerance towards differences and the resolution of conflicts (Smith & Low, 2013). They also asked students with intellectual disabilities about the curricular content they would like to learn.…”

Section: Components To Improve Schools For People With Disabilitiesmentioning

confidence: 99%

“…On the other hand, Hall and Theron (2016), based on a multiple case study, defined lines of intervention to promote resilience in students with intellectual disabilities in schools. Other authors propose the incorporation of content based on emotional education, fostering tolerance towards differences and the resolution of conflicts (Smith & Low, 2013).…”

Section: Components To Improve Schools For People With Disabilitiesmentioning

confidence: 99%

The dream school: Mind‐changing perspectives of people with intellectual disabilities

Nieto

Moriña

2019

Research Intellect Disabil

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In this study, we analyse the characteristics that define an ideal school, from the perspective of people with intellectual disabilities. we carried out an inclusive research qualitative study with 36 Spanish adults with intellectual disabilities. Information from individual interviews about educational inclusion was summarized on to notecards, allowing participants to place messages into categories on a poster board. Identified themes included facilities and resources; values and rules; intimidation; what students learn; how students learn best; exams; teachers; and classmates. Results highlight the importance of inclusive values and the need for a curriculum that meets the needs of all students.

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“…Por su parte, los estudios sobre maltrato escolar (Chaux, 2012;Díaz, 2007;Fernández, 2003;Levine y Tamburrino, 2014;Mendoza, 2012;Smith y Low, 2013) coinciden en señalar sus efectos nocivos en el desarrollo personal, social, académico, emocional y moral de niños y adolescentes que participan en la dinámica del maltrato escolar. Impresiona y preocupa conocer las implicaciones que genera el participar, ya sea como agresor, víctima u observador en situaciones de maltrato.…”

Section: Introductionunclassified

Educando la competencia social en Perú. Programa de prevención del maltrato escolar

Sampén-Díaz

Aguilar-Ramos

Hurtado

2017

REDIE

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La presente investigación sobre maltrato escolar realizada en Perú, aplicando un enfoque de investigación mixto (cualitativo-cuantitativo), evalúa un programa de prevención basado en la competencia social e interpersonal. El procedimiento incluye un diseño cuasi-experimental que se desarrolló en dos fases: 1) análisis y detección de la situación de maltrato y 2) diseño, aplicación y evaluación del programa. Participaron 176 estudiantes de tres instituciones educativas de Chiclayo, Perú. Las técnicas de recogida de datos fueron cuestionarios, observación participante y fichas de evaluación. Los resultados indican que el programa contribuyó a potenciar aprendizajes enmarcados dentro de la competencia social. Tras la aplicación del programa, los estudiantes mejoraron en actitudes de convivencia con sus iguales, diálogo, expresión de sentimientos, comprensión y empatía con quien sufre, así como en amistad y solidaridad en situaciones de maltrato escolar, lo que pone de manifiesto la importancia de potenciar el aprendizaje de la competencia social.

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The Role of Social-Emotional Learning In Bullying Prevention Efforts

Cited by 91 publications

References 39 publications

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

Participants’ Perceptions of a Violence Prevention Curriculum for Middle School Students: Was It Relevant and Useful?

The dream school: Mind‐changing perspectives of people with intellectual disabilities

Educando la competencia social en Perú. Programa de prevención del maltrato escolar

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