NREPP: Second Step

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Second Step
Date of Review: December 2006

Second Step is a classroom-based social-skills program for children 4 to 14 years of age that teaches socioemotional skills aimed at reducing impulsive and aggressive behavior while increasing social competence. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing theories. The program consists of in-school curricula, parent training, and skill development. Second Step teaches children to identify and understand their own and others' emotions, reduce impulsiveness and choose positive goals, and manage their emotional reactions and decisionmaking process when emotionally aroused. The curriculum is divided into two age groups: preschool through 5th grade (with 20 to 25 lessons per year) and 6th through 9th grade (with 15 lessons in year 1 and 8 lessons in the following 2 years). Each curriculum contains five teaching kits that build sequentially and cover empathy, impulse control, and anger management in developmentally and age-appropriate ways. Group decisionmaking, modeling, coaching, and practice are demonstrated in the Second Step lessons using interpersonal situations presented in photos or video format.

Descriptive Info Outcomes Ratings Study Populations Studies/Materials Replications Contacts

Descriptive Information

Topics	Mental health promotion, Substance abuse prevention
Areas of Interest	Consumer/family-operated care, Criminal/juvenile justice, Violence prevention
Outcomes	Outcome 1: Social competence and prosocial behavior Outcome 2: Incidence of negative, aggressive, or antisocial behaviors
Study Populations	Age: 6-12 (Childhood) Gender: Female, Male Race: American Indian or Alaska Native, Asian, Black or African American, Hispanic or Latino, White (See Study Populations section below for percentages by study)
Settings	Rural and/or frontier, School, Suburban, Urban
Implementation History	An estimated 27,000 schools across the United States have implemented Second Step since the program's inception in 1987, and about 39% of Second Step educators have evaluated the outcomes of their implementation. The average length of implementation is 4 years. Since 2000, nearly 12 million students and 3 million adults have participated in the intervention.
Replications	This intervention has been replicated. (See Replications section below)
Adaptations	No population- or culture-specific adaptations were identified by the applicant.
Adverse Effects	No adverse effects, concerns, or unintended consequences were identified by the applicant.
Public or Proprietary Domain	Mix of public and proprietary
Costs	Training costs include $499 per participant for preschool through grade 9 (2 1/2-day training) and $169 per participant for preschool through grade 9 (1-day training). The cost of training includes all training materials but not the Second Step curriculum. Family Guide facilitatory training is $169 per participant for preschool through grade 5; this cost does not include the Family Guide, which is purchased separately. Materials costs include $289 for the Pre-K DVD kit (ages 4-6), $159 for individual grade-level kits (grades 1-5), $295 each for Level 1 Foundation Lessons (middle school), $149 each for Level 2 Skill Building Lessons (middle school), $149 for Level 3 Skill Building Lessons (middle school), $359 for the Second Step Family Guide, $599 for the Second Step Family Guide and Pre-K DVD kit, $359 for the Spanish-language Family Guide, $39 for the Family Overview Video, $39 for the Spanish-language Family Overview Video, and $59 for the Family Overview DVD (in Spanish and English).
Institute of Medicine Category	Universal

Outcomes

Outcome 1: Social competence and prosocial behavior

Description of Measures	The incidence of prosocial behaviors or social competence was measured using teacher, parent, and child surveys and behavioral observations. The surveys used were the School Social Behavior Scales (SSBS), the Achenbach Teacher Report Form (TRF), the Achenbach Child Behavior Checklist (CBCL), and the Parent-Child Rating Scale (P-CRS).
Key Findings	In one study, Second Step participants demonstrated higher average rates of prosocial behavior ("engages appropriately with peers," "follows directions from adults") compared with similar students who did not receive the intervention (p < .01 and p < .001, respectively). Another evaluation found that students who participated in the Second Step program demonstrated higher rates of prosocial behavior in classrooms, on playgrounds, and in cafeterias relative to students in the control group, and these effects continued at least 2 weeks after the intervention (p < .05). A third evaluation reported no statistically significant benefits in prosocial behavior.
Studies Measuring Outcome	Study 1, Study 2, Study 3 (Study numbers correspond to the numbered citations in the Studies and Materials Reviewed section below)
Study Designs	Experimental, Quasi-experimental
Quality of Research Rating	2.4 (0.0-4.0 scale)

Outcome 2: Incidence of negative, aggressive, or antisocial behaviors

Description of Measures	The incidence of negative, aggressive, or antisocial behaviors was measured using teacher, parent, and child surveys and behavioral observations. The surveys used were the School Social Behavior Scales (SSBS), the Achenbach Teacher Report Form (TRF), the Achenbach Child Behavior Checklist (CBCL), and the Parent-Child Rating Scale (P-CRS).
Key Findings	Teachers reported fewer antisocial behaviors among Second Step participants compared with similar students who did not receive the intervention (p < .001), primarily as a result of first-year implementation of the program. The change was greatest among students who had high baseline ratings for antisocial behavior. Another evaluation found lower rates of physically antisocial behavior in playground and cafeteria settings at least 2 weeks after the intervention (p = .03). Physical aggression in the classroom setting continued to be reduced 6 months after the intervention (p = .03). A third evaluation found that teacher-reported antisocial behavior decreased at a school using Second Step while it increased at a similar school without the intervention (p < .05).
Studies Measuring Outcome	Study 1, Study 2, Study 3 (Study numbers correspond to the numbered citations in the Studies and Materials Reviewed section below)
Study Designs	Experimental, Quasi-experimental
Quality of Research Rating	2.4 (0.0-4.0 scale)

Ratings

Quality of Research Ratings by Criteria (0.0-4.0 scale)

Outcome	Reliability of Measures	Validity of Measures	Fidelity	Missing Data/Attrition	Confounding Variables	Data Analysis	Overall Rating
Outcome 1: Social competence and prosocial behavior	2.3	2.5	2.0	2.0	2.3	3.3	2.4
Outcome 2: Incidence of negative, aggressive, or antisocial behaviors	2.3	2.5	2.0	2.0	2.3	3.3	2.4

Study Strengths: The strengths of the Second Step program include the combined use of systemic direct observation and self-report data in longitudinal designs with multiple methods of data collection. Measures are known in the field and have appropriate psychometric properties, and appropriate analyses were utilized.

