Strong: Teens

MERRELL’S Grades
EDUCATION / BEHAVIORAL MANAGEMENT
9–12
STRONG
Feuerborn, Gueldner, & Tran

Carrizales-Engelmann,
“The series is highly recommended and will prove invaluable to school
professionals with structured lesson plans and supplementary materials
to help all students succeed.”
—Lori Ernsperger, Ph.D., BCBA-D,
TEENS
Executive Director of Behavioral Training Resource Center
“My colleagues and I have conducted several studies on the curricula in WHAT’S NEW
the Strong Kids series and have been impressed with how easily public
The new edition includes user-
MERRELL’S
school educators have been able to implement these with fidelity. We
requested updates:
have also documented improvements in students’ internalizing symptoms
(e.g., anxiety and depression) following implementation of Strong Kids.” x Crosswalk of Strong Teens
lessons with five key
—Paul Caldarella, Ph.D., Associate Professor, Brigham Young University
social-emotional learning
competencies
x Time-saving options for
STRONG TEENS
chunking the lessons into
each social-emotional competence—the foundation of school
and social success—with the NEW edition of the Strong Teens—
smaller pieces
x Information on how Strong
A Social &
Emotional
Grades 9–12 curriculum! Part of the STRONG KIDS ™ series, Teens fits within a multi-tiered
Strong Teens is the fun and easy way to help your students system of support framework
develop the social-emotional skills they need to manage their challenges
Learning
x Instructor reflection sections
and succeed in school and life. Developed by a team of educational and that help educators with
mental health experts, this evidence-based, age-appropriate curriculum is lesson preparation
x Low cost and low tech
x Proven to help increase students’ knowledge of social and emotional
x Modern examples, images,
and scenarios that address
current issues (such as social
Curriculum
concepts and decrease their emotional and behavioral problems
Grades 9–12
media) SECOND EDITION
x Easy to implement with no mental health training required
x Optional mindfulness-based
x Brief enough to use with any program
activities that help students
focus and reflect on what they
Through engaging, thought-provoking classroom activities, students learn learn
about emotions and the social-emotional skills they’ll use for the rest of x Extension activities that
their lives: managing anger, reducing stress, solving interpersonal problems, generalize and reinforce skills
SECOND EDITION
and more. This scientifically based curriculum runs for 12 weeks, and as students practice what they
learn
lessons are easy to fit into your existing schedule. Partially scripted lessons,
handouts, and worksheets are included—all photocopiable and available x Fidelity checklists to help
guide you through successful
as downloads—so teachers have everything they need to implement the
implementation of Strong
program with little added cost or preparation. Teens
ABOUT THE AUTHORS: Dianna Carrizales-Engelmann, Ph.D., is an instructor at the University x Companion web site with
of Oregon and a licensed school psychologist in the state of Oregon. Laura L. Feuerborn, Ph.D., supplemental materials and
is an associate professor at the University of Washington, Tacoma, and a nationally certified school
psychologist. Barbara A. Gueldner, Ph.D., is a licensed psychologist and nationally certified resources
school psychologist who works with children and families in Steamboat Springs, Colorado.
Oanh K. Tran, Ph.D., teaches in the Child Clinical/School Psychology Program at California
State University, East Bay.
Dianna Carrizales-Engelmann
Laura L. Feuerborn
Barbara A. Gueldner
Oanh K. Tran
FOR MORE, go to www.brookespublishing.com/strong-teens-9-12
Other programs in Strong Kids™:

A Social & Emotional Learning Curriculum
Merrell’s Strong Start—Pre-K:
A Social & Emotional Learning Curriculum,
Second Edition
Merrell’s Strong Start—Grades K–2:
Second Edition
Merrell’s Strong Kids—Grades 3–5:
Second Edition
Merrell’s Strong Kids—Grades 6–8:
Second Edition
Excerpted from Merrell's Strong Start—Grades 9–12: A Social & Emotional Learning Curriculum, Second Edition
by Dianna Carrizales-Engelmann, Ph.D., Laura L. Feuerborn, Ph.D., Barbara A. Gueldner, Ph.D., & Oanh K. Tran, Ph.D.
Strong_Teens_G9-12_FM-i–xiv.indd 2 4/4/16 2:51 AM

Merrell’s Strong
Teens—Grades 9–12
A Social & Emotional Learning Curriculum
Second Edition
by
Dianna Carrizales-Engelmann, Ph.D.

