School Based Intervention Essay
Empirically supported social-emotional learning (SEL) programs can promote children’s academic success, development of essential skills, and can prevent negative outcomes from developing (Duncan et al., 2017). Denham and Brown (2010) define SEL as the process of acquiring the knowledge and skills to achieve the five interrelated components of social-emotional skills, which include self-awareness, self-management, social-awareness, responsible decision making, and relationship skills. For children, the development of these skills is associated with improved academic outcomes, more positive views of school, greater involvement in school, less difficult and risky behaviors in school, and better relationships with teachers and peers (Denham & Brown, 2010). Numerous studies and meta-analyses have revealed that SEL programs can have positive social, emotional, and academic impacts for children from preschool to high school (Durlak,
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The goal of the current paper is two-fold. It will explore two major school-based intervention content areas, including the factors that impact program efficacy and the status of SEL programs in three developmental categories. In the first section, debated questions in the literature on school-based interventions, particularly related to the efficacy of these interventions, will be explored. This section will delve into issues related to program leadership, delivery format of programs, fidelity of program implementation, and cultural relevance of programs. In the second section, SEL programs in early childhood, middle childhood, and adolescence will be described. For each of these stages of development, the general goals that SEL programs aim to achieve and typical evidence-based programs for children in these age groups will be
The goal of the current paper is two-fold. It will explore two major school-based intervention content areas, including the factors that impact program efficacy and the status of SEL programs in three developmental categories. In the first section, debated questions in the literature on school-based interventions, particularly related to the efficacy of these interventions, will be explored. This section will delve into issues related to program leadership, delivery format of programs, fidelity of program implementation, and cultural relevance of programs. In the second section, SEL programs in early childhood, middle childhood, and adolescence will be described. For each of these stages of development, the general goals that SEL programs aim to achieve and typical evidence-based programs for children in these age groups will be