Effects of a School Based Program to Improve Adaptive School Behavior and Social Competencies among Elementary School Youth: The Living Skills Program

This study examined the effects of the Living Skills school-based intervention program as a method of improving school adjustment and the social lives of at-risk elementary school students. Youth participants were referred to the program by teachers or school counselors based on perceptions of risk...

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Bibliographic Details
Published in:Journal of Research in Character Education 2010-07, Vol.8 (2), p.39
Main Authors: Prince, Kort C, Ho, Edward A, Hansen, Sharon B
Format: Article
Language:English
Subjects:
Academic failure
Addictive behaviors
Age Differences
Aggression
Antisocial Behavior
At Risk Students
Attention Deficit Disorders
Behavior
Behavior Problems
Children & youth
Drug use
Education
Educational Environment
Elementary School Students
Gender Differences
Grade 2
Grade 5
Grade 6
Health aspects
Hispanic American Students
Interpersonal Competence
Intervention
Juvenile offenders
Low Achievement
Peer Acceptance
Peers
Positive Reinforcement
Program Effectiveness
Racial Differences
School bonds
School Counselors
Self esteem
Social aspects
Social Development
Social Isolation
Social skills
Student Adjustment
Students
Teacher evaluations
Teachers
Teenagers
Training
Utah
White Students
Youth
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Summary:This study examined the effects of the Living Skills school-based intervention program as a method of improving school adjustment and the social lives of at-risk elementary school students. Youth participants were referred to the program by teachers or school counselors based on perceptions of risk due to rejection and isolation, aggressive and disruptive behaviors, attention problems, high impulsivity, poor school bonding and poor academic performance. To improve outcomes for at-risk youth, the intervention program employs a robust structure emphasizing positive reinforcement through a therapeutic group process. Six hundred forty five elementary school aged youth from Grades 2 through 5 participated in the program from 2002-2007 (336 program, 309 comparison). Results indicated that the Living Skills program participants showed improved functioning over time on all measures of school adjustment and social competency relative to a comparison group that did not receive the program. Potential program differences with respect to the targeted grade level, males and females, and individuals of Caucasian and Hispanic ethnicity are discussed. (Contains 3 tables and 1 note.)
ISSN:1543-1223