University of Oregon
Eugene
Laura L. Feuerborn, Ph.D.

University of Washington, Tacoma
Barbara A. Gueldner, Ph.D.

Successful Kids Today
Steamboat Springs, Colorado
and
Oanh K. Tran, Ph.D.

California State University
Hayward
Baltimore • London • Sydney

Paul H. Brookes Publishing Co.

Post Office Box 10624
Baltimore, Maryland 21285-0624
USA
www.brookespublishing.com
Copyright © 2016 by Paul H. Brookes Publishing Co., Inc.

All rights reserved.
Previous edition copyright © 2007.
“Paul H. Brookes Publishing Co.” is a registered trademark of

Paul H. Brookes Publishing Co., Inc.
Strong Kids™ and are trademarks of

Paul H. Brookes Publishing Co., Inc.
Typeset by Absolute Service, Inc., Towson, Maryland.

Manufactured in the United States of America by
Sheridan Books, Inc., Chelsea, Michigan.
Purchasers of Merrell’s Strong Teens—Grades 9–12: A Social and Emotional Learning Curriculum, Second Edition,
are granted permission to download, print, and/or photocopy the forms for educational purposes. None of the forms
may be reproduced to generate revenue for any program or individual. Unauthorized use beyond this privilege is
prosecutable under federal law. You will see the copyright protection notice at the bottom of each photocopiable form.
The individuals described in this book are composites or real people whose situations are masked and are based on
the authors’ experiences. In all instances, names and identifying details have been changed to protect confidentiality.
Cover image © istockphoto/alvarez.
Stock photos and clip art are © istockphoto.com and Jupiterimages Corporation.
Source for Chapter 1 extract: From “Enhancing school-based prevention and youth development through coordinated
social, emotional, and academic learning,” by M.T. Greenberg, et al., American Psychologist, 2003, 58, pp. 466–474.
Library of Congress Cataloging-in-Publication Data

The Library of Congress has cataloged the print edition as follows:
Names: Carrizales-Engelmann, Dianna, author. | Merrell, Kenneth W. Strong start.
Title: Merrell’s strong teens, grades 9–12 : a social and emotional learning curriculum / by Dianna Carrizales-
Engelmann, Ph.D., University of Oregon, Eugene; Laura L. Feuerborn, Ph.D., University of Washington,
Tacoma; Barbara A. Gueldner, Ph.D., Successful Kids Today, Steamboat Springs, Colorado and
Oanh K. Tran, Ph.D., California State University, | East Bay.
Description: Second edition. | Baltimore, Maryland : Brookes Publishing, 2016. | Series: Strong kids | Revised edition
of: Strong start / Kenneth W. Merrell. c2007 | Includes bibliographical references and index.
Identifiers: LCCN 2015039000 | ISBN 9781598579550 (paperback)
Subjects: LCSH: Affective education. | Education, Secondary. | Social learning. | Child development. |
Emotional intelligence. | Education--Social aspects.
Classification: LCC LB1072 .C367 2016 | DDC 370.15/34--dc23 LC record available at http://lccn.loc.gov/2015039000
British Library Cataloguing in Publication data are available from the British Library.
2020 2019 2018 2017 2016
10 9 8 7 6 5 4 3 2 1

Contents
About the Downloadable Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
Foreword Hill M. Walker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Section I Introduction and Overview

Chapter 1 About Strong Kids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Chapter 2 Preparing Your Lessons and Your Students . . . . . . . . . . . . . . . . . 17
Chapter 3 Overview of the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 4 What’s New: Updates to Strong Kids and Strong Teens . . . . . . 33
Section II The Strong Teens—Grades 9–12 Curriculum

