https://www.um.edu.mt/library/oar/handle/123456789/146910 2026-07-21T05:55:10Z 2026-07-21T05:55:10Z Freitas, Lucas C. https://www.um.edu.mt/library/oar/handle/123456789/148101 2026-07-16T09:31:26Z 2026-01-01T00:00:00Z

Title: The global reach of the social skills rating system (SSRS) and the social skills improvement system (SSIS) : adaptations and applications beyond the United States Authors: Freitas, Lucas C. Abstract: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS), including the SEL Edition and Brief Scales, are widely used instruments for assessing children’s social skills, problem behaviours, and academic competence. This narrative overview synthesizes 195 international studies (1995–2025) applying these instruments with children and adolescents outside the United States. Studies were examined for publication trends, geographic distribution, instrument versions, informants, age ranges, participant characteristics, settings, languages, and study purposes, based on a comprehensive search of six databases, with supplementary searches identifying additional studies. Europe, the Americas, and Asia were the most represented regions, with Brazil, Canada, Australia, Iran, and Portugal contributing over half of all research. The SSRS and SSIS parent and teacher reports were most common, and school age children (6–12 years) in mainstream settings were most frequently studied. Studies primarily focused on screening and assessment, including correlational analyses, followed by intervention evaluations, and, finally, adaptation and psychometric investigations. Findings highlight the global reach, versatility, and cross-cultural relevance of SSRS–SSIS instruments while identifying gaps for future research.

2026-01-01T00:00:00Z Pfeiffer, Simone Pitters, Annette Gutzweiler, Raphael https://www.um.edu.mt/library/oar/handle/123456789/146016 2026-05-29T09:18:27Z 2026-01-01T00:00:00Z

Title: Development and pilot evaluation of a social and emotional learning programme using a multifaceted participatory approach Authors: Pfeiffer, Simone; Pitters, Annette; Gutzweiler, Raphael Abstract: Promoting emotional and social learning in schools is a promising strategy for the universal prevention of mental health issues in children and adolescents. Participatory approaches may enhance the ecological validity and acceptability of such interventions, but evidence on their effectiveness remains limited. This study adopted a participatory action research framework to co-develop a school-based intervention. Using Intervention Mapping, teachers, students, parents/caregivers, and university researchers conceptualized eleven classroom tools targeting emotional and social learning. Emotional competence, social competence, and acceptability were assessed at pre-intervention, post-intervention, and four-week follow-up. Linear mixed-effects models were used to analyze changes over time compared with a control group. A total of 137 students (M = 13.4 years, SD = 2.2) participated. The participatory process was rated positively; however some challenges were reported. An increase of negative beliefs about emotions and decline in social orientation were observed in the intervention group. Acceptability ratings indicated moderate satisfaction. While participatory co-development proved feasible and was valued by stakeholders, the intervention showed no positive effects on student outcomes or any potential unintended side effects. Findings underscore the sensitivity of addressing emotional awareness in schools and the need for stronger student leadership and long-term evaluation in future prevention efforts.

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