Adding Value to Inquiry: Applying Conventional and Progressive Methods and Advance Knowledge of Social-Emotional Learning

• In Event: 51.073 - Interdisciplinary Reconnection Through Mixed-Method Bodies of Evidence: Adult Social-Emotional Learning

Abstract

1.
Positive youth development via AYDC’s Second-Order Change program series is inclusive, collaborative, and data-driven – informed by measurable results and grounded in scientific methodology. Building on Paper 1, we share key learnings specifically derived from program methodology, which was designed around two different, complementary scientific approaches. We will highlight the necessity of both methods for SEL development, which may guide application opportunities in other programs also.

2.
Two complementary approaches were followed to create a framework for empirical analyzing SEL data. In the conventional method, experimental program cohort increases in pre-post scores (beyond those found in a control group) were taken as indicative of improvement in abilities/skills, and perhaps of program success. This method included averaging and comparing of monthly formative evaluations. From this perspective, EQ-improvement and program-success measures are linearly one-directional (upwards). In the progressive method, pre-post assessments and monthly evaluations are considered relative to a benchmark/context. With this method, EQ balance/versatility is acknowledged as desired development outcomes also, recognizing individual response-style differences. This futuristic approach accommodates EQ scores and evaluations to develop upwards/downwards; desired SEL development can be bi-directional as needed.

3.
The pre-post EQ-i 2.0 assessment provided 16 EQ attribute metrics for guided debriefing, coaching, and SEL development facilitation. Standardized scores (mean=100, SD=15) provided a solid comparison baseline. We conducted formative evaluation in 10 iterations with the custom-developed RCS. The RCS comprises 25 Likert-scaled items, culminating in seven distinct aspect scores reflecting program content and process. Both EQ-i and RCS data were verified for validity using built-in response partiality and inconsistency.

4.
First, the progressive method entailed relative scoring to achieve a realistic measure of balance/versatility: Total EQ was subtracted from participant EQ attribute scores, while RCS score shifts were calculated between sequential sessions. Thereafter, calculation principles applied similarly to both methods: deltas reflected changes in pre-post EQ scores and RCS scores were averaged across sessions for the overall group and three cohorts. These steps quantified the theoretical framework and program success. Descriptive, inferential and multivariate statistical techniques were computed. Despite a small sample (n=37), cohorts demonstrated demographic diversity with overall comparable results, with plans for gathering more data in subsequent years.

5.
Both conventional and progressive methods framed facilitation guidance, participant development, and detailed analysis. Experimental-group findings were statistically significant (p < 0.05/0.01). The two methods yielded distinct results: Pre-post and formative evaluation changes were more pronounced in one of the methods that will be revealed in this presentation, and focused on different EQ attributes and aspects in signaling program success. Found distinctions depending on job description provided additional insights for future programs.

6.
Statistical causality between EQ attribute changes and formative evaluation of program success appeared plausible via predictive modeling, regardless of method employed, meriting both for SEL development. This research demonstrates how to include both increase and balance/versatility as objectives to sustain SEL longer-term. The approach stretches conventional thinking and adds value to scientific inquiry: Strength-based initiatives should empower educators and youth to effectively develop towards equilibrium (personal harmony), and for improved adaptability and resourcefulness (resilience) in challenging times.

Author

• Carina Fiedeldey-Van Dijk, ePsy Consultancy