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Peer reviewed
Direct linkPat Bullen; Rachel A. Williamson-Dean; Gavin T. L. Brown – New Zealand Journal of Educational Studies, 2024
Schools are important in nurturing social skills and behaviours. Research consistently demonstrates that movement into/out of school (transience/mobility) disrupts positive social skill development, especially for students who frequently move. The impact of attending a highly transient school on "non-mobile" students is not as…
Descriptors: Foreign Countries, Students, Control Groups, Well Being
Warneken, Felix – Cognition, 2013
Human adults will sometimes help without being asked to help, including in situations in which the helpee is oblivious to the problem and thus provides no communicative or behavioral cues that intervention is necessary. Some theoretical models argue that these acts of "proactive helping" are an important and possibly human-specific form of…
Descriptors: Accidents, Intervention, Infants, Models
Bradshaw, Catherine P.; Waasdorp, Tracy E.; Leaf, Philip J. – Journal of Educational Psychology, 2015
School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the…
Descriptors: Educational Environment, Behavior Modification, Student Behavior, Intervention
Download full textDereli-Iman, Esra – Educational Sciences: Theory and Practice, 2014
The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme…
Descriptors: Social Development, Foreign Countries, Values Education, Experimental Groups
Hughes, Cerian; Cline, Tony – Educational Psychology in Practice, 2015
This study evaluated the efficacy of preschool Promoting Alternative Thinking Strategies (PATHS), an early years curriculum designed to improve children's social and emotional competence, and reduce problem behaviour. Fifty-seven children aged three to four years took part in the study over one academic year. The control group (Group 1) received…
Descriptors: Curriculum Evaluation, Preschool Education, Emotional Development, Social Development
Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Davidson, Richard J. – Developmental Psychology, 2015
Self-regulatory abilities are robust predictors of important outcomes across the life span, yet they are rarely taught explicitly in school. Using a randomized controlled design, the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum (KC) delivered in a public school setting on executive function,…
Descriptors: Self Control, Comparative Analysis, Experimental Groups, Control Groups
Caprara, Gian Vittorio; Kanacri, Bernadette Paula Luengo; Gerbino, Maria; Zuffianò, Antonio; Alessandri, Guido; Vecchio, Giovanni; Caprara, Eva; Pastorelli, Concetta; Bridglall, Beatrice – International Journal of Behavioral Development, 2014
The purpose of this study was to evaluate the effects of a pilot school-based intervention called CEPIDEA, designed to promote prosocial behavior in early adolescence. The study took place in a middle school located in a small city near Rome. The intervention group included 151 students (52.3% males; M[subscript age] = 12.4), and the control group…
Descriptors: Prosocial Behavior, Early Adolescents, Intervention, Middle School Students
Kramer, Thomas J.; Caldarella, Paul; Young, K. Richard; Fischer, Lane; Warren, Jared S. – Education and Treatment of Children, 2014
Instruction and training in social and emotional learning (SEL) is an important component in addressing the emotional and behavioral needs of students. This study is the first to examine whether "Strong Kids", an SEL program, delivered school-wide in all classrooms, could result in decreased internalizing behaviors and increased…
Descriptors: Student Behavior, Behavior Problems, Prosocial Behavior, Social Development
Kramer, Thomas J. – ProQuest LLC, 2013
The goal of this study was to explore whether "Strong Kids" could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement "Strong Kids" as it was designed and whether they…
Descriptors: Social Development, Emotional Development, Youth Programs, Program Implementation
Bierman, Karen L.; Coie, John D.; Dodge, Kenneth A.; Greenberg, Mark T.; Lochman, John E.; McMahon, Robert J.; Pinderhughes, Ellen – Journal of Consulting and Clinical Psychology, 2010
Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…
Descriptors: Prosocial Behavior, Intervention, Disadvantaged Schools, Aggression
Anliak, Sakire; Sahin, Derya – Early Child Development and Care, 2010
The present observational study was designed to evaluate the effectiveness of the I Can Problem Solve (ICPS) programme on behavioural change from aggression to pro-social behaviours by using the DECB rating scale. Non-participant observation method was used to collect data in pretest-training-posttest design. It was hypothesised that the ICPS…
Descriptors: Experimental Groups, Control Groups, Observation, Pretests Posttests
Herry, Yves; Maltais, Claire; Thompson, Katherine – Early Childhood Research & Practice, 2007
This study explored the effects of a full-day preschool program on 4-year-old children. The study compared the development of a group of children (N = 403) who attended the preschool program on a half-day basis during the 1999-2000 school year (the last year the half-day program was in place) with the development of a group of children (N = 418)…
Descriptors: Foreign Countries, Preschool Children, Preschool Education, Preschool Teachers