Lesson 1 About Strong Teens: Emotional Strength Training. . . . . . . . . . . 45
Lesson 2 Understanding Your Emotions 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 3 Understanding Your Emotions 2 . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 4 Understanding Other People’s Emotions . . . . . . . . . . . . . . . . . . . 93
Lesson 5 Dealing with Anger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 6 Clear Thinking 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson 7 Clear Thinking 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson 8 Solving People Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Lesson 9 Letting Go of Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Lesson 10 Positive Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Lesson 11 Creating Strong and SMART Goals . . . . . . . . . . . . . . . . . . . . . . . 219
Lesson 12 Finishing UP! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Section III Appendices

Appendix A Strong Teens Knowledge Test for Students in
Grades 9–12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Appendix B Basic Fidelity Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
v

About the Authors

Dianna Carrizales-Engelmann, Ph.D., College of Education, 230Q HEDCO,
1215 University of Oregon, Eugene, OR 97403
Dianna Carrizales-Engelmann is currently an instructor at the University of

Oregon in Eugene specializing in performance assessment for teacher prepa-
ration. Over the course of her career in the field of education, Dr. Carrizales-
Engelmann has maintained a consistent focus in the development, research,
and troubleshooting of educational assessments. Dr. Carrizales-Engelmann’s
assessment development experience includes state assessments, nationally
standardized assessments, and classroom and curriculum-based assessments.
In addition to her role in the field of educational assessment, Dr. Carrizales-
Engelmann has had several years of policy-related experience in the areas of
education and assessment at the Oregon Department of Education.
Laura L. Feuerborn, Ph.D., Associate Professor, Department of Education,

University of Washington, Tacoma, 1900 Commerce Street, Box 35835, Tacoma,
Washington 98402
Dr. Feuerborn is Associate Professor at the University of Washington, Tacoma,

and is a nationally certified school psychologist. She received her Ph.D. in school
psychology with an emphasis in emotional and behavioral supports from the
University of Oregon. Since joining the faculty at the University of Washington,
Tacoma, in 2006, she has taught graduate-level courses for educators in both
general and special education. Her areas of teaching expertise include class-
room management, systems of prevention and supports, and collaborative con-
sultation. She developed and now leads a course that focuses on social and
emotional learning (SEL) for teachers. Dr. Feuerborn’s research centers on the
science of implementing systems change. She is an author of the Staff Percep-
tions of Behavior and Discipline (http://spbdsupport.com), an assessment tool
that helps leadership teams understand the needs and perceptions of school
staff in the implementation of positive behavior interventions and supports
(PBIS). Dr. Feuerborn has been presenting her work in regional, national, and
international conferences for more than 15 years. She serves as a reviewer for
scholarly journals and publishes peer-reviewed research in the fields of SEL and
schoolwide PBIS.
ix

x ★ About the Authors
Barbara A. Gueldner, Ph.D., Licensed Psychologist, Successful Kids Today,

P.O. Box 772748, Steamboat Springs, Colorado 80477
Dr. Gueldner is a licensed psychologist and nationally certified school psychol-

ogist who works with children and families in Steamboat Springs, Colorado.
She obtained her doctorate in school psychology from the University of Oregon
and has worked in educational, medical, and community settings for 20 years.
Dr. Gueldner specializes in promoting wellness and resilience through social
and emotional learning (SEL) program development and implementation, par-
ent education and support, integrating mental health care into primary care
and schools, and early detection and intervention with developmental, behav-
ioral, social, and emotional problems. She has published in the areas of SEL
and general childhood mental health issues, coauthoring journal articles, book
chapters, the first editions of Strong Kids and Strong Teens, and a book on
implementing SEL in schools. Dr. Gueldner is involved in a variety of public out-
reach and educational initiatives in her community.
Oanh K. Tran, Ph.D., Professor, Department of Educational Psychology,

California State University, East Bay, 25800 Carlos Bee Boulevard, Hayward,
California 94542
Dr. Tran teaches in the Child Clinical/School Psychology (CCSP) Program at

California State University, East Bay. The CCSP program is approved by the
National Association of School Psychologists (NASP). Dr. Tran also practices as
a school psychologist in the San Francisco Bay Area and consults with school
districts and mental health agencies. Dr. Tran’s direct experience includes work-
ing with diverse and at-risk populations in public and nonpublic schools as well
as residential, foster care, outpatient, and in-home settings. Her research and
professional interests include psychoeducational assessments, special educa-
tion, social and emotional learning, academic and behavioral consultation,
response to intervention, positive behavior supports, cognitive behavioral ther-
apy, and parent training. She has presented locally and nationally and has pub-
lished articles, chapters, and prevention curricula in the area of children’s mental
health. Dr. Tran continues her research and mentoring of her graduate students
in social-emotional development and learning for students in Grades K–12.

