The Effects of the Ready for Success Classroom Program on Third-Grade Students’ Social/Emotional Skills and Competence

Abstract

This quasi-experimental, pre-post design study aimed to determine the effects of the Ready for Success classroom program (Brigman & Webb, 2012) on the social/emotional skills and competence of third-grade students. A multivariate analysis of covariance revealed a statistically significant difference at post-tests for third-grade students’ self-awareness, self-management, social awareness, relationship skills, responsible decision-making skills, and overall social/emotional competence as measured by the Devereux Student Strengths Assessment. This study supports school counselor-led social/emotional learning classroom programs to promote students’ social/emotional development in the school setting.

Keywords

social/emotional learning school counselor evidence-based interventions Ready for Success classroom program

Get full access to this article

View all access options for this article.

References

American School Counselor Association . (2019). ASCA National Model: A framework for school counseling programs (4th ed.).

American School Counselor Association . (2021). ASCA student standards: Mindsets & behaviors for student success: K-12 college-, career- and life-readiness standards for every student. https://schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

Ashdown

D. M.

Bernard

M. E.

(2012). Can explicit instruction in social and emotional learning skills benefit the social-emotional development, well-being, and academic achievement of young children? Early Childhood Education Journal, 39(6), 397–405. https://doi.org/10.1007/s10643-011-0481-x

Bobek

B. L.

Schnieders

J. Z.

Moore

Way

J. D.

Burrus

(2021). School counselors’ perspectives on the social and emotional development of students. ACT Research. https://www.act.org/content/dam/act/unsecured/documents/2021/School-Counselor-Perspectives-on-Student-Social-Emotional-Development-Brief.pdf

Brigman

Villares

Webb

(2018). Evidence-based school counseling: A student success approach. Routledge.

Brigman

Webb

(2012). Ready for success: Classroom manual. Atlantic Education Consultants.

Brigman

Webb

(2016). Student success skills: Classroom manual. Atlantic Education Consultants.

Collaborative for Academic Social, and emotional learning . (2012). CASEL guide: Effective social and emotional learning programs—preschool and elementary school edition (p. 2013). https://eric.ed.gov/?id=ED581699.

Collie

R. J.

Martin

A. J.

Nassar

Roberts

C. L.

(2019). Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement. Journal of Educational Psychology, 111(1), 170–187. https://doi.org/10.1037/edu0000262

10.

Cook

Campbell

(1979). Quasi-experimentation: Design and analysis issues for field settings. Houghton Mifflin.

11.

Corcoran

R. P.

Cheung

A. C. K.

Kim

Xie

(2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001

12.

Denham

S. A.

Bassett

H. H.

Thayer

S. K.

Mincic

M. S.

Sirotkin

Y. S.

Zinsser

(2012). Observing preschoolers’ social-emotional behavior: Structure, foundations, and prediction of early school success. The Journal of genetic psychology, 173(3), 246–278. https://doi.org/10.1080/00221325.2011.597457

13.

Durlak

J. A.

Domitrovich

C. E.

Weissberg

R. P.

Gullotta

T. P.

Darling-Hammond

Shriver

T. P.

Goldman

(Eds.), (2015). Handbook of social and emotional learning: Research and practice. Guilford.

14.

Durlak

J. A.

Weissberg

R. P.

Dymnicki

A. B.

Taylor

R. D.

Schellinger

K. B.

(2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

15.

Dusenbury

L. A.

Zadrazil Newman

Weissberg

R. P.

Goren

Domitrovich

C. E.

Mart

A. K.

(2015). The case for preschool through high school state learning standards for SEL. In Durlak

J. A.

Domitrovich

C. E.

Weissberg

R. P.

Gullotta

T. P.

(Eds.), Handbook for social and emotional learning: Research and practice (pp. 532–548). Guilford.

16.

Farrington

Roderick

Allensworth

Nagaoka

Keyes

Johnson

Beechum

(2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school

17.

Faul

Erdfelder

Buchner

Lang

A. G.

(2009). Statistical power analyses using G*power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/brm.41.4.1149

18.

Faul

Erdfelder

Lang

A. G.

Buchner

(2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175–191. https://doi.org/10.3758/bf03193146

19.

Gabrieli

Ansel

Krachman

S. B.

(2015). Ready to be counted: The research case for education policy action on non-cognitive skills. Transforming Education. https://transformingeducation.org/wp-content/uploads/2017/04/ReadytoBeCounted_Release.pdf

20.

Goodwin

C. J.

(2010). Research in psychology methods and design (6th ed.). Wiley.

21.

Harrington

K. K.

Griffith

Gray

Greenspan

(2016). A grant project to initiate school counselors’ development of a multi-tiered system of supports based on social-emotional data. The Professional Counselor, 6(3), 278–294. https://doi.org/10.15241/kh.6.3.278

22.

Heller

(2013). From policy to practice: Social-emotional learning. National Association of State Boards of Education.

23.

Hill

K. G.

Woodward

Woelfel

Hawkins

J. D.

Green

(2016). Planning for long-term follow-up: Strategies learned from longitudinal studies. Prevention science: the official journal of the Society for Prevention Research, 17(7), 806–818. https://doi.org/10.1007/s11121-015-0610-7

24.

