SEL
Social development intervention
Long-term effects of social
development intervention
Rick Kosterman, Kevin Haggerty, and J. David Hawkins explain
and keep minor discipline problems from
interrupting the learning process.
how a social development program implemented during the
●
Interactive teaching: How to design lesson
elementary grades can positively affect adult functioning
plans that motivate students, teach to
15 years later
clear learning objectives, and check for
understanding with all students.
●
Cooperative learning: How to assign
CAN EARLY INTERVENTION targeting the The social development program and involve students in heterogeneous
social development of elementary school We sought to identify and develop program learning teams in which team rewards
children increase positive functioning and components that could be implemented by depend on the progress of all members
decrease problem behaviors producing public school teachers, elementary school- (following initial instruction to groups of
lasting effects into adulthood? We aged children, and their adult caretakers. students at the same skill level, or to the
examined this question in a study that Based on our model of social development, class as a whole).
began in the 1980s in 18 public schools we focused on promoting opportunities Child social skills development
serving diverse, high-crime neighborhoods for children’s active involvement in their (Grades 1 and 6)
in Seattle, Washington. At the time, classroom and family, developing children’s
●
Interpersonal problem-solving skills: How
there was little evidence that mental, skills for participation, and encouraging to recognize feelings, identify problems,
emotional, or behavioral problems could reinforcement from teachers and consequences, and solutions, and make
be prevented. Yet, we were intrigued with parents for children’s specifi c efforts and decisions.
the potential for public schools to improve accomplishments.
●
Refusal skills: How to recognize and resist
the social development of children. Here we The universal program offered to all social infl uences to engage in problem
summarize fi ndings reported in the Archives participating classrooms included the behaviors, and generate and suggest
of Pediatrics and Adolescent Medicine on following three components: positive alternatives in order to stay out of
the lasting effects of a social development Teacher training (Grades 1 through 6) trouble while keeping friends.
program after participants had reached
●
Proactive classroom management: How Parent training (Grades 1 through 6)
ages 24 and 27 (12 and 15 years after the to give clear instructions for behavior,
●
Catch ‘Em Being Good: How to monitor
program ended). reward attempts to follow instructions, desirable and undesirable behaviors,
6 Better: Evidence-based Education winter 2010
Better(US)Win10 pp06-07 Long-term.indd 6 23/2/10 16:59:30
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