The present study evaluated Magic Circle, a primary prevention strategy aimed at
fostering positive self-esteem and attitudes connected with school. Process evaluation
indicated that although the teachers valued the training process and content and mastered
most of the skills involved, the number of Circles conducted by the teachers varied
considerably. At posttest, experimental teachers were more satisfied with teaching than
were controls. Analysis of class-level student data revealed higher social self-esteem but
more minor discipline problems for experimental boys. No effects were found for girls.
Results were unrelated to amount of Magic Circle exposure.
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