{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,11]],"date-time":"2025-11-11T15:52:52Z","timestamp":1762876372435,"version":"build-2065373602"},"reference-count":33,"publisher":"MDPI AG","issue":"5","license":[{"start":{"date-parts":[[2022,5,7]],"date-time":"2022-05-07T00:00:00Z","timestamp":1651881600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Norte 2020 and Fundo Social Europeu","award":["NORTE-07-4740-FSE-000637"],"award-info":[{"award-number":["NORTE-07-4740-FSE-000637"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Children"],"abstract":"<jats:p>There is significant evidence that emphasizes the importance of social and emotional learning in schools for students\u2019 positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020\u20132021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post-intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed.<\/jats:p>","DOI":"10.3390\/children9050680","type":"journal-article","created":{"date-parts":[[2022,5,7]],"date-time":"2022-05-07T03:04:10Z","timestamp":1651892650000},"page":"680","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems"],"prefix":"10.3390","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6725-4043","authenticated-orcid":false,"given":"Lurdes","family":"Ver\u00edssimo","sequence":"first","affiliation":[{"name":"CEDH\u2014Research Centre for Human Development, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"},{"name":"Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"given":"Isabel","family":"Castro","sequence":"additional","affiliation":[{"name":"Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"given":"Marisa","family":"Costa","sequence":"additional","affiliation":[{"name":"CEDH\u2014Research Centre for Human Development, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1936-5363","authenticated-orcid":false,"given":"Pedro","family":"Dias","sequence":"additional","affiliation":[{"name":"CEDH\u2014Research Centre for Human Development, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"},{"name":"Department of Psychology, University of the Azores, 9500-321 Ponta Delgada, Portugal"}]},{"given":"Francisca","family":"Miranda","sequence":"additional","affiliation":[{"name":"Faculty of Education and Psychology, Universidade Cat\u00f3lica Portuguesa, 4169-005 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2022,5,7]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"CASEL (2015). The Economic Value of Social and Emotional Learning. J. Benefit Cost Anal., 6, 508\u2013544.","DOI":"10.1017\/bca.2015.55"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"1593","DOI":"10.1093\/qje\/qjx022","article-title":"The Growing Importance of Social Skills in the Labor Market","volume":"132","author":"Deming","year":"2017","journal-title":"Q. J. Econ."},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"191","DOI":"10.1080\/10474410701413145","article-title":"The scientific base linking social and emotional learning to school success","volume":"17","author":"Zins","year":"2007","journal-title":"J. Educ. Psychol. Consult."},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"405","DOI":"10.1111\/j.1467-8624.2010.01564.x","article-title":"The Impact of Enhancing Students\u2019 Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions","volume":"82","author":"Durlak","year":"2011","journal-title":"Child Dev."},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"13","DOI":"10.1353\/foc.2017.0001","article-title":"Social and emotional learning as a public health approach to education","volume":"27","author":"Greenberg","year":"2017","journal-title":"Future Child."},{"key":"ref_6","unstructured":"Gresham, F.M. (2018). Effective Interventions for Social-Emotional Learning, Guilford Press."