Positive Psychology, Mindfulness, Psychotherapy and Philosophy

Biography

Biography: Kelsie-Marie Offenwanger

Abstract

Research shows that limited access to resources and behavioral health problems are forces of economic disadvantage for rural youth. While socioeconomic status and stress challenge available social supports that can intervene against disadvantaged access to community resources, a rising body of evidence suggests that enhancing sense belongingness and self-efficacy can improve social, emotional and behavioral outcomes. For 3 years prior, a psychologist facilitated an after-school group that taught self-regulation skills to youth. The group received overwhelmingly positive qualitative feedback from participants and staff, which prompted the current study. The current study extends prior work and will evaluate its impact. Theoretical and empirical origins formed the foundation for the program that consists of in-person and technology-based interventions. The study provides 8 to 15 year-olds an opportunity to strengthen their emotional regulation skills within an after-school setting. The study will test social-emotional learning interventions that aim to create a sense of belonging and acceptance among youth who are likely to feel misunderstood or excluded. The study will examine behavioral and psychosocial outcomes that align with CASEL’s core competencies. Students receive the intervention during the fall, winter or spring of an academic year. Data is collected in pre- and post- surveys completed by students, caregivers, and staff across the school and community settings. Preliminary quantitative data has been encouraging. Participants, caregivers, and staff reported improved psychosocial functioning across settings. The current study hopes to serve as a stepping-stone for vulnerable youth who are at risk of poor behavioral, academic and health outcomes.