Social-Emotional Learning and Evaluation in After-School Care: A Working Model

Simple item page
dc.contributor.authorMinney, Dana
dc.contributor.authorGarcia, Jaime
dc.contributor.authorAltobelli, Joan
dc.contributor.authorPerez-Brena, Norma J.
dc.contributor.authorBlunk, Elizabeth
dc.date.accessioned2019-12-04T18:20:40Z
dc.date.available2019-12-04T18:20:40Z
dc.date.issued2019-01
dc.description.abstractSocial-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range = 4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.
dc.description.departmentFamily and Consumer Sciences
dc.formatText
dc.format.extent16 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationMinney, D., Garcia, J., Altobelli, J., Perez-Brena, N., & Blunk, E. (2019). Social-Emotional Learning and Evaluation in After-School Care: A Working Model. Journal of Youth Developement, 14(3), pp. 130-145.
dc.identifier.doihttps://doi.org/10.5195/jyd.2019.660
dc.identifier.issn2325-4017
dc.identifier.urihttps://hdl.handle.net/10877/9007
dc.language.isoen
dc.publisherUniversity of Pittsburgh
dc.rights.licenseThis work is licensed under a Creative Commons Attribution 4.0 International License.
dc.sourceJournal of Youth Development, 2019, Vol. 14, No. 3, pp. 130-145.
dc.subjectprogram evaluation
dc.subjectSEL curriculum
dc.subjectself-soothing
dc.subjectsocial-emotional learning
dc.subjectafter-school programs
dc.subjectFamily and Consumer Sciences
dc.titleSocial-Emotional Learning and Evaluation in After-School Care: A Working Model
dc.typeArticle

Files

Original bundle

Now showing 1 - 1 of 1
Thumbnail Image
Name:
Socialemotional-learning-and-evaluation-in-afterschool-care-A-working-model2019.pdf
Size:
277.74 KB
Format:
Adobe Portable Document Format
Description:
Download

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.54 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

College of Applied Arts