Crooks C V, Scott K L, Broll R, Zwarych S, Hughes R, Wolfe D A
Faculty of Education, University of Western Ontario, London N6A 5C2, Canada, Ontario Institute for Studies in Education, University of Toronto, Toronto M5S 1V6, Canada, Department of Sociology and Legal Studies, St. Jerome's University in the University of Waterloo, Waterloo N6A 5C2, Canada, CAMH Centre for Prevention Science, London N6G 4X8, Canada and Department of Psychiatry, University of Toronto, Toronto M5S 3G3, Canada
Faculty of Education, University of Western Ontario, London N6A 5C2, Canada, Ontario Institute for Studies in Education, University of Toronto, Toronto M5S 1V6, Canada, Department of Sociology and Legal Studies, St. Jerome's University in the University of Waterloo, Waterloo N6A 5C2, Canada, CAMH Centre for Prevention Science, London N6G 4X8, Canada and Department of Psychiatry, University of Toronto, Toronto M5S 3G3, Canada.
Health Educ Res. 2015 Jun;30(3):513-9. doi: 10.1093/her/cyv014. Epub 2015 Apr 2.
Integrating social and emotional learning (SEL) programming throughout curricula to support the development of healthy behaviors and prevent violence is critical for a comprehensive approach to school health. This study used a post-test comparison design to evaluate a healthy relationships program for eighth grade students that applies a SEL approach. The program was adapted from the Fourth R, an evidence-based program for ninth graders, but matches the curriculum and developmental context for eighth graders. Surveys were collected post-intervention from 1012 students within 57 schools randomized to intervention or control conditions. Multivariate multilevel analysis accounted for the nested nature of students within schools. There were significant group differences on three of four outcomes following intervention, including improved knowledge about violence, critical thinking around the impact of violence, and identification of more successful coping strategies. There was no group difference on general acceptance of violence. Overall, students learned relevant information and strategies and were able to apply that knowledge to demonstrate critical thinking, suggesting that adapting an evidence-based approach for use with younger students provided similar benefits. These findings build a case for 2 years of consecutive evidence-based healthy relationships programming in grades 8 and 9, consistent with best practice guidelines.
将社会情感学习（SEL）课程融入整个课程体系，以支持健康行为的发展并预防暴力，对于全面的学校健康方法至关重要。本研究采用后测比较设计，评估一项针对八年级学生的健康关系项目，该项目采用了SEL方法。该项目改编自针对九年级学生的循证项目“第四R”，但与八年级的课程和发展背景相匹配。干预后，从57所学校的1012名学生中收集了调查问卷，这些学校被随机分为干预组或对照组。多变量多层次分析考虑了学校内学生的嵌套性质。干预后，四个结果中的三个存在显著的组间差异，包括对暴力的了解有所改善、对暴力影响的批判性思维以及识别出更成功的应对策略。在对暴力的总体接受程度上没有组间差异。总体而言，学生学到了相关信息和策略，并能够运用这些知识进行批判性思考，这表明将循证方法改编后用于 younger students 也能带来类似的益处。这些发现为在八年级和九年级连续两年开展循证健康关系课程提供了依据，这与最佳实践指南一致。
