I Am Me: Adolescent Perspectives of a School-Based Universal Intervention Program Designed to Promote Emotional Competence
The aim of this paper is to describe a school-based universal intervention (the Tilly’s Life Center “I Am Me” program) to promote emotional competence and social-emotional skills in adolescents. We present results of a mixed-methods program evaluation conducted in public schools in Southern Californ...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2019-04-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | https://www.um.edu.mt/__data/assets/pdf_file/0008/392579/v11i1p6.pdf |
| Summary: | The aim of this paper is to describe a school-based universal intervention (the Tilly’s Life Center “I Am Me” program) to promote emotional competence and social-emotional skills in adolescents. We present results of a mixed-methods program evaluation conducted in public schools in Southern California. In Study 1, sixteen students (grades 10-12) participated in focus groups after twelve weeks of intervention. In Study 2, fifty-four students (grades 9-10) participated in either the universal intervention program (I Am Me) or a no-intervention comparison group for thirty-six weeks. We conducted focus groups with 50 adolescents in the I Am Me program and used quantitative methods to measure self-esteem and perceived stress at four time points for both groups in Study 2. Descriptive data suggested improvements in self-esteem and perceived stress among individuals participating in the I Am Me group. Thematic analysis of focus group data indicated that participants perceived improvement in key areas of emotional development, including: emotional competence (understanding, expressing, and regulating emotions), self-regulation, self-esteem, and social skills. Moreover, participants perceived the intervention as relevant and as having a positive lifelong impact on their development. Further research is needed to empirically validate these outcomes using a randomized experimental design. |
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| ISSN: | 2073-7629 2073-7629 |