Emotional Intelligence

APPENDIX F

Social and Emotional Learning: Results

Child Development Project

Eric Schaps, Development Studies Center, Oakland, California.

Evaluation in schools in Northern California, grades K-6; rating by independent observers, comparing with control schools.

RESULTS:

• more responsible

• more assertive

• more popular and outgoing

• more pro-social and helpful

• better understanding of others

• more considerate, concerned

• more pro-social strategies for interpersonal problem-solving

• more harmonious

• more "democratic"

• better conflict-resolution skills

SOURCES: E. Schaps and V. Battistich, "Promoting Health Development Through School-Based Prevention: New Approaches," OSAP Prevention Monograph, no. 8: Preventing Adolescent Drug Use: From Theory to Practice. Eric Gopelrud (ed.), Rockville, MD: Office of Substance Abuse Prevention, U.S. Dept. of Health and Human Services, 1991.

D. Solomon, M. Watson, V. Battistich, E. Schaps, and K. Delucchi, "Creating a Caring Community: Educational Practices That Promote Children's Prosocial Development," in F. K. Oser, A. Dick, and J.-L. Patry, eds., Effective and Responsible Teaching: The New Synthesis (San Francisco: Jossey-Bass, 1992).

Paths

Mark Greenberg, Fast Track Project, University of Washington.

Evaluated in schools in Seattle, grades 1-5; ratings by teachers, comparing matched control students among 1) regular students, 2) deaf students, 3) special-education students.

RESULTS:

• Improvement in social cognitive skills

• Improvement in emotion, recognition, and understanding

• Better self-control

• Better planning for solving cognitive tasks

• More thinking before acting

• More effective conflict resolution

• More positive classroom atmosphere

SPECIAL-NEEDS STUDENTS:

Improved classroom behavior on:

• Frustration tolerance

• Assertive social skills

• Task orientation

• Peer skills

• Sharing

• Sociability

• Self-control

IMPROVED EMOTIONAL UNDERSTANDING:

• Recognition

• Labeling

• Decreases in self-reports of sadness and depression

• Decrease in anxiety and withdrawal

SOURCES: Conduct Problems Research Group, "A Developmental and Clinical Model for the Prevention of Conduct Disorder: The Fast Track Program," Development and Psychopathology 4 (1992).

M. T. Greenberg and C. A. Kusche, Promoting Social and Emotional Development in Deaf Children: The PATHS Project (Seattle: University of Washington Press, 1993).

M. T. Greenberg, C. A. Kusche, E. T. Cook, and J. P. Quamma, "Promoting Emotional Competence in School-Aged Children: The Effects of the PATHS Curriculum," Development and Psychopathology 7 (1995).

Seattle Social Development Project

J. David Hawkins, Social Development Research Group, University of Washington

Evaluated in Seattle elementary and middle schools by independent testing and objective standards, in comparison to nonprogram schools.

RESULTS:

• More positive attachment to family and school

• Boys less aggressive, girls less self-destructive

• Fewer suspensions and expulsions among low-achieving students

• Less drug-use initiation

• Less delinquency

• Better scores on standardized achievement tests

SOURCES: E. Schaps and V. Battistich, "Promoting Health Development Through School-Based Prevention: New Approaches," OSAP Prevention Monograph, no. 8: Preventing Adolescent Drug Use: From Theory to Practice. Eric Gopelrud (ed.), Rockville, MD: Office of Substance Abuse Prevention, U.S. Dept. of Health and Human Services, 1991.

J. D. Hawkins et al., "The Seattle Social Development Project," in J. McCord and R. Tremblay, eds., The Prevention of Antisocial Behavior in Children (New York: Guil-ford, 1992).

J. D. Hawkins, E. Von Cleve, and R. F. Catalano, "Reducing Early Childhood Aggression: Results of a Primary Prevention Program, "Journal of the American Academy of Child and Adolescent Psychiatry 30, 2 (1991), pp. 208-17.

J. A. O'Donnell, J. D. Hawkins, R. F. Catalano, R. D. Abbott, and L. E. Day, "Preventing School Failure, Drug Use, and Delinquency Among Low-Income Children: Effects of a Long-Term Prevention Project in Elementary Schools," American Journal of Ortho-psychiatry 65 (1994).

Yale-New Haven Social Competence Promotion Program

Roger Weissberg, University of Illinois at Chicago

Evaluated in New Haven Public Schools, grades 5-8, by independent observations and student and teacher reports, compared with control group.

RESULTS:

• Improved problem-solving skills

• More involvement with peers

• Better impulse control

• Improved behavior

• Improved interpersonal effectiveness and popularity

• Enhanced coping skills

• More skill in handling interpersonal problems

• Better coping with anxiety

• Less delinquent behaviors

• Better conflict-resolution skills

SOURCES: M. J. Elias and R. P. Weissberg, "School-Based Social Competence Promotion as a Primary Prevention Strategy: A Tale of Two Projects," Prevention in Human Services 7, 1 (1990), pp. 177-200.

M. Caplan, R. P. Weissberg, J. S. Grober, P. J. Sivo, K. Grady, and C. Jacoby, "Social Competence Promotion with Inner-City and Suburban Young Adolescents: Effects of Social Adjustment and Alcohol Use," Journal of Consulting and Clinical Psychology 60, 1 (1992), pp. 56-63.

Resolving Conflict Creatively Program

Linda Lantieri, National Center for Resolving Conflict Creatively Program (an initiative of Educators for Social Responsibility), New York City

Evaluated in New York City schools, grades K-12, by teachers' ratings, pre- and post-program.

RESULTS:

• Less violence in class

• Fewer verbal put-downs in class

• More-caring atmosphere

• More willingness to cooperate

• More empathy

• Improved communication skills

SOURCE: Metis Associates, Inc., The Resolving Conflict Creatively Program: 1988-1989. Summary of Significant Findings of RCCP New York Site (New York: Metis Associates, May 1990).

The Improving Social Awareness-Social Problem Solving Project

Maurice Elias, Rutgers University

Evaluated in New Jersey schools, grades K-6, by teacher ratings, peer assessments, and school records, compared to nonparticipants.

RESULTS:

• More sensitive to others' feelings

• Better understanding of the consequences of their behavior

• Increased ability to "size up" interpersonal situations and plan appropriate actions

• Higher self-esteem

• More prosocial behavior

• Sought out by peers for help

• Better handled the transition to middle school

• Less antisocial, self-destructive, and socially disordered behavior, even when followed up into high school

• Improved learning-to-learn skills

• Better self-control, social awareness, and social decision-making in and out of the classroom

SOURCES: M. J. Elias, M. A. Gara, T. R Schuyler, L. R. Branden-Muller, and M. A. Sayette, "The Promotion of Social Competence: Longitudinal Study of a Preventive School-Based Program," American Journal of Orthopsychiatry 61 (1991), pp. 409-17.

M. J. Elias and J. Clabby, Building Social Problem Solving Skills: Guidelines From a School-Based Program (San Francisco: Jossey-Bass, 1992).