The Effectiveness of the Second Step Psychoeducational Program on Increas-ing the Emotional-Social Competence of Elementary School Students

The aim of this study was to test the effectiveness of the second step education program on increasing the emotional social competence of elementary students. In this quasi-experimental study with pretest-posttest design and control group in company with follow up stage, 48 sixth grade male students (25 students) and (23 students) groups responded to the State-Trait Anger Expression Inventory-Child & Adolescent, the Adjustment Inventory for School Students and the Bar-On Emotional Quotient Inventory. The second step program was performed in experimental group for 6 weeks and two hours per week through the Shad system. The results of the statistical method of simple mixed analysis of variance showed that the main effect of within-subjects and between-subjects factors and the interaction effect of within-between-group factors on increasing empathy, social responsibility, impulse control and anger control were statistically significant. Also, the results showed that the effect of factors on academic adjustment were not statistically significant. The results of this study showed that the second step program as a psycho-educational intervention influenced by the conceptual logic of the cognitive processing model of social information and social learning theory, in agreement with other its language versions, was effective in strengthening the skill treasury and psychological capital of elementary students.