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DC Field | Value | Language |
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dc.contributor.author | Lakes, Kimberley | - |
dc.contributor.author | Nguyen, Helena May | - |
dc.contributor.author | Jones, Marissa | - |
dc.contributor.author | Schuck, Sabrina E. B. | - |
dc.date.accessioned | 2019-04-25T11:55:23Z | - |
dc.date.available | 2019-04-25T11:55:23Z | - |
dc.date.issued | 2019-04 | - |
dc.identifier.citation | Lakes, K., Nguyen, H. M., Jones, M., & Schuck, S. E. B. (2019). I am me : adolescent perspectives of a school-based universal intervention program designed to promote emotional competence. International Journal of Emotional Education, 11(1), 97-114. | en_GB |
dc.identifier.issn | 20737629 | - |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/42650 | - |
dc.description.abstract | The aim of this paper is to describe a school-based universal intervention (the Tilly’s Life Center “I Am Me” program) to promote emotional competence and social-emotional skills in adolescents. We present results of a mixed-methods program evaluation conducted in public schools in Southern California. In Study 1, sixteen students (grades 10-12) participated in focus groups after twelve weeks of intervention. In Study 2, fifty-four students (grades 9-10) participated in either the universal intervention program (I Am Me) or a no-intervention comparison group for thirty-six weeks. We conducted focus groups with 50 adolescents in the I Am Me program and used quantitative methods to measure self-esteem and perceived stress at four time points for both groups in Study 2. Descriptive data suggested improvements in self-esteem and perceived stress among individuals participating in the I Am Me group. Thematic analysis of focus group data indicated that participants perceived improvement in key areas of emotional development, including: emotional competence (understanding, expressing, and regulating emotions), self-regulation, self-esteem, and social skills. Moreover, participants perceived the intervention as relevant and as having a positive lifelong impact on their development. Further research is needed to empirically validate these outcomes using a randomized experimental design. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Centre for Resilience & Socio-Emotional Health | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Emotional intelligence -- United States | en_GB |
dc.subject | Emotional maturity -- United States | en_GB |
dc.subject | Emotional conditioning | en_GB |
dc.subject | Students -- Mental health -- United States | en_GB |
dc.title | I am me : adolescent perspectives of a school-based universal intervention program designed to promote emotional competence | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | International Journal of Emotional Education | en_GB |
Appears in Collections: | IJEE, Volume 11 Issue 1 IJEE, Volume 11 Issue 1 |
Files in This Item:
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v11i1p6d.pdf | 671.59 kB | Adobe PDF | View/Open |
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