Chapter 1
About Strong Kids
Strong Kids™: A Social and Emotional Learning Curriculum is a social and

emotional learning curriculum that consists of five brief and practical social
and emotional learning (SEL) programs designed for the purpose of teaching
social and emotional skills and assets that promote resilience and mitigate risk
in children and adolescents. These introductory chapters provide information
on the following:
• The importance of promoting children’s mental health and doing so in the
context of SEL
• The design of the Strong Kids program
• Evidence of the program’s effectiveness
• Tips for using the curriculum effectively and with confidence
• Updates to the second edition
Strong Teens—Grades 9–12 is designed specifically for use with teens in
Grades 9–12 or those who are approximately ages 14–19. Because Strong
Teens—Grades 9–12 is designed to be both a prevention and an early interven-
tion (EI) program, it has a wide range of applications and may be used effectively
with teens who are high functioning, typically developing, at risk for social and
emotional problems, or struggling with social and emotional difficulties. Strong
Teens—Grades 9–12 can be implemented in a variety of settings: general and
special education classrooms, group counseling settings, and youth treatment
facilities that have an educational component.
For younger students in the early elementary grades, the Strong Kids
curriculum also offers Strong Start—Pre-K, Strong Start—Grades K–2, and
Strong Kids—Grades 3–5. For students in intermediate grades, Strong Kids—
Grades 6–8 is available.
Young people in the Strong Teens—Grades 9–12 age range experience a
host of changes during this time in development. Bodies are morphing into their
adult states; friendships and romantic relationships become more prevalent and
important; navigating these relationships, often using social media, remains
complex; and there is increased pressure for academic performance as students
prepare for post–high school education and work. Juggling academic demands
and extracurricular schedules can prove tenuous, as students strive to do well
3
Strong_Teens_G9-12_Ch01_001_016.indd 3 4/4/16 2:45 AM

4 ★ Introduction and Overview
while sacrificing basic self-care needs such as obtaining adequate sleep, exer-
cise, nutrition, and time for healthy reflection and relaxation.
Beginning during the early teenage years, rates of depression increase and
gender differences begin to become particularly pronounced, with girls report-
ing depression at a higher rate than boys. Youth become increasingly aware of
the differences between themselves and the idealized models portrayed in the
media. Students may strive for perfection, believing there is little room for fail-
ure. In addition, many young people live in communities or families in which
they are exposed to ineffective or inappropriate models for solving conflict and
dealing with problems.
These changes create new opportunities for growth as well as new oppor-
tunities for conflict and challenge. Strong Teens—Grades 9–12 is designed to
help increase awareness of these issues and offer students strategies to manage
emotional and social complexities while having fun and engaging in activities
that support their academic, social, and emotional learning.
PROMOTING CHILDREN’S MENTAL HEALTH

