title: Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting.
abstract: The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such as expulsion and suspension have proved to be ineffective and harmful. Consequently, school-based social-emotional learning (SEL) interventions have been proposed to teach children coping skills that can help them increase positive social behaviors and emotional regulation. Sixty-one African American male students enrolled in an urban elementary school participated in this intervention. This study employed a randomized delayed treatment control design. Results indicated positive effects in the areas of self-regulation and self-competence. However the intervention did not have an impact on student's empathy, responsibility, or externalizing behavior. Implications are discussed in terms of developing culturally relevant school-based interventions for African American males. (PsycINFO Database Record
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Scott L
authors.initials: SL
authors.lastname: Graves
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Adriana
authors.initials: A
authors.lastname: Herndon-Sobalvarro
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Kayla
authors.initials: K
authors.lastname: Nichols
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Candice
authors.initials: C
authors.lastname: Aston
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Alison
authors.initials: A
authors.lastname: Ryan
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Adam
authors.initials: A
authors.lastname: Blefari
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Kerry
authors.initials: K
authors.lastname: Schutte
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Andrea
authors.initials: A
authors.lastname: Schachner
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Lindsey
authors.initials: L
authors.lastname: Vicoria
authors.affiliation: Department of Counseling, Psychology, and Special Education, Duquesne University.
authors.forename: Darius
authors.initials: D
authors.lastname: Prier
mesh_terms: D001741:Black or African American / Q000523:psychology*; D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D004644:Emotions; D006801:Humans; D007858:Learning; D008297:Male; D011613:Psychotherapy / Q000379:methods*; D000068356:Self-Control / Q000523:psychology; D012919:Social Behavior; D013334:Students / Q000523:psychology; D016896:Treatment Outcome; D014505:Urban Population