School Psychology Forum

An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions

By Alison Ryan, Scott Graves Jr., Adriana Sobalvarro, Kayla Nichols, Kerry Schutte, Candice Aston, Amanda Griffin

Evidence-Based Interventions in Urban Schools, pp. 157-164

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ABSTRACT: The purpose of this study was to evaluate the effects of a social–emotional learning curriculum, Strong Kids, for children at risk for begin referred for placement in emotional and behavioral support classrooms. Thirty-nine fourth- and fifth-grade students enrolled in an urban elementary school participated in the intervention. The results of this study indicated that females did not demonstrate any statistically significant or practical improvement on any scales as measured by the Social–Emotional Assets and Resilience Scales. Implications are discussed in terms of gender-specific interventions for African American populations.