Pilot and Adaptation of a Social-Emotional Learning Program in Youth Justice Settings
Abstract
Interventions for youth offenders should aim to reduce risk factors and promote protective factors. Social-emotional learning (SEL) programs aim to enhance intrapersonal, interpersonal, and cognitive competencies. Research demonstrates that SEL programs reduce antisocial behaviours and improve prosocial skills; however, to date, SEL programs have been primarily implemented in schools. This integrated-article dissertation explored the feasibility and preliminary outcomes of implementing a SEL program in youth justice settings. The first paper proposes the implementation of SEL programs in youth justice settings and identifies unique programming and implementation considerations for this population.
The second paper presents a two-phase study examining the feasibility, acceptability, and utility of an SEL program in youth justice settings. The initial phase piloted the Healthy Relationships Plus Program. Data collected from staff indicated high levels of feasibility and acceptability and several important adaptations. The second phase piloted the adapted program (Healthy Relationships Plus - Enhanced Program) and youth reported high levels of acceptability and utility.
The third paper evaluated the Healthy Relationships Plus - Enhanced Program with justice-involved youth to explore preliminary outcomes. Results from the mixed methods quasi-experimental study found at post-intervention youth reported significant increases in assertiveness, self-control, empathy, problem-solving, and a significant decrease in attitudes towards peer conflict. Many of these improvements remained significant at one-month follow-up.
Taken together, the theory and preliminary evidence from these papers suggest that an adapted SEL program is relevant and compatible with youth justice settings, and it can also improve the attitudes and skills of youth offenders.