Abstract
The thesis ‘ Skills for Life programs in school’ treats the theoretical foundations, design and evaluation of school-based Skills for Life programs, aimed at promoting social and emotional skills in children and adolescents. More specifically, the formation and development iterations of a Dutch Skills for Life program, named ‘Levensvaardigheden’ [Dutch
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for Skills for Life], are followed over 14-year period. ‘Levensvaardigheden’ was implemented in the city of Rotterdam and is aimed at children and youths aged 13 to 17. It is based on the social cognitive learning theory and the Rational Emotive Therapy. Since its inception in 1997, on request of the municipality of Rotterdam, the program underwent several improvements based on practical experience and evaluative research. The thesis describes four effect studies of the ‘Levensvaardigheden’ program and the improvements that resulted from these studies, over the years from 1997 to 2004. Based on the results of these studies, the lesson curriculum, teacher training and also the study design were amended. The third and fourth studies show that ‘Levensvaardigheden’ has positive short-term and long-term effects on general belief in self-efficacy, ability to express negative emotions, and intention to use social and emotional skills. The studies also indicate positive short-term effects on self-esteem and suicidality. The thesis also summarises the current state of knowledge of effectiveness of Skills for Life programs, and of the characteristics of effective programs. The reviewed meta-analyses and studies showed that Skills for Life programs promote social and emotional skills; reduce or prevent antisocial behaviour; stimulate a positive self-image; and reduce or prevent mental problems and depression. The reviews also indicate improved academic performance and a more positive attitude towards school in students who had completed a Skills for Life program. Additionally, from the reviewed meta-analyses and studies could be distilled certain characteristics of effective programs. These characteristics were used for the design of a new version of ‘Levensvaardigheden’. The following attributes emerged from the review: ‘interactive didactic methods’; ‘a theoretical foundation’; ‘teaching inter– and intrapersonal skills first in general, then in problem-specific situations’; ‘training the trainers/teachers’; ‘use of supportive environment strategies’; ‘duration and intensity of the program’; and ‘design and development of the program in co-operation with the target groups’. The new version of ‘Levensvaardigheden’ is currently under study by a joint venture of the Hague University, TNO-Quality of Life and the Netherlands Institute for Health Promotion, NIGZ. The final chapter of this thesis summarises the questions that could not (yet) be answered, or not be answered completely. The studies presented in this thesis show that Skills for Life programs do make a positive and effective contribution to the reduction and prevention of problem behaviour and the promotion of prosocial behaviour in children and youths. They also improve academic performance and result in children and youth better enjoying school. This results may perchance be a motivation for schools to combine academics and social and emotional skills education, and thus have the best of both worlds
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