Brill Kayla, McGuinness Claire, Nordstokke David
School and Applied Child Psychology, University of Calgary, Calgary, Canada.
Discov Ment Health. 2025 Mar 27;5(1):43. doi: 10.1007/s44192-025-00173-x.
The HEROES program is a Social Emotional Learning (SEL) initiative designed to foster resilience, self-esteem, and flourishing in youth through strengths-based, experiential learning. This study evaluated the program's impact among Grade 7 and 8 students (N = 87) in rural Alberta, Canada, measuring changes at four time points: pre-intervention, post-intervention, 2 month follow-up, and 5 month follow-up. Resilience was assessed using the Connor-Davidson Resilience Scale (CD-RISC-10), while self-esteem and flourishing were measured with the Rosenberg Self-Esteem Scale (RSES) and the Flourishing Scale (FS), respectively. Repeated-measures ANOVA, using gender as a grouping variable, showed a significant increase in resilience from pre- to post-intervention, which was maintained through 2- and 5 month follow-ups, suggesting sustained program effects. While no significant changes were observed in self-esteem or flourishing scores, minor positive shifts occurred. No gender differences were present across the study variables. These findings indicate that the HEROES program is effective in promoting resilience in youth but may require additional elements to impact self-esteem and psychological flourishing meaningfully. This study contributes to SEL literature by highlighting the potential of school-based interventions to improve youth resilience, with implications for expanding such programs in educational settings. Future research should examine the program's long-term effects and explore how facilitators might optimize outcomes across diverse populations.
“英雄”项目是一项社会情感学习（SEL）倡议，旨在通过基于优势的体验式学习，培养青少年的适应力、自尊和蓬勃发展的能力。本研究评估了该项目对加拿大艾伯塔省农村地区7至8年级学生（N = 87）的影响，在四个时间点进行测量：干预前、干预后、2个月随访和5个月随访。使用康纳-戴维森韧性量表（CD-RISC-10）评估适应力，同时分别用罗森伯格自尊量表（RSES）和蓬勃发展量表（FS）测量自尊和蓬勃发展程度。以性别作为分组变量的重复测量方差分析显示，从干预前到干预后适应力显著提高，并在2个月和5个月随访中保持，表明该项目效果持续。虽然自尊或蓬勃发展得分没有显著变化，但出现了轻微的正向变化。在所有研究变量中均未发现性别差异。这些发现表明，“英雄”项目在促进青少年适应力方面有效，但可能需要额外的要素才能对自尊和心理蓬勃发展产生有意义的影响。本研究通过强调基于学校的干预措施在提高青少年适应力方面的潜力，为社会情感学习文献做出了贡献，对在教育环境中扩展此类项目具有启示意义。未来的研究应考察该项目的长期影响，并探索促进者如何在不同人群中优化结果。
