Open AccessINFLUENCING PROACTIVE AND REACTIVE AGGRESSION: C-SELF THE SOCIO-EMOTIONAL LEARNING FORTIFICATION PROGRAM IN ANTIGUA AND BARBUDA.
Author(s) -
Nicola Nicola,
Sara Alamdari,
Leslie Walwyn,
Alaina Gomes,
Carolyn Gentle-Genitty
Publication year - 2020
Publication title -
journal of global engagement and transformation
Language(s) - English
Resource type - Journals
ISSN - 2572-455X
DOI - 10.52553/40001a
Subject(s) - curriculum , aggression , social emotional learning , psychology , intervention (counseling) , competence (human resources) , social competence , medical education , developmental psychology , applied psychology , pedagogy , social psychology , medicine , social change , political science , psychiatry , law
There are no structured programs to respond to youth violence amongst students in the Caribbean. There has been little data collected and organized research conducted on the efficacy and impact of programs which may combat youth violence. Without rigorous impact evaluations, the region continues to lack effective and sustaining strategies for preventive programs. This manuscript shares outcomes from the implementation of the Children and Youth Social-Emotional Learning Fortification (C-SELF) strategy embedded into the curriculum in five schools in Antigua and Barbuda. In 2020, using data from 2017 to 2018, a mixed method study was conducted with 482 (intervention) and 152 (control) primary school students. Data was analyzed for the influence of the intervention on 16 factors. The findings suggest positive outcomes, without significance, in self-control and competence. It demonstrates the importance of social-emotional learning curriculum changes to increase children’s mastery of self-regulated behaviors, decision-making, self-management, and self-leadership skills.