Table 2.
Materials used to code each of the SEL programs
| Intervention | Materials Used for Coding |
|---|---|
| Second Step | Committee for Children. (2011). Second step: Skills for social and academic success. Grade 3 teaching materials. Seattle, WA: Committee for Children |
| Incredible Years | Webster-Stratton, C. (2012). Incredible teachers: Nurturing children’s social, emotional, and academic competence. Seattle, WA: Incredible Years, Inc. |
| PATHS | Greenberg, M.T. & Kusche, C. (2011). PATHS: Promoting alternative thinking strategies grade 3. South Deerfield, MA: Channing Bete Company, Inc. |
| I Can Problem Solve | Shure, M. (2001). I can problem solve: An interpersonal cognitive problem-solving program. Kindergarten and primary grades, second edition. Champaign, IL: Research Press. |
| Social Decision Making/Social Problem Solving | Bruene Butler, L., Romasz-McDonald, T., & Elias, M. (2011). Social decision making/Social problem solving: A curriculum for academic, social, and emotional learning. Champaign, IL: Research Press |
| MindUp | The Hawn Foundation. (2011). MindUP curriculum: Brain-focused strategies for learning – and living. Grades 3 – 5. New York, NY: Scholastic Inc. |
| Michigan Model for Health | Michigan. Department of Education., Michigan. Department of Community Health, & Central Michigan University Educational Materials Center. (2016). Michigan Model for Health Grade 2 Curriculum. Holt, MI: Michigan Model for Health Clearinghouse. |
| 4Rs | Phillips, M. & Roderick, T. (2015). The 4Rs Teaching Guide 3: Reading, Writing, Respect & Resolution. New York, NY: Morningside Center for Teaching Social Responsibility. |
| Open Circle | 1. https://www.open-circle.org/, including Scope & Sequence, Grade 5 Table of Contents, Grade 2 Sample Lesson 2. Written description of the curriculum provided by developers |
| Positive Action | Gerber Allred, C. (2016). Positive action: Grade 3 instructor’s manual. Twin Falls, ID: Positive Action, Inc. |
| Raising Healthy Children | 1. Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psych 2. Haggerty, K. P., Fleming, C. B., Catalano, R. F., Harachi, T. W., & Abbott, R. D. (2006). Raising healthy children: Examining the impact of promoting healthy driving behavior within a social development intervention. Prevention Science, 7(3), 257–267. https://doi.org/10.1007/s11121–006-0033–6 3. Harachi, T. W., Abbott, R. D., Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Opening the black box: using process evaluation measures to assess implementation and theory building. American Journal of Community Psychology, 27(5), 711–731. building. American Journal of Community Psychology, 27(5), 711–731. 4. Year 1 Implementation Guide 5. http://www.sdrg.org/rhcsummary.asp |
| Resolving Conflict Creatively Program | Ray, P., Alson, S., Lantieri, L., & Roderick, T. (2007). Resolving conflict creatively: A teaching guide for grades kindergarten through six. New York, NY: Morningside Center for Teaching Social Responsibility. |
| Steps to Respect | 1. Frey, K.. S., Hirschstein, M. K., Edstrom, L. V., & Snell, J. L. (2009). Observed reductions in school bullying, nonbullying aggression, and destructive bystander behavior: A longitudinal evaluation. Journal of Educational Psychology, 101(2), 466–481. https://doi.org/10.1037/a00138392. 2. Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reduci playground bullying and supporting beliefs: An experimental trial of the steps to respect program., Developmental Psychology 41(3), 479–490. https://doi.org/10.1037/0012–1649.41.3.479 3. Hirschstein, M. K., Edstrom, L. V. S., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the Steps to Respect program. School Psychology Review, 36(1), 3–21. 4. Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes from a school-randomized controlled trial of steps to respect: A bullying prevention program. School Psychology Review, 40(3), 423. 5. http://www.cfchildren.org/resources/bullying-prevention-resources |
| Too Good for Violence | Too Good for Violence Social Perspectives Grade 4 Overview |