The Research Behind Radiant Beginnings
Our programming is evidence-based to meet the needs of social-emotional learning outcomes.
RADIANT BEGINNINGS PROGRAM TEST RESULTS
For three years we partnered with McMeen Elementary School and the Denver Afterschool Alliance (DAA) to assess the quality of our program.
The DAA’s Quality Counts program builds the capacity of afterschool providers to assess program quality and implement improvement plans designed to increase positive youth outcomes; more effectively collect and use data; and integrate social, emotional, and academic learning (SEAL) practices into their work.
We built a curriculum that focused on:
- Program Quality
- Social-Emotional Learning
- Partnership Quality
We created three goals to ensure all classes encompass quality and consistency:
- Reflect – All lesson plans will include a meaningful reflection
- Manage Feelings – Youth will be able to express feelings, identify needs and then solve/respond appropriately
- Belonging – Youth will walk away from our program with a sense of belonging
All while breathing, moving, relaxing and most importantly, having fun!
We partnered with Kara Larson, OTD and Cherrelyn Elementary to provide our program to children in the Special Needs Program. The stated goal was to improve the disruptive behavior in the classroom.
Results indicated improvements across all three areas—sensory issues, self-regulation, and social interactions with the most significant difference being in the sub-category of self-regulation.
The data showed overall improvements in students’ ability to cope with changes in the schedule and a decrease in disruptive behaviors in the classroom.
Multiple research studies have indicated that mindfulness, connection, deep breathing and guided imagery are helpful to adults and children.
Mindfulness
Evidence for the Impact of Mindfulness on Children and Young People by Katherine Weare, Emeritus Professor, Universities of Exeter and Southampton
Mindfulness for Children by David Gelles in The New York Times
Mindfulness in the Classroom: Learning from a School-based Mindfulness Intervention through the Boston Charter Research Collaborative by Gutierrez, Krachman, Scherer, West and Gabrieli
Connection
Why We Are Wired to Connect by Gareth Cook in Scientific American
Social Emotional Learning Program Boosts Early Social and Behavioral Skills in Low-Income Urban Children, PubMed Central (PMC)
On Feeling “Connected” by Bernard L. De Koven in Psychology Today
Connect to Thrive by Emma Seppälä Ph.D. in Psychology Today
Deep Breathing
Relaxation techniques: Breath control helps quell errant stress response, Harvard Medicial School
Immediate Effect of a Yoga Breathing Practice on Attention and Anxiety in Pre-Teen Children, PubMed Central (PMC)
The Physiological Effects of Slow Breathing in the Healthy Human, PubMed Central (PMC)
Guided Imagery
Enhance Healing Through Guided Imagery by the Mayo Clinic in ScienceDaily
Guided Imagery: A Technique to Benefit Youth at Risk by Lisa M. Skeens, Ohio University
Evaluation of guided imagery as treatment for recurrent abdominal pain in children: a randomized controlled trial by Weydert, J.A., Shapiro, D.E., Acra, S.A. et al. BMC Pediatrics
