Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Community Based Intervention

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...

Operant Conditioning Intervention

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...

Socioemotional Experience and Gender Development

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Cybernetic Dynamics of Autistic Traits: A Temporal Network Analysis Approach to Plasticity, Stability, and Future-Oriented Adaptations.

International journal of psychology : Journal international de psychologie·2026

Same author

Metabolic Dysfunction-associated Steatotic Liver Disease and Chronic Kidney Disease: From Epidemiology and Pathophysiology to Clinical Prediction and Treatment Options.

Journal of clinical and translational hepatology·2026

Same author

Palliative Care in Shanghai Communities: Needs, Influencing Factors and Preferences Among Older Adults with Chronic Diseases.

Healthcare (Basel, Switzerland)·2025

Same author

Improving Confidence and Self-Esteem Among Socioeconomically Disadvantaged Children: A Social Emotional Learning Intervention in Rural China.

Behavioral sciences (Basel, Switzerland)·2025

Same author

Diagnosis and treatment of 33 patients with primary melanoma of the female reproductive system.

Frontiers in oncology·2025

Same author

A social emotional learning intervention to reduce psychosocial difficulties among rural children in central China.

Applied psychology. Health and well-being·2023

Search research articles

Related Experiment Video

Updated: Aug 20, 2025

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Published on: January 29, 2020

A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post

Jiameng Li¹, Cuiling Ma¹, Qi Lu¹

¹Centre for Global Health, Zhejiang University School of Medicine, 866 Yuhangtang Road, Xihu District, Hangzhou 310058, China.

Healthcare (Basel, Switzerland)

|November 24, 2022

Summary

This study adapted a social and emotional learning (SEL) program for rural Chinese children. The SEL intervention improved peer relationships and benefited high-risk students, showing promise for SEL in China.

Keywords:

children mainland China pre-post intervention study school social and emotional learning (SEL)

More Related Videos

Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children

Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children

Published on: August 22, 2012

Author Spotlight: Repetitive Transcranial Magnetic Stimulation Combined with Movement Observation in Cerebral Palsy

Author Spotlight: Repetitive Transcranial Magnetic Stimulation Combined with Movement Observation in Cerebral Palsy

Published on: August 9, 2024

Related Experiment Videos

Last Updated: Aug 20, 2025

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Experimental Paradigm for Measuring the Effect of Induced Emotion on Grammar Learning

Published on: January 29, 2020

Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children

Determining Soil-transmitted Helminth Infection Status and Physical Fitness of School-aged Children

Published on: August 22, 2012

Author Spotlight: Repetitive Transcranial Magnetic Stimulation Combined with Movement Observation in Cerebral Palsy

Author Spotlight: Repetitive Transcranial Magnetic Stimulation Combined with Movement Observation in Cerebral Palsy

Published on: August 9, 2024

Area of Science:

Child Psychology
Educational Psychology
Intervention Studies

Background:

School-based social and emotional learning (SEL) programs are effective in Western countries.
Limited research exists on SEL program effectiveness in mainland China.

Purpose of the Study:

To evaluate an adapted SEL program's impact on social, emotional, and behavioral difficulties in Chinese primary school children.
To assess the sustainability of intervention effects.

Main Methods:

A pre-post intervention design was used in a rural primary school in Henan province, China.
190 children participated in 16 weekly 90-minute classroom sessions.
The Strengths and Difficulties Questionnaire (SDQ) assessed social and emotional problems.

Main Results:

The SEL program significantly reduced children's peer relationship problems, with sustained effects.
Overall intervention effects on emotional symptoms and total difficulties were minimal.
Children identified as high-risk at baseline showed significant benefits from the program.

Conclusions:

This is the first report on a school-based SEL program's effectiveness in mainland China.
While improvements were limited, the adapted SEL program demonstrated benefits for specific student groups.
The findings suggest potential for tailored SEL interventions in diverse cultural contexts.