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Title Effectiveness of "Fun FRIENDS” Program in Promoting Social Emotional Competence Among Pakistani School Children

Author(s) Arooj Maqsood Ahmed Warraich

Abstract Social emotional competence (SEC) refers to the broad range of social, emotional, and behavioral competencies in children. Previous research evidenced that the development of SEC at an early age can improve children’s overall wellbeing and reduce behavioral problems (social isolation, aggression, conduct, anxiety, academic and substance abuse problems). Globally, social emotional learning programs have become a fundamental component of education in schools. However, in Pakistan, despite the alarming reports of mental health problems in children and recommendations from experts and policy makers, there is limited support for such school-based interventions. The present study examines the effectiveness of a cognitive behavioral intervention program (Fun FRIENDS) in promoting SEC of Pakistani school children aged 4-8. Fun FRIENDS program has established its efficacy both as a prevention and intervention program for children in different Western cultures and has demonstrated short and long-term effects on better SEC. The present research consists of three studies. Study I is designed for translation and adaptation of outcome measures and pilot testing of these assessment tools. A sample of 78 school children participated in the study. The results indicate moderate to good reliability of all outcome measures for Pakistani children. Study II is designed to examine the estimates of behavioral problems in school children. The sample comprised of 473 school children from Islamabad, Pakistan (Mean age = 6.34, SD=.87) from three different grades kindergarten, 1, and 2, respectively. Results showed that 65% children from 4-6 years and 36.2% children from 6-8 years have borderline and clinical levels of internalizing and externalizing behavioral problems respectively. Girls were found to have more externalizing problems, whereas boys had more internalizing problems. SEC were negatively associated with both internalizing and externalizing problems. Study III assessed the effectiveness of Fun FRIENDS program in promoting SEC and reducing behavioral problems in Pakistani school children. Randomized control trial (RCT) with pre and post assessment was conducted with 473 children (4-8 years) enrolled in 15 classes of three grades i.e., kindergarten, one and two respectively from four public schools of Islamabad, Pakistan. Seven classrooms (n=244) were randomly allocated to Fun FRIENDS intervention condition and eight classrooms (n=229) to the control condition. Intervention took place during the first term of the academic year (August-October). Pre and post assessments were collected from the children and teachers. Considering the nested data, the study used MANCOVAs, repeated measure MANOVAs, and multilevel models to examine the effects of an intervention on baseline measures. Findings showed significant positive effect of intervention on SEC and behavioral inhibition. Children who received Fun FRIENDS intervention showed improved emotional knowledge and social emotional competencies. However, the intervention was not found effective in reducing behavioral problems of Pakistani school children. The study’s findings offer preliminary evidence supporting the evidence of Fun FRIENDS program for Pakistani children. Despite limitations, this study provides promising results and suggestions for further scaled up studies with diverse population and protocols across the country. Discussion and implications are suggested for school-based interventions aimed at promoting SEC within cultural context.

Type Thesis/Dissertation PhD

Faculty Social Sciences

Department Psychology

Language English

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