Summary
The Social Decision Making/Problem Solving Program, offered by Rutgers University, provides a lesson-based approach to SEL. It includes programming for grades K-8 and demonstrates evidence of effectiveness when implemented in grades 4-5. Translated materials are available in Spanish.The Social Decision Making/Problem Solving Program uses a skills-based framework with robust embedded practices across school, home, and community settings to promote students’ skills development. Multiple, ongoing opportunities to practice helps students internalize the skills, thus making them more likely to use these skills in real-world scenarios.
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Elementary (K-5), Middle (6-8)
Setting
Classroom, Home
Cost
For additional information please contact the provider
# Lessons
30
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
For additional information please contact the provider
Professional Development
Onsite In-Person, Virtual, Train the Trainer
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from a quasi-experimental evaluation conducted in the 1980s (published in 1991) supported the effectiveness of Social Decision Making / Problem Solving delivered to elementary school students on high school outcomes. This follow up evaluation included 426 grade 4 and 5 students enrolled in suburban schools in the U.S. Northeast (predominantly white). This evaluation found that when students were in grades 9-11, those who participated in the program engaged in significantly less self-reported problem behaviors, and had higher standardized achievement test scores compared to students in the comparison group (outcomes reported six years after baseline while controlling for pretest).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Elias, M. J., Gara, M. A., Schuyler, T. F., Branden-Muller, L. R., & Sayette, M. A. (1991). The promotion of social competence: Longitudinal study of a preventive school-based program. American Journal of Orthopsychiatry, 61(3), 409-417.
Elias, M. J., Gara, M., Ubriaco, M., Rothbaum, P. A., Clabby, J. F., & Schuyler, T. (1986). Impact of a preventive social problem solving intervention on children’s coping with middle-school stressors. American Journal of Community Psychology, 14(3), 259-275.