As many researchers, writers, and public officials have noted, changes in the
structure of society and families have resulted in an increasing percentage of
children and families who are at risk for developing a variety of behavioral,
social, and mental health problems (e.g., Costello & Angold, 2000; Doll &
Lyon, 1998; Farmer & Farmer, 1999; Hoagwood & Erwin, 1997; Satcher, 1999).
The numbers of children and youth affected by these problems are surprisingly
high. Greenberg, Domitrovich, and Bumbarger (2001) asserted that between
12% and 22% of children and adolescents younger than age 18 experience men-
tal health problems of sufficient severity to be in need of mental health services.
These percentages represent a staggering figure of up to 1 out of every 5 children
and adolescents in some instances. The Centers for Disease Control and Preven-
tion (2013) estimated that among adolescents within a 12-month period, 8% will
attempt suicide and 20% of students will have been bullied, and during a 30-day
period, 41.4% texted or e-mailed while driving a car and 34.9% consumed alco-
hol. Without question, effective early responses to these problems, including
mental health prevention and EI curricula in educational settings, must occur if
these challenges are to be stemmed.
Despite sincere and well-meaning attempts to offer real solutions to social,
emotional, and mental health problems of students in school settings, many of
the programs or interventions that have been implemented are simply ineffec-
tive. Walker stated that “educators are notorious for embracing programs that
look good but do no actual good” (2001, p. 2). In these educators’ defense, we
should note that school personnel who work on the front lines of serving chil-
dren and youth who have significant mental health issues are often overworked
and are not provided with sufficient resources with which to make the impact
they desire. Furthermore, some developers and publishers of mental health pre-
vention programs tend to overwhelm educators and clinicians with claims of
effectiveness, even when there is little or no supporting evidence. Worse yet are
reactionary school policies, such as the perennial “get tough” approaches that

About Strong Kids ★ 5
are not only ineffective in the long term but also contribute to the development
of systems that are hostile, aversive, socially toxic, and incompatible with opti-
mal development of academic skills and mental health (Hyman & Perone, 1998;
Skiba & Peterson, 1999).
Despite these problems and challenges, there is reason for optimism
regarding our ability to positively affect the social and emotional health and
resilience of children and adolescents, even those from very adverse life cir-
cumstances. One reason for this optimism is the accumulation of a large body of
scientific evidence regarding what has been termed developmental resilience
(Doll & Lyon, 1998). This notion of resilience concerns the ability of individu-
als to cope successfully with adversity, risk factors, and severe life stress and
for young people to develop into competent and happy adults despite these
problems.
Central to this notion of developmental resilience is the idea that some
characteristics of resilience—the cognitive, behavioral, and affective skills that
enable one to cope effectively with adversity—may be systematically taught and
learned. Although some aspects of resilience or developmental hardiness may
be innate or biologically based, the evidence shows that learning plays a crucial
role in developing the ability to cope effectively with problems and challenges.
Stated simply, the ability to be resilient and to cope effectively in the face of
adverse circumstances and challenges in life is something that can be acquired
in great measure through systematic and effective instruction in the critical
requisite skills involved.
Although the primary mission of public education has traditionally been
perceived as promoting the development of academic skills, there is growing sup-
port and advocacy for the systematic inclusion of skills that may be considered
“nonacademic” but are, in fact, key to supporting students’ overall development
(Pellegrino & Hilton, 2013). Critical thinking, problem solving, creativity, com-
munication, and responsible thinking are necessary for students to succeed in
the 21st century (Partnership for 21st Century Skills, 2008), and a growing body
of evidence demonstrates that social and emotional skills are particularly rel-
evant (see Durlak, Dymnicki, Taylor, Weissberg, & Schellinger, 2011, for a meta-
analytic review) and believed to be a “missing piece” (Elias, 2006, p. 6). There
is no question that most educators, parents, students, and the general public
also support and expect a broader mission for schools (Greenberg et al., 2003).
Some examples of this expanded agenda include character education, develop-
ment of good work habits, promotion of good citizenship, development of social
and emotional competence, and promotion of a healthy and productive lifestyle.
Commenting on the need for this broader agenda, Greenberg and his colleagues
stated
High-quality education should teach young people to interact in socially skilled
and respectful ways; to practice positive, safe, and healthy behaviors; to
contribute ethically and responsibly to their peer group, family, school, and
community; and to possess basic competencies, work habits, and values as a
foundation for meaningful employment and citizenship. . . . We consequently
assert that school-based prevention programming—based on coordinated
social, emotional, and academic learning—should be fundamental to preschool
through high school education. (2003, pp. 466–467)

We emphatically agree with this statement. In addition, we propose that teaching

young people positive social, emotional, and behavioral skills is not only an
essential mission for educators and mental health professionals but also one of
the most critical challenges facing our society in the 21st century. Students are
placed under so many stressors at times during their young development that
teaching resilience is critical for academic and life success.
SOCIAL AND EMOTIONAL LEARNING

