Assessment of an emotional education program to prevent psychosocial stress in a classroom context

Nowadays there is little research about emotional education programs. This investigation consists of the emotional education program s design, development and assessment with the intention of preventing psychosocial stress in the classroom. Specifically, it is focused upon the P.E.C.E.R.A (Educactive Program of Emotional Awareness, Regulation and Coping) program. The design of the evaluation is based on Stufflebeam and Shinkfield s CIPP model. (1987). The assessment s goals are orientated to: the program s efficiency for student body s competencies, students-professorship interaction influence and the program s impact assessment from the teacher s perspective. In the data collecting and analyzing processes a methodological complementariness is used, a combination of an quasi-experimental pretest-postest design with a nonequivalent control group, with a qualitative methodology oriented to the professorship s interpretation of the intervention process. The sample is composed by 609 students and 18 lecturers of twelve educative centers of The Basque Country s public system. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)