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Changes in Students’ Social and Emotional Competences Following the Implementation of a School-Based Intervention Program

Received: 3 August 2022     Accepted: 9 September 2022     Published: 21 September 2022
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Abstract

Schools have been identified globally by policy makers as an ideal universal context to promote mental health for all students, to identify students with emerging mental health difficulties, and to target students with emotional and behavioral difficulties. However, studies on multi-informant perceptions of students’ social and emotional competences following the implementation of mental health programs at schools are limited. Current study examined teachers, students and parents’ perceptions of change in students’ social and emotional competences, following the implementation of a school-based intervention program Promoting Mental Health at Schools (PROMEHS). PROMEHS goal was to provide a systematic framework for the development and implementation of an evidence-based universal mental health curriculum at schools, to increase students’, teachers’ and families’ mental health and to support teachers, school leaders and policy makers to integrate mental health promotion into national educational policies effectively. Hundred fifty-two Greek teachers from kindergarten to secondary schools completed the SSIS SEL Brief Scales – Teacher K-12 Form for their 1558 students’ social and emotional competences and 458 students completed the SSIS SEL Brief Scales – Student Form for their own social and emotional competences. In addition, 492 parents completed the SSIS SEL Brief Scales – Parent Form for their children. Teachers reported moderate changes for their students’ social and emotional competences, which were further confirmed by students’ reports, but not by parents. Findings are discussed in terms of plans of action based on multi-informant data.

Published in American Journal of Applied Psychology (Volume 11, Issue 5)
DOI 10.11648/j.ajap.20221105.11
Page(s) 122-132
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Social and Emotional Competences, Teachers, Students, Parents, Mental Health Program at Schools

References
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Cite This Article
  • APA Style

    Maria S. Poulou, Ilaria Grazzani, Valeria Cavioni, Veronica Maria Ornaghi, Elisabetta Conte, et al. (2022). Changes in Students’ Social and Emotional Competences Following the Implementation of a School-Based Intervention Program. American Journal of Applied Psychology, 11(5), 122-132. https://doi.org/10.11648/j.ajap.20221105.11

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    ACS Style

    Maria S. Poulou; Ilaria Grazzani; Valeria Cavioni; Veronica Maria Ornaghi; Elisabetta Conte, et al. Changes in Students’ Social and Emotional Competences Following the Implementation of a School-Based Intervention Program. Am. J. Appl. Psychol. 2022, 11(5), 122-132. doi: 10.11648/j.ajap.20221105.11

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    AMA Style

    Maria S. Poulou, Ilaria Grazzani, Valeria Cavioni, Veronica Maria Ornaghi, Elisabetta Conte, et al. Changes in Students’ Social and Emotional Competences Following the Implementation of a School-Based Intervention Program. Am J Appl Psychol. 2022;11(5):122-132. doi: 10.11648/j.ajap.20221105.11

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  • @article{10.11648/j.ajap.20221105.11,
      author = {Maria S. Poulou and Ilaria Grazzani and Valeria Cavioni and Veronica Maria Ornaghi and Elisabetta Conte and Carmel Cefai and Liberato Camilerri and Paul Bartolo},
      title = {Changes in Students’ Social and Emotional Competences Following the Implementation of a School-Based Intervention Program},
      journal = {American Journal of Applied Psychology},
      volume = {11},
      number = {5},
      pages = {122-132},
      doi = {10.11648/j.ajap.20221105.11},
      url = {https://doi.org/10.11648/j.ajap.20221105.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20221105.11},
      abstract = {Schools have been identified globally by policy makers as an ideal universal context to promote mental health for all students, to identify students with emerging mental health difficulties, and to target students with emotional and behavioral difficulties. However, studies on multi-informant perceptions of students’ social and emotional competences following the implementation of mental health programs at schools are limited. Current study examined teachers, students and parents’ perceptions of change in students’ social and emotional competences, following the implementation of a school-based intervention program Promoting Mental Health at Schools (PROMEHS). PROMEHS goal was to provide a systematic framework for the development and implementation of an evidence-based universal mental health curriculum at schools, to increase students’, teachers’ and families’ mental health and to support teachers, school leaders and policy makers to integrate mental health promotion into national educational policies effectively. Hundred fifty-two Greek teachers from kindergarten to secondary schools completed the SSIS SEL Brief Scales – Teacher K-12 Form for their 1558 students’ social and emotional competences and 458 students completed the SSIS SEL Brief Scales – Student Form for their own social and emotional competences. In addition, 492 parents completed the SSIS SEL Brief Scales – Parent Form for their children. Teachers reported moderate changes for their students’ social and emotional competences, which were further confirmed by students’ reports, but not by parents. Findings are discussed in terms of plans of action based on multi-informant data.},
     year = {2022}
    }
    

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    T1  - Changes in Students’ Social and Emotional Competences Following the Implementation of a School-Based Intervention Program
    AU  - Maria S. Poulou
    AU  - Ilaria Grazzani
    AU  - Valeria Cavioni
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    AB  - Schools have been identified globally by policy makers as an ideal universal context to promote mental health for all students, to identify students with emerging mental health difficulties, and to target students with emotional and behavioral difficulties. However, studies on multi-informant perceptions of students’ social and emotional competences following the implementation of mental health programs at schools are limited. Current study examined teachers, students and parents’ perceptions of change in students’ social and emotional competences, following the implementation of a school-based intervention program Promoting Mental Health at Schools (PROMEHS). PROMEHS goal was to provide a systematic framework for the development and implementation of an evidence-based universal mental health curriculum at schools, to increase students’, teachers’ and families’ mental health and to support teachers, school leaders and policy makers to integrate mental health promotion into national educational policies effectively. Hundred fifty-two Greek teachers from kindergarten to secondary schools completed the SSIS SEL Brief Scales – Teacher K-12 Form for their 1558 students’ social and emotional competences and 458 students completed the SSIS SEL Brief Scales – Student Form for their own social and emotional competences. In addition, 492 parents completed the SSIS SEL Brief Scales – Parent Form for their children. Teachers reported moderate changes for their students’ social and emotional competences, which were further confirmed by students’ reports, but not by parents. Findings are discussed in terms of plans of action based on multi-informant data.
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Author Information
  • Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece

  • Department of Human Sciences for Education, University of Milano, Bicocca, Italy

  • Department of Human Sciences for Education, University of Milano, Bicocca, Italy

  • Department of Human Sciences for Education, University of Milano, Bicocca, Italy

  • Department of Human Sciences for Education, University of Milano, Bicocca, Italy

  • Department of Psychology, University of Malta, Msida, Malta

  • Department of Psychology, University of Malta, Msida, Malta

  • Department of Psychology, University of Malta, Msida, Malta

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