Evaluating emotional intelligence and resiliency outcomes of school-aged children in a social and emotional learning program

A school-based social emotional learning (SEL) program based on cognitive-behavioural principles is currently used in western Canadian schools; however, research on its benefits to child participants is limited. This controlled study reports on data collected from 152 grade three and four students; 70 students participated in the evidence-based program, FRIENDS for Life for Children (FRIENDS; Barrett, 2004) and 82 students were in the control group. All participants were assessed for emotional intelligence (EI) and resiliency at 3 time points: immediately before the start of the program (Time 1), immediately following the end of the program (Time 2), and at 3-months follow-up (Time 3). Resiliency is defined as an ability to deal effectively with difficulties or adversity and resist environmental risk experiences (Rutter, 2006). Assessments included two child-report measures (Strengths and Difficulties Questionnaire – Student Report; Emotional Quotient Inventory – Youth Version), two parent-report measures (Behavior Assessment System for Children – Parent Rating Scales; Social Competence Scale – Parent Version) and one teacher-report measure (Strengths and Difficulties Questionnaire – Teacher Report). Teachers in the intervention group also completed a FRIENDS fidelity checklist. Data were analyzed using between-groups independent samples t-tests and five separate within-group 2 x 3 MANOVAs. Results indicate that between-groups scores (FRIENDS vs. Control) did not statistically differ at any assessment period on any measure, but that within-group scores from children who participated in the program showed statistically significant increases on the Emotional Quotient Inventory – Youth Version Total EQ subscale (Time 1 vs. Time 2, and Time 1 vs. Time 3) and the Social Competence Scale – Parent Version Total Score (Time 1 vs. Time 3) over time. These increases suggest that children who participated in FRIENDS self-reported increased intrapersonal and interpersonal skills, adaptability, and stress management abilities over time, and that parents of children in FRIENDS reported increased social skills and emotion regulation abilities in their children over time. Teachers did not report observing differences in their students over time.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat