A Year of Growth: Evaluating a Czech Social-Emotional Learning Curriculum Grounded in Acceptance and Commitment Therapy and Applied Behavior Analysis
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | We evaluated the effectiveness of the first Czech social-emotional learning (SEL) curriculum grounded in acceptance and commitment therapy and applied behavior analysis. The curriculum was designed to address the needs of primary school children, align with the national curriculum for primary education, and accommodate the limited resources of public schools. Twenty-three teachers from third, fourth, and fifth grades implemented the program with 460 children over the course of one school year, typically delivering three 20-minute sessions per week. A single-group interrupted time-series design was used to examine changes in psychological flexibility and social-emotional skills among teachers and students. At multiple timepoints during the year, teacher participants completed self-assessments including the Acceptance and Action Questionnaire–II and the Comprehensive Assessment of Acceptance and Commitment Therapy Processes. Student participants were assessed by their teachers using the Strengths and Difficulties Questionnaire and additionally completed a psychological flexibility measure. Results indicate increased psychological flexibility and social-emotional skills among both teachers and students, as well as evidence of reduced disciplinary actions in some classrooms compared to the previous school year. These findings suggest that a behaviorally based SEL curriculum adapted to local educational needs can be implemented within an existing national curriculum and enhance social-emotional competencies. |
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