Supervisors info:
Ευαγγελία Γαλανάκη, Καθηγήτρια Αναπτυξιακής Ψυχολογίας, ΠΤΔΕ, ΕΚΠΑ
Κωνσταντίνος Μαλαφάντης, Καθηγητής Παιδαγωγικής και Λογοτεχνίας, ΠΤΔΕ, ΕΚΠΑ
θωμάς Μπαμπάλης, Αναπληρωτής Καθηγητής Ψυχοκοινωνιολογία της Σχολικής Τάξης, ΠΤΔΕ, ΕΚΠΑ
Summary:
The aim of the present study is to present a classroom intervention of a social and emotional learning program as planned and applied on a department of the 4th grade of Primary School throughout the school year, as well as to evaluate its efficacy with regard to the pupils’ mental health and adaptation. The planning of this intervention is based on a variety of intervention programmes and experiential activities (Agelosopoulou & Zafeiropoulou, 2012˙ Arxontaki & Filippou, 2003˙ Kantzou, Damilaki, & Lambrinea, 2009˙ Kuriakidou & Filaktou, 2006˙ Plummer, 2013, 2016˙ Stallard, 2006˙ Triliva & Chimienti, 1998a, 1998b˙ Hatzichristou, 2011a, 2011b˙ Hatzichristou et al., 2011a, 2011b, 2011c, 2011d˙ Psulou & Zafeiropoulou, 2012).
The sub-objectives of the intervention are: (a) recognition, expression and management of emotions, (b) development of self-awareness and promotion of self-esteem and (c) management of conflicts among children. The material of the intervention included individual and group activities, discussions, group games, relaxation games, role-playing games, script dramatization experiments, constructions and watching films. The following psychometric tools were given before and after the intervention: (a) translation into Greek of the questionnaire “School liking scale” (Ladd & Price, 1987), on the evaluation of satisfaction that children get from school, (b) the questionnaire “How I perceive myself” (Harter, 1985˙ Makri-Botsari, 2013), on the evaluation of self-esteem and (c) a sociometric evaluation of the mapping of relationships among pupils. Quantitative and qualitative analyses have emphasized the positive effects of the intervention on the children’s attitude towards school, their self-esteem, and their relationships with their classmates. The findings are discussed in the context of Greek as well as international literature on social and emotional learning at school, the study limitations are stated, and future research is proposed.
