Metaanalyse av klasseromsbaserte tiltak for sosial kompetanse: virker det?

A meta-analysis of classroom-wide interventions to build social skills: Do they work?

Forfattere
January, A. M. Casey, R. J. Paulson, D.
Årstall
2011
Tidsskrift
School Psychology Review
Volum
40
Sider
242-256
Outcomes of 28 peer-reviewed journal articles published between 1981 and 2007 were evaluated quantitatively to assess the effectiveness of classroom wide interventions for the improvement of social skills. All interventions included in the study were implemented with intact classrooms that included both socially competent children and those with social skills difficulties. In general, the overall effect of school interventions on social behavior was positive but small (effect size = 0.15). Studies were further analyzed according to several variables of interest (e.g., grade of intervention, socioeconomic status, length of intervention, and so on). Several variables moderated the outcome. Particular attention was given to the finding that early interventions were more effective than interventions with older students. These results suggest that resources in classroom-based social skills interventions are best invested in younger students, particularly those in preschool and kindergarten. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).

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Tiltaksnivå

Forebyggende og helsefremmende tiltak

Tema

Utvikling og livsmestring

Sosiale ferdigheter (inkl. vennerelasjoner)

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

Ungdom (13-18 år)

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