返回Google圖書搜尋

An Increase in Emotional Support, a Reduction in Negative Social Emotional Skills, Or Both?

其他書名	Examining How Universal Social Emotional Programs Achieve Reductions in Aggression
出版	ERIC Clearinghouse, 2015
URL	http://books.google.com.hk/books?id=29vyvgEACAAJ&hl=&source=gbs_api

註釋Participation in Social Emotional Learning (SEL) programs reduces aggressive and antisocial behavior (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Theoretically, SEL programs foster social and emotionally intelligent youth through improving children's social and emotional skills, defined in the present study as the ability to manage emotions and develop meaningful friendships (Izard, 2002; Lemerise & Arsenio, 2000; Webster-Stratton & Reid, 2004), as well as fostering emotional support, defined in the present study as safe and caring learning environments (Hawkins et al., 2004; Schaps, Battistich, & Solomon, 2004). Presently, it is unclear which component is more important, or if both components are equally important. Research on interventions designed specifically for children who engage in aggressive and antisocial behavior suggest that each component is equally important. In this study, teachers engage in 8 MyTeachingPartner (MTP) coaching cycles throughout the academic year. The present study suggests that SEL programs reduce aggressive and antisocial behavior through improving social and emotional skills and fostering safe and caring learning environments. More specifically, in support of the authors' hypothesis, findings indicate that within the intervention group of the 4Rs + MTP program, the interaction between emotional support and hostile attribution bias predicted less teacher-reported aggressive and antisocial behavior.