Strong Kids Program
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.
Brown, M. H. (2006). Effects of the Strong Kids Curriculum on Students at Risk for Internalizing Behaviors (Doctoral dissertation). Brigham Young University.
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.
Castro-Olivo, S. M. & Merrell, K. W. (2012). Validating cultural adaptations of a school-based social-emotional learning programme for use with Latino immigrant adolescents. Advances in School Mental Health Promotion, 1-15. doi:10.1080/1754730X.2012.689193
Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., Renshaw, T. L., & Zhang, Y. (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School Psychology Quarterly, 30(2), 166. doi: 10.1037/spq0000102
Cramer, K. M. & Castro-Olivo, S. (2015). Effects of a culturally adapted social-emotional learning intervention program on students' mental health. Contemporary School Psychology, 20(2), 118-129. doi:10.1007/s40688-015-00
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 Preventing anxiety and depression: An evaluation of social-emotional curriculum (Unpublished educational specialist’s thesis).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 Promoting emotional resiliency through classroom instruction: The effects of a classroom-based prevention program (Unpublished doctoral dissertation).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.
Feuerborn, L. L. (2018). Promoting social and emotional learning in an alternative school: A pilot study of the revised Strong Teens program. Manuscript in progress.
Fewkes, C. N. (2017). The Effectiveness of Strong Start Curriculum on the Social-emotional Competence of Second Grade Students (Doctoral dissertation, Rowan University).
Gooch, S. (2010). An investigation of the effect of the Strong Start curriculum on three general outcome behaviors as measured by direct behavior ratings. Dissertation Abstracts International Section A: Humanities and Social Sciences, 71(5-A), 1532.
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. https://doi.org/10.1007/s10643-012-0507-z
Hansen, S. C. (2007). The effect of language ability of internalizing students on improvement in Strong Kids: A social and emotional learning curriculum for students in Grades 4-8. (Unpublished master's thesis). Brigham Young University.
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).em 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. Retrieved from http://www.educationandtreatmentofchildren.net
Kronmiller, K., Caldarella, P., Christensen, L., & Kramer, T. J. (2009). Effects of the Strong Start Curriculum on Students' Social and Emotional Competence. All Faculty Publications. 1257. Retrieved from https://scholarsarchive.byu.edu/facpub/1257
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 Evidence-Based Practices in Schools, 11(2), 123–143. Retrieved from https://rowman.com/page/je
Marvin, L. A., Caldarella, P. Young, E. L., & Young, Richard. (2017). Implementing Strong Teens for adolescent girls in residential treatment: A quasi-experimental evaluation. Residential Treatment for Children & Youth, 34(3-4), 183-202. doi:10.1080/0886571X.2017.1394247
McKay, L. (2004). Preliminary examination of the effects of the strong kids social emotional learning curriculum on Grade 4 students' social emotional resiliency, social standing and likeability. (Unpublished master's thesis). University of British Columbia.
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.
Ryan, A., Graves, S., Sobalvarro, A., Nichols, K., Schutte, K., Aston, C., & Griffin, A. (2016). An evaluation of strong kids in an urban African American female sample: The need for gender-specific and culturally focused interventions. School Psychology Forum, 10(2), 157-164.
Schwartz, M. C. (2017). The implementation of a social-emotional learning curriculum for targeted students: Evaluating "Strong Start" as a Tier II intervention. Dissertation Abstracts International Section A: Humanities and Social Sciences, 78(4-A(E)).
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
Williams, D. D. (2015). Effects of the Strong Kids curriculum as a targeted intervention for students at-risk for developing depressive disorders (Doctoral dissertation). University of Southern Maine.
Wong, A. S., Li-Tsang, C. W., & Siu, A. M. (2014). Effect of a social emotional learning programme for primary school students. Hong Kong Journal of Occupational Therapy, 24(2), 56-63. https://doi.org/10.1016/j.hkjot.2014.11.001