Adapting Social Emotional Learning Curricula for an Urban Context via Focus Groups: Process and Outcomes

Autor/inn/en	Kurtz, Kathryn Doherty; Pearrow, Melissa; Battal, Jill Snyder; Collier-Meek, Melissa A.; Cohen, Jillian Archer; Walker, Whitney
Titel	Adapting Social Emotional Learning Curricula for an Urban Context via Focus Groups: Process and Outcomes
Quelle	In: School Psychology Review, 52 (2023) 5, S.548-562 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Collier-Meek, Melissa A.) ORCID (Walker, Whitney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2021782
Schlagwörter	Social Emotional Learning; Curriculum Development; Urban Education; Culturally Relevant Education; Elementary School Students; Intervention; Program Implementation; At Risk Students; Parent Attitudes; Teacher Attitudes; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Stadtteilbezogenes Lernen; Elternverhalten; Lehrerverhalten; Unterrichtserfolg
Abstract	Although internalizing problems are of particular concern in under-resourced urban schools, interventions are often not culturally relevant for this student population. The current study explored a process of seeking stakeholder input through focus groups to inform the cultural adaptation of Merrell's Strong Kids curricula, an intervention targeting internalizing problems. Focus group feedback revealed themes related to the importance of increasing the relevance of the curricula to better address the community context (addressing anxiety associated with the political climate and capitalizing on community strengths) and better supporting students' needs (building in more communication with caregivers, developing skills stakeholders wanted students to learn, addressing concerns they had about their students' feelings and experiences, and the need for building in strategies to help students generalize and adapt skills across settings). The adapted intervention was then implemented with a sample of 43 elementary student participants. Pre/post differences in screening outcomes suggested large decreases in students' internalizing symptoms. These findings suggest that research-based behavioral health interventions can be adapted to be more responsive to the needs of students in urban schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01