Show simple item record

dc.contributor.authorIizuka, C.
dc.contributor.authorBarrett, P.
dc.contributor.authorGillies, R.
dc.contributor.authorCook, C.
dc.contributor.authorMarinovic, Welber
dc.date.accessioned2017-03-15T22:23:47Z
dc.date.available2017-03-15T22:23:47Z
dc.date.created2017-03-08T06:39:38Z
dc.date.issued2014
dc.identifier.citationIizuka, C. and Barrett, P. and Gillies, R. and Cook, C. and Marinovic, W. 2014. A combined intervention targeting both teachers' and students' social-emotional skills: Preliminary evaluation of students' outcomes. Australian Journal of Guidance and Counselling. 24 (2): pp. 152-166.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/50336
dc.identifier.doi10.1017/jgc.2014.12
dc.description.abstract

The literature indicates increasing evidence showing the benefits of classroom-based, universal preventive interventions for mental health and the link between social and emotional learning and academic performance. The FRIENDS program has been extensively tested and has showed promising results not only for preventing childhood anxiety, but also for improving students' self-concept, social skills and coping skills. However, when it comes to communities in disadvantage, the results are mixed, with some studies reporting the need to include enhancements to the context in which the program is implemented to better support communities at risk. A combined intervention aiming to promote students' social-emotional skills was piloted in a school located in a low socio-economic status area. Teachers received training to teach social and emotional skills for students and a resilience program for themselves. Students' social-emotional outcomes were assessed at pre, post, 3 and 6 months following the intervention. Results showed that the intervention helped students to decrease their anxiety, and the intervention was well accepted by participants.

dc.publisherCambridge University Press
dc.titleA combined intervention targeting both teachers' and students' social-emotional skills: Preliminary evaluation of students' outcomes
dc.typeJournal Article
dcterms.source.volume24
dcterms.source.number2
dcterms.source.startPage152
dcterms.source.endPage166
dcterms.source.issn1037-2911
dcterms.source.titleAustralian Journal of Guidance and Counselling
curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusFulltext not available


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record