A school-based intervention program as a context for promoting socioemotional development in children |
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| Authors: | Riitta-Leena Metsäpelto Lea Pulkkinen Asko Tolvanen |
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| Institution: | 2. Department of Teacher Education, University of Jyv?skyl?, P. O. Box?35, 40014, Jyv?skyl?, Finland
1. Department of Psychology, University of Jyv?skyl?, P. O. Box?35, 40014, Jyv?skyl?, Finland
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| Abstract: | The present study investigated the role of a school-based intervention program, called the Integrated School Day, in the socioemotional
development of Finnish children during their first years of school. The 3-year program involved the restructuring of the school
day by adding in extracurricular activities, which were organized on school premises, included a multitude of activities according
to children’s wishes, and were available to every child. The longitudinal findings, based on the hierarchical linear modeling,
showed that the 9- to 10-year-old children who had participated in the program (N = 276) had lower levels of internalizing problem behaviors, both social anxiety and depressive symptoms, than the non-intervention
comparison group (N = 239). The difference was statistically significant in both genders. The results also showed that the higher number of years
of participation (but not the number of different activities or the regularity of participation) was related to lower internalizing
problem behaviors, particularly to lower social anxiety, at the end of the program. |
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