Developing cognitive-social-emotional competencies to enhance academic learning

This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, includin...

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Bibliographic Details
Published in:Psychology in the schools 2005-04, Vol.42 (4), p.405-417
Main Authors: Linares, L. Oriana, Rosbruch, Nicole, Stern, Marcia B., Edwards, Martha E., Walker, Gillian, Abikoff, Howard B., Alvir, Jose Ma. J.
Format: Article
Language:English
Subjects:
Achievement Gains
Biological and medical sciences
Classroom Environment
Cognitive Development
Comparative Analysis
Educational psychology
Elementary School Students
Emotional Development
Fundamental and applied biological sciences. Psychology
Grade 4
Grade 5
Interpersonal Competence
Intervention
Prevention
Problem Solving
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
School Activities
Self Efficacy
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Summary:This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20066