Strong start: Impact of direct teaching of a social-emotional learning curriculum and infusion of skills on emotion knowledge of first grade students

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dc.contributor.authorWhitcomb, Sara A., 1974-
dc.date.accessioned2010-04-24T01:53:16Z
dc.date.available2010-04-24T01:53:16Z
dc.date.issued2009-09
dc.descriptionxiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractGiven the staggering prevalence of 12-22% of school children with mental health problems and the paucity of effective mental health services available, it is essential that professionals examine alternative methods for providing social and emotional support to children (Greenberg, Bumbarger, & Domitrovich, 2001). Rather than continuing with a service delivery approach that is reactive, fragmented, and inefficient, professionals are called to consider a more preventive approach that ensures the health of all children. A public health model of intervention can provide a conceptual framework for mental health service delivery in its aim to serve an entire population and to provide multi-tiered support (universal, targeted, indicated) that increases in intensity based on the needs of individual persons (Coie et al, 2000). Members of the Oregon Resiliency Project, a research effort at the University of Oregon, have spent the last several years developing one such set of SEL curricula, appropriate for children in grades pre-k-12, the Strong Kids programs, Strong Start: K-2 , (Merrell, Parisi, & Whitcomb, 2007), is a component of Strong Kids , developmentally applicable to kindergarten through second grade students. The purpose of this study was to implement a pilot or feasibility study that examined the impact of Strong Start on first grade students' social-emotional knowledge skills, with a particular emphasis on emotion knowledge, social behavior and affect. Pretest data collection of Strong Start began in Fall 2007 in 4 classrooms in a suburban, northwestern school district. Implementation of the intervention occurred in Winter 2008 and posttest data were gathered in Spring 2008. Results indicated that Strong Start was implemented with integrity, and that significant increases in students' knowledge about emotion situations and significant decreases in students' internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed.en_US
dc.description.sponsorshipCommittee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; John Seeley, Member, not from U of 0; Sara Hodges, Outside Member, Psychologyen_US
dc.identifier.urihttps://hdl.handle.net/1794/10332
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2009;
dc.subjectSocial-emotional learningen_US
dc.subjectPositive behavior supporten_US
dc.subjectEmotional awarenessen_US
dc.subjectWellness promotionen_US
dc.subjectDirect teachingen_US
dc.subjectFirst grade (Education)en_US
dc.subjectStrong Kidsen_US
dc.subjectOregon Resiliency Projecten_US
dc.subjectBehavioral psychologyen_US
dc.subjectEarly childhood educationen_US
dc.subjectEducational psychologyen_US
dc.titleStrong start: Impact of direct teaching of a social-emotional learning curriculum and infusion of skills on emotion knowledge of first grade studentsen_US
dc.title.alternativeImpact of direct teaching of a social-emotional learning curriculum and infusion of skills on emotion knowledge of first grade studentsen_US
dc.typeThesisen_US

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