A quasi-experimental study was conducted in the eighth grade of two public schools located in Central Delhi. Two classes (95 participants) in the intervention school and three classes (108 participants) in the comparison school participated. The brief intervention was implemented across four 2-hour sessions for 1 month in the intervention school.…

Adolescence is a developmental period when youth are increasingly likely to turn to their peers for support, and it is also a time of increased salience and development of ethnic-racial identity (ERI). Ethnic-racial centrality, a dimension of ERI, could be a predictor in the development of peer support, as youth with a stronger self-concept on the…

A multisite cluster-randomized trial (by school) was conducted to examine the effects of a combined mental health literacy and dialectical behavior therapy skills program implemented by teachers on three protective factors related to social and emotional well-being. The sample of eight schools that were randomly assigned to intervention included…

This study investigated the relationships between social and emotional learning factors and course failure for 9,308 7th-9th graders. Student self-report measures of social and emotional learning (SEL) and biographical factors (ACT® Engage® Grades 6-9) were analyzed through multiple regression models with propensity score weighting techniques. The…

For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and…

This research examined links among academic ability, social-perspective coordination, and friendship quality, within the context of gifted adolescents' friendships. The sample consisted of 120 early adolescents (59 girls, 61 boys), 81 of whom were identified as gifted. Academic ability, sex, and grade significantly predicted social-perspective…

The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact…

With China's rapidly developing economy and increasing urbanization, many adults from rural areas migrate to urban areas for better paid jobs. A side effect of this migration is that parents frequently leave their children behind (left-behind children). This research investigated left-behind children's and non-left-behind children's psychological,…

A longitudinal study of the implementation of a small-group affective curriculum involved Grades 5-8 in a school for gifted children. Teacher-facilitators' perceptions were of interest. Over time, significant positive change occurred for items related to the perceived need for an affective curriculum, impact on the school, and teachers' confidence…

The SELF Foundation engaged 287 students at Key, Revere, and Welch middle schools in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Program impact was measured using reading and math performance, attendance, and disciplinary actions of SELF Foundation students compared to…

During the 2013-2014 academic year, the S.E.L.F. Foundation engaged 32 predominately at-risk students at Key Middle School (KMS) in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Outcome measures consisted of reading and mathematics performance before and after program implementation.…

This study compared the impact of the Aban Aya Youth Project (AAYP; Archives of Pediatric and Adolescent Medicine 158: 377-384, 2004) social development classroom curriculum (SDC), school/family/community (SC) intervention curriculum, and a health enhancement curriculum (HEC) attention placebo control on changes over time in violent behaviors…

The ability to critically evaluate whether information presented actually supports a given claim is essential for cognitive and social development. This paper presents a study focusing on developmental and contextual aspects of this ability (called antilogos). We tested antilogos for different variables: age group (Grades 8 and 10), direction of…

Although success in managing evolving peer relationships is linked to critical adolescent outcomes, little is known about the specific factors that lead to success or failure in peer relationship development across adolescence. This longitudinal study examines the role of adolescents' level of ego development as a predictor of the future course of…

New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ…