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Winding down the Stressed Out: Social and Emotional Learning as a Stress Coping Strategy with Norwegian Upper Secondary Students
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Tharaldsen, Kjersti Balle – International Journal of Emotional Education, 2019
A universal school-based intervention was developed to enhance coping with school-related stress by building students' social and emotional competence. The intervention was carried out in six classes in three upper secondary schools in southwestern Norway, and covered mindfulness, self-regulated learning, and social competence. Three focus groups…
Descriptors: Foreign Countries, Intervention, Social Development, Emotional Development
Ogden, T. & Sørlie, M. A. (2009) Implementing and Evaluating Empirically Based Family and School Programmes for Children with Conduct Problems in Norway. "International Journal of Emotional Education," 1(1), 96-107. Postscript
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Ogden, Terje; Sørlie, Mari-Anne – International Journal of Emotional Education, 2018
This postscript presents the implementation and evaluation of family and community based intervention programs for children and young people implemented in Norway. The Norwegian experiences and results illustrate how evidence-based programs developed in the U.S. have been transported across geographical and language borders, implemented…
Descriptors: Behavior Problems, Program Implementation, Program Effectiveness, Family Programs
Social Perception Training: Improving Social Competence by Reducing Cognitive Distortions
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Finne, Johannes N.; Svartdal, Frode – International Journal of Emotional Education, 2017
Social Perception Training (SPT) is a program focused on changing the perceptual and cognitive processes involved in suboptimal social interactions. It is administered with whole class of pupils over ten weeks. No previous studies have evaluated its efficacy. The present study investigated the outcome benefit of the program in 18 primary and…
Descriptors: Grade 6, Grade 9, Elementary School Students, Secondary School Students