Humphries

M. L.

Williams

B. V.

May

(2018). Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology, 34(2), 157–179. https://doi.org/10.1080/15377903.2018.1425790

25.

IBM Corp (2017). IBM SPSS statistics for Windows. IBM Corp. [Computer software].Version 25.0.

26.

Lawson

G. M.

McKenzie

M. E.

Becker

K. D.

Selby

Hoover

S. A.

(2019). The core components of evidence-based social emotional learning programs. Prevention science: the official journal of the Society for Prevention Research, 20(4), 457–467. https://doi.org/10.1007/s11121-018-0953-y

27.

LeBuffe

P. A.

Shapiro

V. B.

Naglieri

J. A.

(2014). Devereux student strengths assessment . Apperson. https://kydnet.org/wp-content/uploads/2017/10/SELF-DESSA-2017.pdf

28.

Lemberger

M. E.

Brigman

Webb

Moore

M. M.

(2012). Student Success Skills: An evidence-based cognitive and social change theory for student achievement. Journal of Education, 192(2–3), 89–99. https://doi.org/10.1177/0022057412192002-311

29.

Mahoney

J. L.

Weissberg

R. P.

Greenberg

M. T.

Dusenbury

Jagers

R. J.

Niemi

Schlinger

Schlund

Shriver

T. P.

VanAusdal

Yoder

(2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701

30.

Mariani

Webb

Villares

Brigman

(2015). Effect of participation in student success skills on prosocial and bullying behavior. The Professional Counselor, 5(3), 341–353. https://doi.org/10.15241/mm.5.3.341

31.

Nickerson

A. B.

Fishman

(2009). Convergent and divergent validity of the Devereux student strengths assessment. School Psychology Quarterly, 24(1), 48–59. https://doi.org/10.1037/a0015147

32.

Oliveira

Roberto

M. S.

Pereira

N. S.

Marques-Pinto

Veiga-Simão

A. M.

(2021). Impacts of social and emotional learning interventions for teachers on teachers' outcomes: A systematic review with meta-analysis. Frontiers in Psychology, 12, 677217. https://doi.org/10.3389/fpsyg.2021.677217

33.

Payton

J. W.

Wardlaw

D. M.

Graczyk

P. A.

Bloodworth

M. R.

Tompsett

C. J.

Weissberg

R. P.

(2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. The Journal of school health, 70(5), 179–185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x

34.

Sink

Mvududu

N. H.

(2010). Statistical power, sampling, and effect sizes: Three keys to research relevancy. Counseling Outcome Research and Evaluation, 1(2), 1–18. https://doi.org/10.1177/2150137810373613

35.

Sink

Stroh

(2006). Practical significance: The use of effect sizes in school counseling research. Professional School Counseling, 9(4), 2156759X0500900. https://doi.org/10.1177/2156759X0500900406

36.

Sklad

Diekstra

Ritter

M. D.

Ben

Gravesteijn

(2012). Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. https://doi.org/10.1002/pits.21641

37.

Taylor

R. D.

Oberle

Durlak

J. A.

Weissberg

R. P.

(2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864

38.

Van Velsor

(2009). School counselors as social-emotional learning consultants: Where do we begin? Professional School Counseling, 13(1), 2156759X0901300. https://doi.org/10.1177/2156759X0901300106

39.

Villares

Dimmitt

(2017). Updating the school counseling research agenda: A delphi study. Counselor Education and Supervision, 56(3), 177–192. https://doi.org/10.1002/ceas.12071

40.

Villares

Frain

Brigman

Webb

Peluso

(2012). The impact of student success skills on math and reading scores: A meta-analysis. Counseling Outcome Research and Evaluation, 3(1), 3–16. https://doi.org/10.1177/2150137811434041

41.

Villares

Lemberger

Brigman

Webb

(2011). Student success skills: An evidence-based school counseling program grounded in humanistic theory. The Journal of Humanistic Counseling, 50(1), 42–55. https://doi.org/10.1002/j.2161-1939.2011.tb00105.x

42.

Webb

Brigman

Carey

Villares

Wells

Sayer

Harrington

Chance

(2019). Results of a randomized controlled trial of the student success skills program on grade 5 students’ academic and behavioral outcomes. Journal of Counseling and Development, 97(4), 398–408. https://doi.org/10.1002/jcad.12288

43.

Whiston

S. C.

Tai

W. L.

Rahardja

Eder

(2011). School counseling outcome: A meta-analytic examination of interventions. Journal of Counseling & Development, 89(1), 37–55. https://doi.org/10.1002/j.1556-6678.2011.tb00059.x

44.

White

S. W.

Kelly

F. D.

(2010). The school counselor’s role in school dropout prevention. Journal of Counseling and Development, 88(2), 227–235. https://doi.org/10.1002/j.1556-6678.2010.tb00014.x

45.

Ziomek-Daigle

Goodman-Scott

Cavin

Donohue

(2016). Integrating a multi-tiered system of supports with comprehensive school counseling programs. The Professional Counselor, 6(3), 220–232. https://doi.org/10.15241/jzd.6.3.220