Wirkungsnachweis aus der Literatur

Kurzfristig (< 1 Jahr)
Mikro (Individuum)

improvement in socio-emotional learning

persönliche Entwicklung / Erwerb von sozialen und personalen Kompetenzen

There is a high component to social-emotional learning in the curriculum, for example helping young people to realise the skills necessary to understand and manage emotions, feel and show empathy for others (through their toddler), establish and maintain positive relationships, and make responsible decisions as well as setting goals. Learning is facilitated by the experience of mentoring with the toddler and creates an opportunity for participants to more fully integrate their learning and increase the likelihood of a lasting effect.

Beschreibung der Aktivität

Teens and Toddlers Programme, targeted youth programme promoting social-learning through experiential learning
The intervention consists of an 18-week course where young people spend one afternoon per week in intensive interaction with toddlers under the supervision of a facilitator. Facilitators are adult males and females who have trained in youth work or counselling and are selected to conduct programmes following a specific training programme.The primary aim of the intervention is to build self-awareness, self-esteem and self-efficacy by encouraging young people to realise their potential and to address challenges rather than seeing them as a threat. There is a high component to social-emotional learning in the curriculum.
19 weeks
mean age 13,9 years
teilnehmende Kinder und Jugendliche

Evaluierung der Aktivität

Quantitative Fragebogenerhebung (schriftlich/offline)
Participants were selected by their school teacher, using a risk selection tool, and divided into two groups: “lower risk” and “higher risk” on the basis of three criteria (socioeconomic disadvantage, engagement and parental support). Participants were asked to complete the Negative Problem Orientation Questionnaire (NPOQ) before and after the programme.
The NPOQ consists of 12 questions that assess negative problem orientation (NPO).
Questions include: I see problems as a threat to my well-being, I often doubt my ability to solve problems. Often before even trying to find a solution, I tell myself that it is difficult to solve problems. My problems seem overwhelming. When I attempt to solve a problem, I often question my abilities. I often have an impression that my problems can’t be solved. Even if I manage to find some solutions to my problems, I doubt that they will easily be resolved. I have a tendency to see problems as a danger. My first reaction when faced with a problem is to question my abilities. I often see my problems as bigger than they really are. Even if I have looked at a problem from all possible angles, I still wonder if the solution I decided on will be effective. I consider problems to be obstacles that interfere with my functioning.
Responses range from 1 “not at all true of me” and 5 “extremely true for me” and participants are asked to indicate their answers on the Likert scale.
667 teenagers