Study Weaknesses: Attrition was high, and a large number of missing data was acknowledged in one of the studies. The impact of culture, socioeconomic status, and race/ethnicity was unclear, and these may be potential confounds. One of the studies did not employ a true randomized study design.

Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)

Implementation Materials	Training and Support	Quality Assurance	Overall Rating
4.0	4.0	3.5	3.8

Dissemination Strengths: The implementation materials for this program are very impressive. Goals and expected outcomes are clearly defined. Materials are colorful, well organized, and complete. Sessions are well outlined for easy implementation with clear instructions and guidance for the teacher/instructor. Video materials are of high quality and include scenarios for discussion that complement the print curriculum. Materials are culturally sensitive and inclusive. The training videos and teacher's guides provide comprehensive and detailed instructions for instructors and administrators. Administrator guides explain how to incorporate the program into the school community and integrate it with the grade-level curriculum. Specific guidance is given for evaluating the impact of the program, including options for process and outcome evaluations.

Dissemination Weaknesses: Program evaluation and quality assurance would be enhanced if authors provided a method for quantifying student disciplinary events related to anger management.

Study Populations

The studies reviewed for this intervention included the following populations, as reported by the study authors.

Study	Age	Gender	Race/Ethnicity
Study 1	6-12 (Childhood)	54% Male 46% Female	79% White 11% Asian 5% Black or African American 4% Hispanic or Latino 1% American Indian or Alaska Native
Study 2	6-12 (Childhood)	51.8% Male 48.2% Female	Data not reported/available
Study 3	6-12 (Childhood)	Data not reported/available	Data not reported/available

Studies and Materials Reviewed

The documents below were reviewed for Quality of Research and Readiness for Dissemination. Other materials may be available. For more information, contact the person(s) listed at the end of this summary.

Quality of Research Studies

Study 1

Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. V., Asher, K. N., Beland, K., et al. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Journal of the American Medical Association, 277(20), 1605-1611.

Study 2

Frey, K. S., Nolen, S. B., Van Schoiack-Edstrom, L., & Hirschstein, M. K. (2005). Effect of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior. Applied Developmental Psychology, 26, 171-200.

Study 3

Taub, J. (2001). Evaluation of the Second Step violence prevention program at a rural elementary school. School Psychology Review, 31(2), 186-200.

Quality of Research Supplementary Materials

Frey, K. S., Hirchstein, M. K., & Guzzo, B. A. (2000). Second Step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102-112.

Readiness for Dissemination Materials

Borch, P. (2002). Second Step staff training video: Grades 1-5 [VHS]. Seattle, WA: Committee for Children.

Borch, P. (2002). Second Step staff training video: Middle school/junior high [VHS]. Seattle, WA: Committee for Children.

Borch, P. (2002). Second Step staff training video: Preschool/kindergarten [VHS]. Seattle, WA: Committee for Children.

Committee for Children. (1997). Second Step middle school/junior high: Level 1 foundation lessons. Seattle, WA: Author.

Committee for Children. (1997). Second Step middle school/junior high: Level 2 skill-building lessons. Seattle, WA: Author.

Committee for Children. (1997). Second Step middle school/junior high: Level 3 skill-building lessons. Seattle, WA: Author.

Committee for Children. (2002). Second Step grade 1 curriculum (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step grade 2 curriculum (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step grade 3 curriculum (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step grade 4 curriculum (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step grade 5 curriculum (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step preschool/kindergarten curriculum (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step preschool/kindergarten--Grade 9 trainer's manual (3rd ed.). Seattle, WA: Author.

Committee for Children. (2002). Second Step program preview [CD-ROM]. Seattle, WA: Author.

Committee for Children. (n.d.). Second Step: Evaluating the Second Step program--Tools and recommendations [Handout]. Seattle, WA: Author.

Committee for Children. (n.d.). Second Step: Steps for successful implementation in schools [Handout]. Seattle, WA: Author.

Second Step Fall 2006 Training Catalog

Second Step Middle School Catalog and Order Form

Second Step Preschool/Kindergarten--Grade 5 Catalog and Order Form

Replications

Selected citations are presented below. An asterisk indicates that the document was reviewed for Quality of Research.

Schick, A., & Cierpka, M. (2005). Faustlos: Evaluation of a curriculum to prevent violence in elementary schools. Applied and Preventive Psychology, 11, 157-165.

Van Schoiack-Edstrom, L., Frey, K. S., & Beland, K. (2002). Changing adolescents' attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31, 201-216.

Contact Information

Web site(s):

http://www.cfchildren.org

For information about implementation:

Claudia Glaze
Committee for Children
568 First Avenue South, Suite 600
Seattle, WA 98104-2804
Phone: (206) 438-6500

For information about studies:

Sherry Catron Wong
Director of Program Development and Research
Committee for Children
568 First Avenue South, Suite 600
Seattle, WA 98104-2804
Phone: (206) 438-6327
E-mail: swong@cfchildren.org

The NREPP review of this intervention was funded by the Center for Substance Abuse Prevention (CSAP).