RESUMEN
The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a randomized control trial design, this study evaluates short-term outcomes associated with the use of this resource. Participants were elementary teachers (NT1 = 201, NT2 = 129) and students (NT1 = 242, NT2 = 183; ages 4-14; 47.5% girls) from 19 Catholic school boards in [PROVINCE]. Using multi-level models, significant small to medium effect sizes indicated that intervention group teachers: taught SEL more frequently; had higher confidence in teaching SEL; and had more positive perceptions of the classroom climate, students' SEL, and students' school engagement at Time 2 than comparison group teachers. Results for students were less robust, though there was indication of dosage effects. Results highlight the role of teachers and frequent delivery in effective SEL implementation. Supplementary Information: The online version contains supplementary material available at 10.1007/s12310-022-09538-x.
RESUMEN
Prosocial behavior is widely thought to emerge early in the second year of life. This paper presents evidence that helping emerges early in the first year of life. Parents of 80 children asked to recollect the earliest instance of their child helping recalled help in two contexts: chores (e.g., cleaning up) and care and self-care (e.g., feeding and dressing). A subset of parents recalled helping even before eight months of age, most often in the context of self-care tasks. The presence of helping this early in the lifespan is situated in recent research, and its implications for current theories of early prosocial behavior are discussed.