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”What Works Ireland Evidence Hub” is an Irish registry with over 100 prevention and early intervention programmes. The registry can filter programmes by taking into account the evaluation of evidence and the costs of programme implementation.
Iprev is an interactive platform for mental health support and risk behavior prevention. Within this platform, there is a registry of prevention interventions named “Katalog preventivních programů”. It’s published in Czech.
Calmy – Learning to Learn yourself is a classroom-based socio-emotional learning (SEL) intervention that focusses on improving the development of children’s socio-emotional skills (SES) and positive relationships with their peers and teachers. The intervention aims at self-regulation, communication, adaptability, creative thinking, resilience, and problem-solving. These skills play an important role in various developmental outcomes such as school success.
This intervention is implemented in the curriculum of elementary school students (8-10 years) and consists of weekly, one-hour sessions delivered by a trained facilitator, in the presence of the teacher responsible for the class. Each session introduces the development of one or more socio-emotional competences. The programme sessions cover 10 topics. The programme uses a variety of strategies, such as reflecting, brainstorming, open-ended questioning, social and self-reinforcing feedback and group games (Coelho et al., 2023).
Vera Coelho
University of Maia, Department of Social and Behavioral Sciences, Maia, Portugal,
vcoelho[at]umaia.pt
One RCT (Coelho et al., 2023) was conducted in Portugal in 2023. In this study 16 sessions of one hour were delivered each week by a trained facilitator with the responsible teacher present. The measures for this study included both self-report questionnaires, completed by students, and hetero-report questionnaires, completed by teachers and families. To study the social and emotional skills a Study on Social and Emotional Skills (SSES) was conducted, and the Classroom Peer Context Questionnaire (CPCQ) was used to measure the children’s perspectives of peer relationships in the classroom at individual, interaction, group and relationship levels (Coelho et al., 2023).
