The Brain Powers Project: a Quantitative Efficacy Study of a Social Emotional Learning Intervention
Publication Year: 2014
Publisher: [Pleasant Hill, CA] : John F. Kennedy University, Ann Arbor, MI : UMI Dissertation Publishing : ProQuest LLC
Source ID: shanti-sources-89356
Collection: Evidence-based Teacher Professional Development
Abstract: "We know that educational system problems, such as bullying, student dropout, suicide, and poor conduct are reduced by elevations in SEL skills. Therefore, the continued development, study, and refinement of SEL interventions is an important component in our efforts to maintain positive school environments for our children. This study examined archival data collected by the Bay Area Family Therapy Training Associates as part of a currently ongoing Brain Powers Project Efficacy Study (BPPES) to determine efficacy of a social emotional learning (SEL) intervention for elementary school classrooms called the Brain Powers Project (BPP). Data collection included 450 students. This study predicted a higher rate of significant positive change between the pre and post-test responses of the BPP intervention group over control group students on five social-emotional measures, including the Child Acceptance of Mindfulness Measure, the Cognitive and Affective Mindfulness Scale-Revised, the Bryant Index of Empathy, the Strengths and Difficulties Questionnaire (SDQ), and the Impersonal Reactivity Index. Analysis of the results did not reveal conclusive support for the study's prediction. Results showed significant time-group interaction for the intervention group on the conduct problems scale and the hyperactivity scale on the SDQ, from T1 to T2. This presents the possibility that the intervention influences conduct and hyperactivity in the children who participated. However, more research should be done to better understand any interactions between the intervention and the constructs assessed by these subscales. In regards to the insignificant results, these may have been due to the fact that researchers made the decision to not offer the mindfulness part of the intervention to schools with limited time; this resulted in the first two measures being collected from only a few classrooms. It is highly likely that removing the mindfulness part of the intervention produced inconsistent results and compromised within group validity. Qualitative study may be useful in the future to allow students to speak about their successes in using the program tools to navigate everyday challenges."--Pages iv-v.