Evaluation of the SPARK Child Mentoring Program
A Social and Emotional Learning Curriculum for Elementary School Students
Bibliographic Data
| ID | 13911963 |
|---|---|
| Authors | Amy L Green (0000-0002-3482-3000, University of South Florida, corresponding author), Stephen Ferrante, Timothy L Boaz (University of South Florida), Krista Kutash (University of South Florida), Brooke Wheeldon‐Reece (Parsons (United States)), Brooke Wheeldon-Reece |
| Year | 2021 |
| Volume | 42 |
| Issue | 5 |
| Pages | 531-547 |
| Publication date | 2021-08-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Primary Prevention (JOURNAL) |
| Journal identifiers | ISSN: 0278-095X • E-ISSN: 1573-6547 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10935-021-00642-3 |
| PMID | 34402995 |
| OpenAlex | W3194591695 |
| Language | EN |
| Citations received | 11 |
| References cited | 26 |
Social and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life's challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students' understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it
Curriculum · Developmental psychology · Disadvantaged · Emotional well-being · Health psychology · Intervention (counseling · Medical education · Pedagogy · Psychological resilience · Public health · Social skills · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Nursing · Psychology · Resilience and Mental Health · Social Psychology
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| Unique citing works | 11 |
|---|---|
| Citations per year | 3,67 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |