Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework
Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that ca...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/12/1250 |
| _version_ | 1797381315420487680 |
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| author | Ewelina Maria Swierad Olajide Williams |
| author_facet | Ewelina Maria Swierad Olajide Williams |
| author_sort | Ewelina Maria Swierad |
| collection | DOAJ |
| description | Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). <b>Study #1</b> presents the focus group data on teachers and principals; <b>Study #2</b> shows the focus group data on minoritized students; <b>Study #3</b> presents data from the pilot testing of study-specific outcome measures; and <b>Study #4</b> presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy). |
| first_indexed | 2024-03-08T20:49:39Z |
| format | Article |
| id | doaj.art-53d0f6f442364291ae11dfa1084133da |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-08T20:49:39Z |
| publishDate | 2023-12-01 |
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| series | Education Sciences |
| spelling | doaj.art-53d0f6f442364291ae11dfa1084133da2023-12-22T14:04:38ZengMDPI AGEducation Sciences2227-71022023-12-011312125010.3390/educsci13121250Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. FrameworkEwelina Maria Swierad0Olajide Williams1Department of Neurology, Columbia University Irving Medical Center, New York, NY 10032, USADepartment of Neurology, Columbia University Irving Medical Center, New York, NY 10032, USADespite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). <b>Study #1</b> presents the focus group data on teachers and principals; <b>Study #2</b> shows the focus group data on minoritized students; <b>Study #3</b> presents data from the pilot testing of study-specific outcome measures; and <b>Study #4</b> presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy).https://www.mdpi.com/2227-7102/13/12/1250social-emotional learning (SEL)multimedia SELB.E. M.Y. F.R.I.E.N.D. frameworkmultisensory SELMultisensory Multilevel Health Education Model (MMHEM) |
| spellingShingle | Ewelina Maria Swierad Olajide Williams Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework Education Sciences social-emotional learning (SEL) multimedia SEL B.E. M.Y. F.R.I.E.N.D. framework multisensory SEL Multisensory Multilevel Health Education Model (MMHEM) |
| title | Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework |
| title_full | Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework |
| title_fullStr | Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework |
| title_full_unstemmed | Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework |
| title_short | Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework |
| title_sort | proof of concept for a novel social emotional learning programming the b e m y f r i e n d framework |
| topic | social-emotional learning (SEL) multimedia SEL B.E. M.Y. F.R.I.E.N.D. framework multisensory SEL Multisensory Multilevel Health Education Model (MMHEM) |
| url | https://www.mdpi.com/2227-7102/13/12/1250 |
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