Sarmento Patrícia, Lobo Mafalda, Kirtikumar Kalpna
Semear Valores Cooperative, Cascais, Portugal.
Front Psychol. 2024 Sep 6;14:1197193. doi: 10.3389/fpsyg.2023.1197193. eCollection 2023.
Universal school-based socio-emotional learning (SEL) programs for adolescents have shown their efficacy in producing positive outcomes. The aim of the current study is to present an original school-based program and project for adolescents- - and to assess the relationship between participation in the project and students' socio-emotional skills. Based on the character strengths and virtues model, this online school radio project aimed at promoting communication, creative thinking, adaptability, and resilience skills in adolescents and giving them the opportunity to become influential agents of well-being and citizenship. As part of the school curriculum, students were invited to create and record radio shows and podcasts. An online school radio was thus created, and it continues to broadcast all over the world, with music, daily shows, and interviews 24/7. It was developed within the framework of the Gulbenkian Academies for Knowledge, a nationwide Portuguese program, that seeks to prepare children and youth for change, to enable them to deal with complex problems, and to expand their opportunities for achievement. A quasi-experimental design, with a mixed qualitative-quantitative approach was used to analyze data collected from 112 adolescents in the second year of its implementation, in 2020-2021. Results suggest that (1) teachers' perceptions of student's socio-emotional skills in the post test showed more positive associations with the participation in the project, than participant's perceptions; (2) students identified eight types of lessons learned, the one most referred was the improvement of socio-emotional skills and learning about themselves; and (3) the combined opportunities for adolescents to learn more about themselves, to express themselves and to practice socio-emotional skills are important ingredients for their motivation and active engagement in the project. Overall, these results indicate that participation in the project is associated with positive outcomes for the adolescents and that both monitoring and evaluation data are very important to interpret the outcomes in a more comprehensive manner.
面向青少年的普及性校本社会情感学习（SEL）项目已证明其在产生积极成果方面的有效性。本研究的目的是介绍一个面向青少年的原创校本项目，并评估参与该项目与学生社会情感技能之间的关系。基于性格优势和美德模型，这个在线学校广播项目旨在提高青少年的沟通、创造性思维、适应能力和恢复力技能，并为他们提供机会成为幸福和公民意识的有影响力的推动者。作为学校课程的一部分，学生被邀请制作并录制广播节目和播客。这样就创建了一个在线学校广播电台，它全年无休地在全球播放音乐、日常节目和访谈。该项目是在葡萄牙全国性项目“古尔班基安知识学院”的框架内开展的，该项目旨在让儿童和青年为变革做好准备，使他们能够应对复杂问题，并扩大他们取得成就的机会。采用了准实验设计，并结合定性和定量方法，对2020 - 2021年项目实施第二年从112名青少年那里收集的数据进行了分析。结果表明：（1）在后测中，教师对学生社会情感技能的看法与参与项目的关联比参与者自身的看法更为积极；（2）学生确定了八种学到的经验教训，提及最多的是社会情感技能的提高和对自己的了解；（3）青少年有更多机会了解自己、表达自己并实践社会情感技能，这些综合机会是他们参与项目的动机和积极投入的重要因素。总体而言，这些结果表明参与该项目对青少年有积极影响，并且监测和评估数据对于更全面地解释结果非常重要。
