3269.0: Monday, November 13, 2000 - 8:45 PM

Abstract #12315

Social literacy: What is it, how to teach it, and what difference does it make?

Marci Feldman, MSEd1, Jon Oliver2, Joseph Chery3, Bruce Kennedy, EdD4, and Deborah Prothrow-Stith, MD1. (1) Division of Public Health Practice, Harvard University, 677 Huntington Avenue, Boston, MA 02115, 617-495-7777, mfeldman@hsph.harvard.edu, (2) Lesson One Foundation, 245 Newbury Street, Boston, MA 02116, (3) Louis D. Brown Peace Institute, 5 Louis D. Brown Way, Dorchester, MA 02124-1011, (4) Health and Social Behavior, Harvard University, 677 Huntington Avenue, Boston, MA 02115

One hundred to two hundred thousand guns brought to school each day. One in five elementary school principals and one in four middle school principals cite a growth in gun-related incidences . Intervention programs beginning in the middle or high school years may, tragically, be too late. Research has shown that children who have been abused or have witnessed violence are twice as likely to engage in violence as adolescents than their non-abused peers . Given the importance teaching children social skills at an early age, the Harvard School of Public Health partnered with Boston Public Schools, the Lesson One Foundation, and the Louis D. Brown Peace Institute to develop the Program for Social Literacy (PSL). PSL is predicated upon the belief that emotional and social skills must be incorporated into primary school curricula. These skills serve as a complement to a young person's developing cognitive abilities. A child needs to develop strong social skills to mature into a healthy and productive adult. The PSL program, with its focus on children in grades K-5 and its training component for students, teachers, parents, counselors, and community members, teaches participants violence and substance abuse prevention skills. Through games, stories, and interactive activities, students are taught the "10 Steps to Social Literacy" (Trying Your Best, Self-Control, Self-Control Time, Self Confidence, Responsibility/Consequences, Thinking/Problem-Solving, Cooperation, Conflict Resolution, Peacemaking, and Community Service). A program description and baseline data on school and individual effects will be presented.

Learning Objectives: At the conclusion of the session, participants will be able to: 1. Define the term "social literacy" and understand the behavioral and psychological implications of internalizing this skill. 2. Articulate the importance of teaching children social skills at an early age, beginning in kindergarten. 3. Identify several interactive, comprehensive strategies to develop socially literate children. 4. Recognize the importance of the environment in influencing a child's perspective and actions, including the central role of the community and the overall school environment. 5. Distinguish various methodolgies to measure the effectiveness of a social skill-building curricula

Keywords: School-Based Programs, Children

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

The 128th Annual Meeting of APHA