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Second Step

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Lauren Stanley

on 19 September 2013

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Transcript of Second Step

Second Step

How is it Implemented?
~Weekly Lessons
~Warm up, Story, Skill Practice

Early Learning:
28 Weekly Theme Cards
25 photo-Lesson Cards
Grades 1, 2, and 3:
22 photo-Lesson Cards
Grades 4/ 5:
22 lessons
Grade 6:
15 lessons
Grades 7/8:
13 lessons
Why is it Important?
What Does the Research Say?
Frey et al. (2000)
14 schools, both urban and suburban
2nd and 3rd graders
Teachers rated favorably because ease of implementation
Physical and verbal aggression decreased, friendly and neutral interactions increased
Cook, Ford, Levine, Bourke, Newell, Lapidus (2007)
6 schools, rural
3rd-5th grade
Improved caring-cooperative behavior, positive approach-coping, consideration of others and suppression of aggression
Brown, Jimerson, Dowdy, Gonzalez and Stewart (2012, NASP)
Hispanic population, mostly English Learners
Preschool-4th grade
Increased social-emotional knowledge
McMahon, Washburn, Felix, Yakin, and Childrey (2000)
Pre-K classrooms in Chicago
Mostly African-American
Decrease in verbal and physical aggression, and disruptive behaviors



What is Second Step?
~A research based Violence Prevention Program
~Early learning-Kindergarten-5th grade & middle school
~Classroom base curriculum

~Goal: Decrease problem behaviors, increase school
success, and promote social emotional competence and
self regulation

~Core Components: (Social/emotional)
Empathy, Problem Solving, and Anger management,
Self regulation, executive function skills, and skills for learning

(Second Step, 2013)

Christine Alves
Erika Garcia
Lauren Stanley

~Bullying and peer victimization affect mental health of students.
i.e. anxiety, depression, eating disorders and PTSD (Nastasi, 2004)

~Homicide is the second leading cause of death among adolescents ages 15-24 (Nastasi, 2004).

~Teachers can teach and not manage problem behaviors.

Brown, J. A., Jimerson, S. R., Dowdy, E., Gonzalez, V., &
Stewart, K. (2012). Assessing the effects of school-wide Second Step implementation on student prosocial behaviors. Retrieved from www.nasponline.org
Cook, M., Ford, J., Levine, J., Bourke, C., Newell, L.,
Lapidus, G. (2007). The effects of city-wide implementation of “Second Step” on elementary school students’ prosocial and aggressive behaviors. The Journal of Primary Prevention, 28, 93 115.
Frey, K.S., Hirschstein, M.K., Guzzo, B.A. (2000). Second
Step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8, 102-112.
McMahon, S.D., Washburn, J., Felix, E.D., Yakin, J.,
Childrey, G.(2000) Violence prevention: Program effects on urban preschool and kindergarten children. Applied and Preventive Psychology, 9, 271-281.
Nastasi, B.K., Moore, R.B., Varjas, K.M. (2004) School
Based mental health services: Creating
comprehensive and culturally specific programs. Washington, DC: American Psychological Association
Second Step Program. (2013). Retrieved by http:/

Additional Resources
School Personnel: NASP

Student: STRYVE

Parent: ACT Against Violence
Early Learning: 5-7 min
K: 20-25 min
Grade 1: 25-30 min
Grade 2/3: 30-35 min
Grade 4/5: 35-40 min
Grade 6-8: 50 min
Full transcript