Brown, M. H. (2006). Effects of the Strong Kids curriculum on students at-risk for internalizing behaviors. Unpublished masters thesis, Brigham Young University, Provo, Utah.

ABSTRACT

Many students are faced with obstacles that can impede their ability to learn. When obstacles are observable, teachers, parents and schools can identify and provide services to these students. Students with less observable obstacles, such as internalizing behaviors, are more difficult to identify and provide services for. Previous studies suggest that students with internalizing behavior problems are not easily identifiable but still require support and interventions to be successful in society.  This study examined the effects of the Strong Kids curriculum, developed for enhancing social and emotional skills, on elementary-age (grades 3-5) students (N = 22) who had been identified as at risk for internalizing behavior problems. Students received instruction in a small group setting. Pre-, post- and follow-up assessments measured student’s internalizing behaviors and their knowledge of emotional and social skills. The results of this study suggest that the Strong Kids curriculum may be effective in reducing internalizing symptoms of students at risk for internalizing behaviors.