Summary
The Resolving Conflict Creatively Program (RCCP), offered by the Morningside Center for Teaching Social Responsibility, provides a lesson-based approach to SEL. It includes programming for grades Pre-K-8 and demonstrates evidence of effectiveness in grades 1-6.
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)
Pre-K, Elementary (K-5), Middle (6-8)
Setting
Classroom, Schoolwide, Home
Language
English
Cost
No cost
# Lessons
16
Program Design
Tier 1 (Universal)
Technology Requirements
None Required
Staffing Requirements
No additional staffing required
Professional Development
Onsite in-person, Virtual, Offsite, Train the Trainer
Outcomes
Advocate for reducing stigma associated with emotional and mental and behavioral health
Compare & contrast emotional, mental-behavioral illness, mental well-being and concurrent disorders
Decreased suicidal behavior
Describe how self-harm or suicide impacts other people
Describe laws related to minors accessing mental health care
Explain how to help someone who is thinking about attempting suicide
Identify school and community resources that can help a person with emotional, mental and behavioral health concerns
Improved Academic Performance
Improved attitude/behavior related to suicide
Improved identification of individuals at-risk for suicide
Improved Identity Development/ Agency
Improved Prosocial Behavior
Improved School Climate
Improved School Connectedness
Improved SEL Skills and Attitudes
Improved Teaching Practices
Increased help-seeking behavior
Reduced Emotional Distress
Reduced Problem Behavior
Evidence of Effectiveness
Results from a quasi-experimental evaluation published in 2003 supported the effectiveness of RCCP for elementary school students. This evaluation included 11,160 grades 1-6 students enrolled in urban schools in the U.S. Northeast (41% Latinx, 40% Black/African American, 14% white; 86% eligible for free or reduced-price lunch (FRPL)). This evaluation found that students who participated in the program self-reported reduced conduct problems, reduced depressive symptoms, and improved social and emotional skills (i.e., lower hostile attribution bias towards peers, higher levels of positive interpersonal negotiation strategy use) compared to students in the control group (outcome reported two years after outcome pretest). In addition, teachers reported increases in intervention students’ prosocial behaviors and lower levels of aggressive behaviors
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39(2), 324-348.
Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10(2), 187-213.