Effects of a Metacognitive Social Skill Intervention in a Rural Setting with At-Risk Adolescents

Abstract

Ten at-risk students in a rural high school completed a social skills program based on metacognitive strategies and aligned with social and emotional learning principles. The intervention's primary goal was to stimulate the development of metacognitive strategies for internal locus of control in the students, rather than attempting to change their social behavior through external controls. The students completed Behavior Assessment Scale for Children – 2nd Edition (BASC-2), and their teachers also completed a BASC-2 for each student, both pre- and post-intervention. Using the ratings, the results indicated positive changes in the students' behavior and attitude, social interactions, and academics.