Feuerborn, L. L. (2004). Promoting emotional resiliency through classroom instruction: The effects of a classroom-based prevention program. Unpublished doctoral dissertation, University of Oregon, Eugene.

ABSTRACT

This research study investigated the effectiveness of the Strong Kids curriculum in increasing student's knowledge regarding healthy social-emotional behavior, and decreasing their symptoms of negative affect, among upper elementary and middle school students. Two treatment groups (n = 7 per group), one comprised of typical general education students (the middle school group), and one comprised of students considered to be "at-risk," (the upper elementary age group) received the curriculum, while students in matched control groups did not receive any specialized instruction or intervention. Nonparametric statistical analyses (using the Wilcoxon Exact Two-Way Test) indicated significant effects in the hypothesized direction for both treatment groups, in comparison with their control group counterparts, on three measures: 1. the Internalizing Symptoms Scale for Children, 2. a questionnaire for knowledge of the curriculum and social-emotional health issues, and 3. a brief symptoms checklist. In summary the Strong Kids intervention groups showed significant gains in social-emotional knowledge and significant reductions in internalizing problem symptoms in comparison with the matched control groups.