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The first paper – “The Unintended Consequences of Targeting: Young People’s Lived Experiences of Targeted Social and Emotional Learning Interventions”, reports findings from a qualitative case-study of a targeted SEL intervention. It examines four iatrogenic processes linked to targeting and group composition: identification may be experienced as negative labelling; the label of SEL failure may serve as a form of intervention capital, and enhance students’ anti-school reputation; targeting of discrete friendship groups may lead to the construction of intervention ‘outsiders’, as students seek safety through the strengthening of pre-existing relationships; students may renegotiate positioning within targeted friendship groups by ‘bragging’ about and reinforcing anti-school activities, leading to deviancy amplification.
The second paper - “Operationalising a ‘proportionate universalism’ model of delivering family interventions: Findings from the Project SFP Cymru process evaluation”, assesses the implementation of a ‘proportionate universalism’ model in the context of the Strengthening Families Programme 10-14UK. The model aimed to optimise group management and learning by enrolling on each programme 70% families without extra support needs and 30% families who required extra support in a group setting. The paper assesses fidelity to the model, the factors associated with families having extra support needs, and the relationship between group composition and fidelity.
The third paper – “Applying Group Dynamic Interactive Processes in Technology-Delivered Preventive Interventions: Pathways for African American Success (PAAS)”, describes the techniques employed to foster human-computer interactions through the use of parent/youth aviators. PAAS includes separate sessions for youth and their parents, and joint family activities. The platform provides opportunities for users to interact with aviators, observe aviator-aviator interactions, engage in similar activities with aviator or parent-youth, and to model targeted behavior outcomes. The human-computer interactions were designed to create group dynamics in the program, reflecting learner-to-learner, learner-to-content, and learner-computer interface interactions.
At the conclusion of the presentations, the discussant will make some summary statements and moderate a discussion between the presenters and symposium attendees. The broad applicability of the discussion on group dynamics/composition, and the integration of theory and methods/intervention design will appeal to a range of delegates.