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Showing 1 to 15 of 16 results Save | Export
Jonathon Shasteen – ProQuest LLC, 2023
Behavioral activation (BA) has significant and long-lasting effects on depression in adults, and a growing body of evidence supports its efficacy with adolescents. It remains unclear, however, whether BA reduces systematically-observed depressive behavior in addition to subjective report of depressive symptoms. In this single-case study, three…
Descriptors: Depression (Psychology), Adolescents, Junior High School Students, Intervention
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Chloé Tolmatcheff; René Veenstra; Isabelle Roskam; Benoit Galand – Prevention Science, 2024
This study examined the relation between both implementation fidelity and quality and the outcomes of two different anti-bullying interventions targeting distinct processes involved in bullying: moral disengagement and social norms. In total, 34 French-speaking Belgian teachers from six elementary schools were trained to deliver either the moral…
Descriptors: Foreign Countries, Elementary School Teachers, Grade 4, Grade 5
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Chen, Yu-Lun; Martin, Wendy; Vidiksis, Regan; Patten, Kristie – International Journal of Developmental Disabilities, 2023
Background: Adolescents on the autism spectrum often experience challenges participating socially in inclusive education. The majority of school-based social supports focuses on social skills training, although research shows that students on the spectrum prefer activity-based social groups over social instructions. Thus, activity-based school…
Descriptors: Adolescents, Students with Disabilities, Inclusion, Student Interests
Jacob Adam Giessman – ProQuest LLC, 2020
At North Middle School--a Northeastern public school with a large African immigrant population--Black males were overrepresented in disciplinary referral by a factor of three in 2017-2018. A literature review framed by network theory (Neal, J. W. & Neal, 2013) and the concept of the serial stream of discipline (Irvin, Tobin, Sprague, Sugai,…
Descriptors: Middle School Students, Males, Blacks, Immigrants
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Coelho, Vítor Alexandre; Brás, Patrícia; Matsopoulos, Anastassios – School Psychology, 2021
This study analyzed the effectiveness of an elementary school Social and Emotional Learning (SEL) program during middle school transition in Portugal, and the influence of gender, classroom size and student's perception of two school climate dimensions (student-student relationships and teacher-student relationships) upon its effectiveness.…
Descriptors: Foreign Countries, Transitional Programs, Elementary School Students, Middle School Students
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Araúz Ledezma, Ana Belinda; Massar, Karlijn; Kok, Gerjo – Education Sciences, 2020
Gender inequalities still affect the health and well-being of young people worldwide. Given the apprehensions among government and educators in a conservative context like Panama to implement comprehensive sexual education, there is a need for other educational efforts to stimulate healthy and respectful intimate relationships between adolescents.…
Descriptors: Social Development, Emotional Development, Program Effectiveness, Early Adolescents
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Van Loan, Christopher L.; Garwood, Justin D.; Smith, Stephen W.; Daunic, Ann P. – Journal of Emotional and Behavioral Disorders, 2019
Using a pre-post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, "Take CHARGE!," based on a cognitive-behavioral approach, could improve students' knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with…
Descriptors: Emotional Disturbances, Behavior Disorders, Problem Solving, Curriculum
Anderson, Cynthia M.; Iovannone, Rose; Smith, Tristram; Levato, Lynne; Martin, Ryan; Brenna, Cavanaugh; Hochheimer, Sam; Wang, Hongyue; Iadarola, Suzannah – Grantee Submission, 2020
To date there are no evidence-based comprehensive interventions for use in school settings. There are numerous barriers to delivery of high-quality interventions in schools that have limited the transfer of research-based interventions to school settings. "Modular Approach to Autism Programing for Schools (MAAPS)" is a framework for…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Learning Modules
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Mayfield, Carlene A.; Child, Stephanie; Weaver, Robert G.; Zarrett, Nicole; Beets, Michael W.; Moore, Justin B. – Journal of School Health, 2017
Background: We examined the effectiveness of Peaceful Playgrounds™ (P2) to decrease antisocial behaviors (ASB) while increasing physical activity (PA) and prosocial behaviors (PSB) in elementary school children. Methods: A longitudinal, cluster-randomized design was employed in 4 elementary school playgrounds where students (third to fifth) from 2…
Descriptors: Playgrounds, Student Behavior, Physical Activity Level, Peace
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Hernandez, Carissa; Kulkarni, Saili S. – Journal of the American Academy of Special Education Professionals, 2018
The purpose of this research study was to determine how Community Based Instruction (CBI) affects the social skills of middle school students with moderate to severe disabilities. Existing literature is limited in findings related to the influence of CBI on middle school students with moderate to severe disabilities. This qualitative study was…
Descriptors: Community Based Instruction (Disabilities), Students with Disabilities, Middle School Students, Severe Disabilities
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Powell, Tara; Thompson, Sanna J. – Research on Social Work Practice, 2016
Objective: This article presents the Journey of Hope (JoH), a school-based intervention for children who have experienced a collective trauma such as a natural disaster. Through the use of group work, the JoH focuses on building coping skills and enhancing protective factors to help children recover. Method: This quasi-experimental research…
Descriptors: Quasiexperimental Design, Intervention, Trauma, Natural Disasters
Geiger, Michael Damon, Jr. – ProQuest LLC, 2012
Students with emotional disturbance exhibit difficulty interpreting and responding appropriately to social situations occurring in the community, home, and school. Interactive multimedia instruction has advanced to the degree that it is possible to create learning environments that encourage active problem solving and knowledge construction. This…
Descriptors: Middle School Students, Emotional Disturbances, Intervention, Computer Software
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van der Meulen, Rachel T.; van der Bruggen, Corine O.; Spilt, Jantine L.; Verouden, Jaap; Berkhout, Maria; Bögels, Susan M. – Child & Youth Care Forum, 2014
Background: Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social-emotional and behavioral problems. A pullout program, the "Day a Week School" (DWS), was offered to gifted children in 25 elementary…
Descriptors: Foreign Countries, Academically Gifted, Resource Room Programs, Elementary School Students
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Jenson, Jeffrey M.; Dieterich, William A.; Brisson, Daniel; Bender, Kimberly A.; Powell, Anne – Research on Social Work Practice, 2010
Twelve-month follow-up outcomes from a group-randomized trial (GRT) of a classroom curriculum aimed at preventing bullying and victimization among elementary students in the Denver, Colorado, public school system are presented. Twenty-eight elementary schools were randomly assigned to receive selected modules of "Youth Matters" (YM), a…
Descriptors: Intervention, Bullying, Victims of Crime, Program Effectiveness
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Blair, Dorothy – Journal of Environmental Education, 2009
Although educators widely use school gardens for experiential education, researchers have not systematically examined the evaluative literature on school-gardening outcomes. The author reviewed the U.S. literature on children's gardening, taking into account potential effects, school-gardening outcomes, teacher evaluations of gardens as learning…
Descriptors: Environmental Education, Social Behavior, Science Achievement, Experiential Learning
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