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A school-based social competency promotion demonstration
S B Skroban1, D C Gottfredson, G D Gottfredson
1University of Maryland at College Park, USA.
Evaluation Review
|May 27, 1999
Summary
A school-based program to prevent problem behavior in middle school students was ineffective. Poor implementation and organizational factors contributed to the failure, showing no significant impact on youth behaviors or attitudes.
Area of Science:
- Educational Psychology
- Adolescent Behavioral Science
- School Climate Research
Background:
- Problem behaviors in middle school are a significant concern.
- School-based interventions are often employed to address these issues.
- Previous programs have shown mixed results, highlighting implementation challenges.
Purpose of the Study:
- To evaluate the effectiveness of a comprehensive, school-based program designed to prevent problem behavior in middle school.
- To assess the impact of social competency and social bonding components on youth behavior and attitudes.
- To understand the role of implementation quality and organizational climate in intervention outcomes.
Main Methods:
- A 5-year school-based intervention program was implemented in a troubled middle school.
- The program included components for increasing social competencies, social bonding, and school success.
- Program effectiveness was evaluated by measuring changes in youth behaviors and attitudes, alongside implementation fidelity and organizational climate.
Main Results:
- The program was largely ineffective in preventing problem behavior.
- Expected levels of implementation were not achieved.
- No dependable effects on youth behaviors or attitudes were observed.
Conclusions:
- The school-based intervention failed to demonstrate effectiveness.
- Poor implementation fidelity and unfavorable organizational climate were identified as critical barriers.
- Future prevention efforts must consider organizational context and ensure adequate implementation for success.