Effects of the cognitive-behavioral You Can Do It! Education program on the resilience of Japanese elementary school students: A preliminary investigation. (2017)

• Record Type: Journal Article
• Authors: Yamamoto, Toshie; Matsumoto, Yuki; Bernard, Michael E.
• Is Part Of: International journal of educational research. Volume 86(2017)
• Page Start: 50
• Page End: 58
• Publication Date: 2017
• Subjects: CASEL Collaborative for Academic, Social, and Emotional Learning -- CBT Cognitive behavioral therapy -- SCAS Spence Children's Anxiety Scale -- SSSC Social Support Scale for Children -- RESC Resilience in Elementary School Children -- YCDI You Can Do It!; Resilience -- You can do it! Education -- Cognitive-behavioral -- Social-emotional learning -- Preventive program -- Mental health -- Japanese elementary school; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2017.08.006
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: The You Can Do It! Education (YCDI) helped boost children's resilience. YCDI group resilience differed significantly at post-test from the control group's. The YCDI group also showed greater awareness of support resources. Abstract: The effect of a mental health promotion program based on cognitive behavioral therapy and social-emotional learning called "You Can Do It! Education" on the resilience of elementary school students was evaluated. Participants were fourth grade students at elementary schools in the Tokyo Metropolitan Area, who were assigned to the intervention ( n = 78) or control ( n = 47) group. The intervention group was taught eight program lessons by a visiting counselor, which covered topics related to resilience and the relationships of thinking, feeling, and behaving. The intervention group showed significant improvements in resilience and social support, whereas the control group did not. We discuss the program's feasibility for enhancing resilience and its limitations in Japanese school settings.