Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior

By Karin S. Frey, Susan B. Nolen, Leihua Edstrom, Miriam K. Hirschstein. 2005

240 citations recorded by the source corpus.

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Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools (2008, background): “Frey et al. (2005) also found program effects through observational techniques, but did not find results through student surveys.”
Identifying Potential Mediators and Moderators of the Association Between Child Maltreatment and Bullying Perpetration and Victimization in School (2011, background): “One approach that is gaining more attention in bullying prevention is the social and emotional learning (SEL) approach (Frey et al. 2005).”
An intervention for relational and physical aggression in early childhood: A preliminary study (2009, unknown): “…Grossman et al., 1997) and reducing tolerance for physical and relational aggression (Van Schoiack-Edstrom et al., 2002), as well as increasing prosocial behavior (Grossman et al., 1997), social competence (Frey et al., 2005), and perceived use of social skills (Van Schoiack-Edstrom et al., 2002).”
The Economic Value of Social and Emotional Learning (2015, background): “57 Evidence from Goldhaber et al. (2010) shows that these compensating wage differentials may be difficult to estimate in practice using wage equations.”
School shootings: Making sense of the senseless (2009, background): “Moreover, Second Step participants required 41% less adult intervention in minor conflicts, and showed 78% greater improvement in teacher ratings of social competence (Frey et al., 2005).”