NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149028
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISSN: EISSN-1938-2243
An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions
Ryan, Alison; Graves, Scott, Jr.; Sobalvarro, Adriana; Nichols, Kayla; Schutte, Kerry; Aston, Candice; Griffin, Amanda
School Psychology Forum, v10 n2 p157-164 Sum 2016
The purpose of this study was to evaluate the effects of a social-emotional learning curriculum, Strong Kids, for children at risk for begin referred for placement in emotional and behavioral support classrooms. Thirty-nine fourth- and fifth-grade students enrolled in an urban elementary school participated in the intervention. The results of this study indicated that females did not demonstrate any statistically significant or practical improvement on any scales as measured by the Social-Emotional Assets and Resilience Scales. Implications are discussed in terms of gender-specific interventions for African American populations.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A