},{"key":"ref_7","doi-asserted-by":"crossref","first-page":"75","DOI":"10.1037\/spq0000423","article-title":"School-Wide Social Emotional Learning and Cyberbullying Victimization among Middle and High School Students: Moderating Role of School Climate","volume":"36","author":"Yang","year":"2021","journal-title":"Sch. Psychol."},{"key":"ref_8","doi-asserted-by":"crossref","first-page":"73","DOI":"10.1353\/foc.2017.0004","article-title":"Social and Emotional Learning Programs for Adolescents","volume":"27","author":"Yeager","year":"2017","journal-title":"Future Child."},{"key":"ref_9","first-page":"91","article-title":"Social Emotional Learning: A Framework for Practice and Pedagogy","volume":"23","author":"Davis","year":"2021","journal-title":"AI Pract."},{"key":"ref_10","doi-asserted-by":"crossref","first-page":"466","DOI":"10.1037\/0003-066X.58.6-7.466","article-title":"Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional and Academic Learning","volume":"58","author":"Greenberg","year":"2003","journal-title":"Am. Psychol."},{"key":"ref_11","unstructured":"Payton, J., Weissberg, R., Durlak, J., Dymnicki, A., Taylor, R., Schellinger, K., and Pachan, M. (2022, January 10). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students\u2014Findings from Three Scientific Reviews, Available online: https:\/\/files.eric.ed.gov\/fulltext\/ED505370.pdf."},{"key":"ref_12","doi-asserted-by":"crossref","first-page":"233","DOI":"10.1080\/10474410701413152","article-title":"Social and emotional learning: Promoting the development of all students","volume":"17","author":"Zins","year":"2007","journal-title":"J. Educ. Psychol. Consult."},{"key":"ref_13","doi-asserted-by":"crossref","first-page":"474","DOI":"10.1037\/1045-3830.23.4.474","article-title":"Social competence, social support, and academic achievement in minority, low-income, urban elementary school children","volume":"23","author":"Elias","year":"2008","journal-title":"Sch. Psychol. Q."},{"key":"ref_14","doi-asserted-by":"crossref","unstructured":"Jimerson, S.R., Burns, M.K., and Van Der Heyden, A.M. (2016). Multi-tiered systems of support and evidence-based practices. Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support, Springer Science + Business Media. [2nd ed.].","DOI":"10.1007\/978-1-4899-7568-3"},{"key":"ref_15","first-page":"1","article-title":"Prediction of Academic Achievement and Happiness in Middle School Students: The Role of Social-Emotional Learning Skills","volume":"13","year":"2021","journal-title":"Inq. Educ."},{"key":"ref_16","doi-asserted-by":"crossref","first-page":"475","DOI":"10.1037\/spq0000454","article-title":"Differential Effectiveness of an Elementary School Social and Emotional Learning Program During Middle School Transition in Portugal","volume":"36","author":"Coelho","year":"2021","journal-title":"Sch. Psychol."},{"key":"ref_17","unstructured":"Achenbach, T.M., and Rescorla, L.A. (2001). Manual for the ASEBA School-Age Forms & Profiles, Youth, & Families."},{"key":"ref_18","unstructured":"Achenbach, T., Rescorla, L., Dias, P., Ramalho, V., Lima, V.S., Machado, B.C., and Gon\u00e7alves, M. (2014). Manual do Sistema de Avalia\u00e7\u00e3o Empiricamente Validado (ASEBA) para o Per\u00edodo Pr\u00e9-Escolar e Escolar, Psiquil\u00edbrios Edi\u00e7\u00f5es."},{"key":"ref_19","unstructured":"Piers, E., and Herzberg, D. (2002). Piers-Harris Children\u2019s Self-Concept Scale, Wilshire. [2nd ed.]."},{"key":"ref_20","first-page":"39","article-title":"Uma nova vers\u00e3o da escala de autoconceito: Piers-Harris Children\u2019s Self-Concept Scale (PHCSCS-2)","volume":"5","author":"Veiga","year":"2006","journal-title":"Psicol. Educ."},{"key":"ref_21","unstructured":"CASEL (2020). Evidence-Based Social and Emotional Learning Programs: CASEL Criteria Updates and Rationale, CASEL. Available online: https:\/\/casel.s3.us-east-2.amazonaws.com\/11_CASEL-Program-Criteria-Rationale.pdf."},{"key":"ref_22","unstructured":"Ver\u00edssimo, L., Castro, I., and Costa, M. (2022). SER CAPAZ\u2014Programa de Promo\u00e7\u00e3o de Compet\u00eancias Socioemocionais, Cat\u00f3lica Editora."