Institution for Social and Policy Studies

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Enhancing Academic Performance and Social and Emotional Competence With the RULER Feeling Words Curriculum

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Author(s): 

Marc A. Brackett, Susan E. Rivers, Maria R. Reyes, Peter Salovey

ISPS ID: 
D063
Data type: 
Administrative
Data source(s): 

Please contact author.

Field date: 
June 1, 2006
Location: 
Location details: 
NY
Unit of observation: 
Individuals
Sample size: 
273
Inclusion/exclusion: 
Three elementary schools on Long Island, New York volunteered their fifth and sixth grade classrooms to participate in the evaluation. All fifth and sixth grade classrooms within each school participated in the study. Eighty percent (N = 273) of the fifth and sixth grade students (ns = 137, 136 respectively; 55% female) from 15 classrooms had parental permission to participate. Approximately 57% of participating students were in the RULER group (n = 155) and 43% were in the comparison group (n = 118).
Randomization procedure: 
Schools were assigned randomly, using a coin toss, to teach RULER in either their fifth or sixth grade classrooms.
Treatment: 
Two schools taught the RULER Feeling Words Curriculum in fifth grade (six fifth grade classrooms), and one school taught the program in sixth grade (two sixth grade classrooms).
Treatment administration: 
Curriculum (school-based intervention)
Outcome measures: 
Behavioral assessments on each student with parental consent, which included ratings on each student's social and emotional competence; student grades
Archive date: 
2012
Archive contributor: 
Limor Peer
Owner: 
Authors
Owner contact: 

isps(at)yale(dot)edu

Discipline: