Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools
Mental health during childhood is a growing social challenge with important implications for optimal development. Social and Emotional Learning (SEL) interventions have been shown to prevent problems related to psychological maladjustment, as well as promote emotional well-being. This article aims...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Hipatia Press
2023-06-01
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| Series: | International Journal of Educational Psychology |
| Subjects: | |
| Online Access: | https://www.hipatiapress.com/hpjournals/index.php/ijep/article/view/10970 |
| _version_ | 1797796212074610688 |
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| author | Ruth Castillo Gualda Alvaro Moraleda Marc A. Brackett |
| author_facet | Ruth Castillo Gualda Alvaro Moraleda Marc A. Brackett |
| author_sort | Ruth Castillo Gualda |
| collection | DOAJ |
| description |
Mental health during childhood is a growing social challenge with important implications for optimal development. Social and Emotional Learning (SEL) interventions have been shown to prevent problems related to psychological maladjustment, as well as promote emotional well-being. This article aims to provide evidence for the impact of RULER (Recognizing, Understanding, Labeling, Expressing, Regulating), an evidence-based approach to SEL, on students’ mental health outcomes in Spanish public schools. A total of 207 primary school students (50.24% girls, mean age of 9 years) participated in the study. The teachers in the intervention school as compared to the control school received RULER instruction consisting of 15 hours of professional development training, 3 hours of follow-up, and SEL implementation guidelines throughout the school year. Students completed the Behavior Assessment System (BASC S-2). Results showed significant impacts in the RULER as compared to control school, including a reduction of clinical symptoms, such as anxiety and atypicality, as well as emotional symptoms, such as the sense of inadequacy among 9 to 12 year old students. Implications of these findings are discussed.
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| first_indexed | 2024-03-13T03:29:39Z |
| format | Article |
| id | doaj.art-b2796097b5d4487082d92fe28bdbf378 |
| institution | Directory Open Access Journal |
| issn | 2014-3591 |
| language | English |
| last_indexed | 2024-03-13T03:29:39Z |
| publishDate | 2023-06-01 |
| publisher | Hipatia Press |
| record_format | Article |
| series | International Journal of Educational Psychology |
| spelling | doaj.art-b2796097b5d4487082d92fe28bdbf3782023-06-24T18:25:53ZengHipatia PressInternational Journal of Educational Psychology2014-35912023-06-0112210.17583/ijep.10970Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schoolsRuth Castillo Gualda0Alvaro Moraleda1Marc A. Brackett2Faculty of Health, Universidad Camilo Jose CelaFaculty of Education, Universidad Camilo Jose CelaYale Center for Emotional Intelligence, Yale University Mental health during childhood is a growing social challenge with important implications for optimal development. Social and Emotional Learning (SEL) interventions have been shown to prevent problems related to psychological maladjustment, as well as promote emotional well-being. This article aims to provide evidence for the impact of RULER (Recognizing, Understanding, Labeling, Expressing, Regulating), an evidence-based approach to SEL, on students’ mental health outcomes in Spanish public schools. A total of 207 primary school students (50.24% girls, mean age of 9 years) participated in the study. The teachers in the intervention school as compared to the control school received RULER instruction consisting of 15 hours of professional development training, 3 hours of follow-up, and SEL implementation guidelines throughout the school year. Students completed the Behavior Assessment System (BASC S-2). Results showed significant impacts in the RULER as compared to control school, including a reduction of clinical symptoms, such as anxiety and atypicality, as well as emotional symptoms, such as the sense of inadequacy among 9 to 12 year old students. Implications of these findings are discussed. https://www.hipatiapress.com/hpjournals/index.php/ijep/article/view/10970psychological adjustmentchildhoodsocial and emotional learningschool based interventionEmotional intelligence academic resilience resilience |
| spellingShingle | Ruth Castillo Gualda Alvaro Moraleda Marc A. Brackett Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools International Journal of Educational Psychology psychological adjustment childhood social and emotional learning school based intervention Emotional intelligence academic resilience resilience |
| title | Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools |
| title_full | Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools |
| title_fullStr | Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools |
| title_full_unstemmed | Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools |
| title_short | Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools |
| title_sort | preventative initiatives to promote psychological adjustment among primary students findings of ruler approach in spanish public schools |
| topic | psychological adjustment childhood social and emotional learning school based intervention Emotional intelligence academic resilience resilience |
| url | https://www.hipatiapress.com/hpjournals/index.php/ijep/article/view/10970 |
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