Strong Kids Program Research


Barker, E.S., Marcotte, A.M., & Whitcomb, S.A. (2015). Promoting positive teacher–child interactions through implementation of a social emotional learning curriculum with performance feedback. Manuscript in revision.

Berry-Krazmien, C., & Torres-Fernandez, I. (2007). Implementation of the Strong Kids curriculum in a residential facility. Poster presentation at the Annual Convention of the National Association of School Psychologists. New York, NY.

Caldarella, P., Christensen, L., Kramer, T.J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: A study of the Strong Start curriculum. Early Childhood Education Journal, 37, 51–56. doi:10.1007/s10643-009-0321-4

Castro-Olivo, S. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A study of the culturally adapted Strong Teens program. School Psychology Quarterly, 29, 567–577.

Faust, J.J. (2006). Preventing anxiety and depression: An evaluation of social-emotional curriculum (Unpublished educational specialist’s thesis). University of Wisconsin, Whitewater.

Feuerborn, L.L. (2004). Promoting emotional resiliency through classroom instruction: The effects of a classroom-based prevention program (Unpublished doctoral dissertation). University of Oregon, Eugene.

Gueldner, B. A. & Feuerborn, L. L. (2016). Bridging mindfulness-based practices with social and emotional learning: A conceptual review and application. Mindfulness, 7, 164-175.

Gueldner, B.A., & Merrell, K.W. (2011). The effectiveness of a social and emotional learning program with middle school students in the general education setting and the effect of consultation on student outcomes. Journal of Educational and Psychological Consultation, 21, 1–27. doi:10.1080/10474412.2010.522876

Gunter, L., Caldarella, P., Korth, B. B., & Young, K. R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education, 40, 151–159.

Harlacher, J.E., & Merrell, K.W. (2009). Social and emotional learning as a universal level of support: Evaluating the follow-up effect of Strong Kids on social and emotional outcomes. Journal of Applied School Psychology, 26(3), 212–229. doi:10.1080/15377903.2010.495903

Isava, D.M. (2006). An investigation of the impact of a social emotional learning curriculum on problem symptoms and knowledge gains among adolescents in a residential treatment center (Unpublished doctoral dissertation). University of Oregon, Eugene.

Kramer, T.J., Caldarella, P., Christensen, L., & Shatzer, R.H. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood Education Journal, 37, 303–309. doi:10.1007/s10643-009-0354-8

Kramer, T.J., Caldarella, P., Young, R., Fischer, L., & Warren, J.S. (2014). Implementing Strong Kids school-wide to reduce internalizing behaviors and increase prosocial behaviors. Education and Treatment of Children, 37, 659–680.

Levitt, V. (2009). Promoting social-emotional competency through quality teaching practices: The impact of consultation on a multidimensional treatment integrity model of the Strong Kids Program (Unpublished doctoral dissertation). University of Oregon, Eugene.

Marchant, M., Brown, M., Caldarella, P., & Young, E. (2010). Effects of Strong Kids curriculum on students at risk for internalizing disorders: A pilot study. Journal of Empirically Based Practices in Schools, 11(2), 123–143.

Merrell, K.W., Juskelis, M.P., Tran, O.K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Impact of Strong Kids and Strong Teens on students’ social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24, 209–224. doi:10.1080/15377900802089981

Meyer, K.M. (2014). Program evaluation of the Strong Start curriculum as a selected intervention for early elementary students (Unpublished doctoral dissertation). University of Massachusetts, Amherst.

Nakayama, N.J. (2008). An investigation of the impact of the Strong Kids curriculum on social-emotional knowledge and symptoms of elementary aged students in a self-contained special education setting (Unpublished doctoral dissertation). University of Oregon, Eugene.

Sicotte, J.L. (2013). Effects of Strong Start curriculum on internalizing, externalizing behaviors, and emotion knowledge among kindergarten and first grade students (Unpublished doctoral dissertation). University of Massachusetts, Amherst.

Tran, O.K. (2008). Promoting social and emotional learning in schools: An investigation of massed versus distributed practice schedules and social validity of the Strong Kids curriculum in late elementary aged students (Unpublished doctoral dissertation). University of Oregon, Eugene.

Whitcomb, S.A., & Merrell, K.W. (2012). Understanding implementation and effectiveness of Strong Start K–2 on social-emotional behavior. Early Childhood Education Journal, 40, 63–71. doi:10.1007/s10643-011-0490-9

White, N.J., & Rayle, A.D. (2007). Strong Teens: A school-based small group experience for African American males. The Journal for Specialists in Group Work, 32, 178–189. doi:10.1080/01933920701227224