},{"key":"ref_23","unstructured":"Maroco, J. (2010). An\u00e1lise Estat\u00edstica com Utiliza\u00e7\u00e3o do SPSS, Edi\u00e7\u00f5es Silabo."},{"key":"ref_24","doi-asserted-by":"crossref","first-page":"237","DOI":"10.1007\/s10560-018-0594-9","article-title":"Emotional and Behavioral Problems and Psychosocial Skills in Adolescents in Residential Care","volume":"36","author":"Campos","year":"2019","journal-title":"Child Adolesc. Soc. Work J."},{"key":"ref_25","doi-asserted-by":"crossref","unstructured":"Lindell-Postigo, D., Zurita-Ortega, F., Ortiz-Franco, M., and Gonz\u00e1lez-Valero, G. (2020). Cross-Sectional Study of Self-Concept and Gender in Relation to Physical Activity and Martial Arts in Spanish Adolescents during the COVID-19 Lockdown. Educ. Sci., 10.","DOI":"10.3390\/educsci10080210"},{"key":"ref_26","doi-asserted-by":"crossref","first-page":"353","DOI":"10.1016\/j.jad.2020.10.016","article-title":"Mental health and its correlates among children and adolescents during COVID-19 school closure: The importance of parent-child discussion","volume":"279","author":"Tang","year":"2020","journal-title":"J. Affect. Disord."},{"key":"ref_27","doi-asserted-by":"crossref","first-page":"225","DOI":"10.1111\/j.1532-7795.2010.00725.x","article-title":"Schools as developmental contexts during adolescence","volume":"21","author":"Eccles","year":"2011","journal-title":"J. Res. Adolesc."},{"key":"ref_28","first-page":"127","article-title":"Fatores de Risco para o Insucesso Escolar: A Relev\u00e2ncia das Vari\u00e1veis Psicol\u00f3gicas e Comportamentais do Aluno","volume":"46","author":"Miguel","year":"2012","journal-title":"Rev. Port. Pedagog."},{"key":"ref_29","doi-asserted-by":"crossref","first-page":"101860","DOI":"10.1016\/j.cedpsych.2020.101860","article-title":"Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions","volume":"61","author":"Ryan","year":"2020","journal-title":"Contemp. Educ. Psychol."},{"key":"ref_30","doi-asserted-by":"crossref","first-page":"193","DOI":"10.1016\/j.jsp.2006.11.003","article-title":"Proactive, early screening to detect behaviorally at-risk students: Issues, approaches, emerging innovations, and professional practices","volume":"45","author":"Severson","year":"2007","journal-title":"J. Sch. Psychol."},{"key":"ref_31","doi-asserted-by":"crossref","first-page":"46","DOI":"10.1080\/10474412.2011.549039","article-title":"Translating Knowledge of Social-Emotional Learning and Evidence-Based Practice into Responsive School Innovations","volume":"21","author":"Stoiber","year":"2011","journal-title":"J. Educ. Psychol. Consult."},{"key":"ref_32","doi-asserted-by":"crossref","first-page":"223","DOI":"10.1080\/09362830903235375","article-title":"Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches","volume":"17","author":"Sugai","year":"2009","journal-title":"Exceptionality"},{"key":"ref_33","doi-asserted-by":"crossref","first-page":"1170","DOI":"10.1177\/0272431617725198","article-title":"Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample","volume":"38","author":"Ross","year":"2018","journal-title":"J. Early Adolesc."}],"container-title":["Children"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.mdpi.com\/2227-9067\/9\/5\/680\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,10]],"date-time":"2025-10-10T23:07:22Z","timestamp":1760137642000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.mdpi.com\/2227-9067\/9\/5\/680"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,5,7]]},"references-count":33,"journal-issue":{"issue":"5","published-online":{"date-parts":[[2022,5]]}},"alternative-id":["children9050680"],"URL":"https:\/\/doi.org\/10.3390\/children9050680","relation":{},"ISSN":["2227-9067"],"issn-type":[{"type":"electronic","value":"2227-9067"}],"subject":[],"published":{"date-parts":[[2022,5,7]]}}}