Short-Term Outcomes of a Social and Emotional Learning Program: Gender-Specific Patterns in Early Adolescents

Area of Science:

• Psychology
• Adolescent Development
• Educational Interventions

Background:

• Adolescence is a critical developmental period requiring life skills for psychological well-being.
• Social and Emotional Learning (SEL) programs aim to enhance resilience and adaptation through social-emotional skills.
• Short-term SEL effects can be nonlinear and influenced by gender, with potential self-assessment changes (response shift).

Purpose of the Study:

• To investigate the short-term effects of a Social and Emotional Learning (SEL) intervention on adolescent quality of life.
• To explore potential gender differences in the outcomes of SEL interventions.
• To examine nonlinear patterns and response shifts in self-assessed well-being.

Main Methods:

• Action research involving 179 preteens (ages 11-17) in Aosta Valley.
• A three-session experiential SEL program with group activities and role-playing.
• Quality of life assessed pre- and post-intervention using the Q-LES-Q scale.

Main Results:

• Observed nonlinear patterns in quality of life, including a decline in social relationship satisfaction possibly indicating a response shift.
• Males reported higher baseline levels and greater perceived positive effects compared to females.
• Females reported lower post-intervention scores, potentially due to increased self-reflection and self-criticism.

Conclusions:

• Short-term effects of SEL interventions are complex and not always linear.
• Developmental trajectories and gender differences are crucial factors in evaluating SEL intervention effectiveness.
• Understanding response shift phenomena is important for accurate assessment of SEL program outcomes.