Intervention Planning Week 1, 2, 4, 5 Assignment

Intervention Planning Wlo 1 2clo 4 5in This Weeks Assignment

In this week’s assignment, you will work on your intervention plan and ethical considerations for your study. For your ethical considerations, “none” is not an option. There are always ethical considerations, some smaller/larger than others. Following the same outline as this week’s assignment, but with less detail at this point (one to two sentences per topic), share your intervention plan with the class, including:

• Your research question(s): What do you want to answer in the study?
• Intervention Description: Explain your proposed intervention and how it may influence your area of focus and support young children and their families.
• Intervention Plan: How much time will it take? Explain the timeline and sequence in which the intervention would take place.
• Ethical Considerations:
• Informed Consent: If you were to implement this study, explain your need for informed consent to ensure participants are fully informed and aware of any potential harm.
• Freedom from Harm: What leads you to believe that what you are doing in your study is an appropriate intervention and will not expose participants to risk?
• Anonymity and Confidentiality: What measures will you use to ensure anonymity and confidentiality to avoid privacy invasion and potential harm?

Paper For Above instruction

This intervention study aims to explore the impact of a targeted social-emotional learning (SEL) program on preschool children’s behavioral outcomes and parental engagement. The research questions guiding this study are: How does participation in an SEL program influence preschool children’s social behavior? And, in what ways does parental involvement improve as a result of the intervention? By addressing these questions, the study seeks to contribute to the growing body of evidence supporting early childhood SEL initiatives and inform best practices for supporting children's development and family engagement.

The proposed intervention involves a structured SEL curriculum implemented over a period of eight weeks, with sessions held twice weekly. Each session lasts approximately 30 minutes, conducted within the preschool setting, and includes activities such as role-playing, cooperative games, and guided reflection discussions tailored to young children. The intervention also involves a parental component, where parents participate in informational workshops and at-home activities designed to reinforce SEL skills. The sequence begins with baseline assessments, followed by the intervention sessions, and concludes with post-intervention evaluations. This timeline allows for ongoing monitoring and adjustment to optimize outcomes for children and families.

Ethical considerations are paramount when conducting this intervention. First, informed consent will be obtained from all parents or guardians to ensure they understand the purpose, procedures, potential risks, and benefits of the study. Clear communication will be provided, emphasizing voluntary participation and the right to withdraw at any time without penalty. To ensure that participants are not exposed to harm, the intervention will be designed based on evidence-based practices that prioritize the safety and well-being of children and families. The activities will be developmentally appropriate, non-invasive, and conducted by trained professionals, minimizing any potential risk of psychological or physical harm.

Maintaining confidentiality and ensuring anonymity are critical components of the study’s ethical framework. Personal identifiers will be removed from data collection and reporting, and all records will be securely stored accessible only to authorized personnel. The use of pseudonyms and coded data will prevent identification of individual participants. Furthermore, data will be reported aggregately, avoiding any information that could lead to the identification of specific children or families. These measures comply with ethical standards for research with vulnerable populations and establish trust between researchers and participants.

Overall, this intervention aims to foster positive social-emotional development among preschool children while actively engaging families. Ethical considerations, including informed consent, protection from harm, and confidentiality, will guide every phase of the research, ensuring respectful, responsible, and ethically sound practices. Proper adherence to these principles not only protects participants but also enhances the validity and credibility of the study’s findings, contributing to effective early childhood education strategies.

References

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• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432.
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., ... & Shriver, T. (1997). Promoting social and emotional learning: Guidelines for educators. ASCD.
• Grusec, J. E., & Lytton, H. (2010). Socializing children’s emotional development: Contributions of parents and teachers. In Handbook of socialization: Theory and research, 561–585.
• Kam, C. M. (2002). Promoting social-emotional development for preschool children: The role of teachers. Early Childhood Education Journal, 30(2), 85–90.
• Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Theoretical School-Based Interpersonal and Social-Emotional Learning Program for Adolescents. Developmental Psychology, 46(4), 943–958.
• Shin, H., & Kuh, G. D. (2007). Examining the influence of social emotional learning on school climate. Journal of School Psychology, 45(2), 209–231.
• Taylor, R. D., Oberle, E., Durlak, J., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions. Journal of Applied Developmental Psychology, 51, 45–54.
• Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social-emotional learning: A blueprint for promoting mental health and reducing risk behavior in children and youth. The Guilford Press.
• Zins, J. E., Weissberg, R. P., Wang, M., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? In Teachers College Record, 106(9), 1937–1966.