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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Effects of a Social-Emotional Learning Intervention on Students' Resiliency and Internalizing Symptoms Cramer, Kristine. - : eScholarship, University of California, 2013 In: Cramer, Kristine. (2013). Effects of a Social-Emotional Learning Intervention on Students' Resiliency and Internalizing Symptoms. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/9hg8j3fg (2013) BASE Show details 2 Effects of a Social-Emotional Learning Intervention on Students' Resiliency and Internalizing Symptoms Cramer, Kristine. - : eScholarship, University of California, 2013 BASE Show details 3 Effects of a Social-Emotional Learning Intervention on Students' Resiliency and Internalizing Symptoms Cramer, Kristine. - : eScholarship, University of California, 2013 Abstract: Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a social and emotional learning (SEL) program. Data were analyzed from twenty culturally and linguistically diverse high school students who participated in a school-based 12 lesson SEL intervention and completed all data points (full pre, post, and follow up). Participants were in grades nine and ten and included sixteen male students. Students' self reports of resiliency and internalizing symptoms were assessed before intervention, immediately after intervention, and at two months following the intervention. Statistically significant gains in self-reported resiliency immediately after intervention were obtained; furthermore, these gains in resiliency were maintained two months after the intervention. Reductions in students' self-reported internalizing problems were not observed. Student reports of social validity suggest high levels of intervention acceptability and relevance for use with culturally and linguistic diverse high school students. Keyword: cultural and linguistic diversity; Developmental psychology; Educational psychology; high school students; intervention outcomes; school-based intervention; social-emotional learning URL: https://escholarship.org/uc/item/9hg8j3fg BASE Hide details

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