The Efficacy of a Holding Community Program—Promoting Social Reflection at School

The authors developed a Holding Community Program to achieve the following objectives: (a) to increase the perspective-taking capacity of adolescents; (b) to promote interpersonal and intergroup harmony; (c) to empower school students to be more (pro)active in their communities and in public life. A...

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Autores principales:	Anna Siegler, Sára Serdült, Fanni Csernus, Lilla Dézma, Izabella Ilea, Sára Bigazzi
Formato:	article
Lenguaje:	EN
Publicado:	Ural Federal University 2021
Materias:	Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/fdf615315180475dbeb2ff4debf6e420
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spelling	oai:doaj.org-article:fdf615315180475dbeb2ff4debf6e4202021-11-08T20:25:39ZThe Efficacy of a Holding Community Program—Promoting Social Reflection at School2587-61042587-896410.15826/csp.2021.5.3.143https://doaj.org/article/fdf615315180475dbeb2ff4debf6e4202021-10-01T00:00:00Zhttps://changing-sp.com/ojs/index.php/csp/article/view/234https://doaj.org/toc/2587-6104https://doaj.org/toc/2587-8964The authors developed a Holding Community Program to achieve the following objectives: (a) to increase the perspective-taking capacity of adolescents; (b) to promote interpersonal and intergroup harmony; (c) to empower school students to be more (pro)active in their communities and in public life. Apart from the intervention itself, the study comprised a pre-test and a post-test and involved a total of 240 Hungarian high school students (159 female, 66.3%). The students were aged 14–18 (Mage=15.33; SDage=0.88). They were recruited from four high schools. Control groups (N=122) were chosen from the same institution and graded as experimental classes (N=118, 7 classes). Both immediate and long-term effects of the intervention (4–6 months after the intervention) were explored. Quantitative analysis of the data indicated that the two-day intervention program had significantly increased the students’ perspective-taking capacity (short-term: F(1,238)=6.03, p<0.05, long-term: n.s.) and efficacy beliefs (short-term: F(1,238)= 3.83, p=0.052, long-term: F(1,238)= 3.38, p<0.05). After the training, students were more willing to participate in collective actions (short-term: F(1,238)= 7.32, p<0.01, long-term: F(1,238)= 3.83, p<0.05). These results seem quite promising but the outcome was not significant regarding its effect on prejudice.Anna SieglerSára SerdültFanni CsernusLilla DézmaIzabella IleaSára BigazziUral Federal UniversityarticleSocial sciences (General)H1-99ENChanging Societies & Personalities, Vol 5, Iss 3, Pp 422-437 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social sciences (General) H1-99
spellingShingle	Social sciences (General) H1-99 Anna Siegler Sára Serdült Fanni Csernus Lilla Dézma Izabella Ilea Sára Bigazzi The Efficacy of a Holding Community Program—Promoting Social Reflection at School
description	The authors developed a Holding Community Program to achieve the following objectives: (a) to increase the perspective-taking capacity of adolescents; (b) to promote interpersonal and intergroup harmony; (c) to empower school students to be more (pro)active in their communities and in public life. Apart from the intervention itself, the study comprised a pre-test and a post-test and involved a total of 240 Hungarian high school students (159 female, 66.3%). The students were aged 14–18 (Mage=15.33; SDage=0.88). They were recruited from four high schools. Control groups (N=122) were chosen from the same institution and graded as experimental classes (N=118, 7 classes). Both immediate and long-term effects of the intervention (4–6 months after the intervention) were explored. Quantitative analysis of the data indicated that the two-day intervention program had significantly increased the students’ perspective-taking capacity (short-term: F(1,238)=6.03, p<0.05, long-term: n.s.) and efficacy beliefs (short-term: F(1,238)= 3.83, p=0.052, long-term: F(1,238)= 3.38, p<0.05). After the training, students were more willing to participate in collective actions (short-term: F(1,238)= 7.32, p<0.01, long-term: F(1,238)= 3.83, p<0.05). These results seem quite promising but the outcome was not significant regarding its effect on prejudice.
format	article
author	Anna Siegler Sára Serdült Fanni Csernus Lilla Dézma Izabella Ilea Sára Bigazzi
author_facet	Anna Siegler Sára Serdült Fanni Csernus Lilla Dézma Izabella Ilea Sára Bigazzi
author_sort	Anna Siegler
title	The Efficacy of a Holding Community Program—Promoting Social Reflection at School
title_short	The Efficacy of a Holding Community Program—Promoting Social Reflection at School
title_full	The Efficacy of a Holding Community Program—Promoting Social Reflection at School
title_fullStr	The Efficacy of a Holding Community Program—Promoting Social Reflection at School
title_full_unstemmed	The Efficacy of a Holding Community Program—Promoting Social Reflection at School
title_sort	efficacy of a holding community program—promoting social reflection at school
publisher	Ural Federal University
publishDate	2021
url	https://doaj.org/article/fdf615315180475dbeb2ff4debf6e420
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The Efficacy of a Holding Community Program—Promoting Social Reflection at School

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