A framework, aptly named social and emotional learning, has guided efforts to
effectively teach the social and emotional health and resilience of young people.
Drawing from the fields of child and adolescent development, health promotion,
principles of instruction, affective neuroscience, positive psychology, cogni-
tive therapy, behavioral theory and application, and prevention science (Zins,
Bloodworth, Weissberg, & Walberg, 2004), specific skills are ideally taught over
the course of students’ academic tenure (i.e., preschool through high school).
These skills also should be taught with coordination and strategy in mind
(Devaney, O’Brien, Resnik, Keister, & Weissberg, 2006; Greenberg et al., 2003).
That is, how will the skills be infused throughout a busy school day? How will
we know students are learning and applying the information? What kind of sup-
port is needed and is this support feasible? The goal is to provide all students
with effective instruction and support to mitigate risk behaviors and outcomes
and enhance protective factors known to affect positive, overall development
(Greenberg et al., 2003). Achieving this goal is possible by applying current evi-
dence and continuing to investigate ways in which we can improve.
The efforts of the Collaborative for Academic, Social, and Emotional
Learning (CASEL) at supporting SEL in youth have been instrumental in under-
standing the key areas for social and emotional development and best practices
in facilitating this process. CASEL has endorsed five person-centered and inter-
related competency areas that are essential to cognitive, social, and emotional
development: self-awareness, self-management, social awareness, relationship
skills, and responsible decision making (CASEL, 2014; Zins et al., 2004). There is
growing evidence that SEL programming, highlighting these competency areas,
is effective (e.g., Durlak et al., 2011; Durlak & Wells, 1997; Payton et al., 2008;
Sklad, Diekstra, De Ritter, Ben, & Gravesteijn, 2012). Improvements have been
measured in areas such as identifying emotions, resolving conflict, self-efficacy,
attitudes toward school, positive social behaviors, and academic performance.
Conduct problems, as well as emotional distress, have been reduced. In addi-
tion to benefits for youth, teachers view SEL to be a priority (Bridgeland, Bruce,
& Hariharan, 2013) and school staff are able to implement SEL effectively and
without mental health training (Durlak et al., 2011).
Since the early 1990s, many SEL programs have been developed and used
in educational and mental health settings. The type of program ultimately
selected will depend on a variety of factors such as the needs of the setting,
financial considerations, training and resource requirements, and time con-
straints. Strong Kids was designed with these variables in mind, and we believe
this program offers an affordable and relatively low-resource option, using

principles of effective instruction and evidence-based strategies for promoting

mental health, to effectively teach SEL skills.
MODEL FOR PREVENTING BEHAVIORAL AND EMOTIONAL PROBLEMS

Education researchers have adapted a public health prevention model for use in
school systems (e.g., Merrell & Buchanan, 2006; U.S. Department of Education,
2004; Walker et al., 1996). We believe that this three-tiered model (see Figure 1.1)
has great importance for promoting SEL and for school-based promotion of chil-
dren’s mental health in general. Sometimes referred to as the “triangle,” this
model of prevention and intervention includes service delivery at three levels
of prevention: students who currently are not experiencing learning or social/
behavior difficulties (primary prevention), students who are considered to be
at risk for the development of learning or social/behavior difficulties (secondary
prevention), and students who currently are experiencing significant learning
or social/behavior difficulties (tertiary prevention).
We can visualize this model and its three levels of prevention as a triangle.
The entire triangle represents all students within a school setting, the major-
ity of whom are not experiencing difficulties (i.e., the bottom portion of the
triangle), some of whom are at risk of developing significant problems (i.e., the
middle portion), and an even smaller percentage who are currently experiencing
Assessment Intervention
Indicated support
Indicated individualized
5% Comprehensive individual assessment interventions
Multimethod, source, and setting design
• Assessment based
High-risk Protective and risk factors; individual,
family, and community characteristics • Individual student services
students with
intense problems • Special education/IEP
Tertiary prevention • Wraparound service system
Targeted support
Targeted specialized interventions
15% Brief functional assessment
• Classrooms and groups
School record review
Students at risk for • Specialized skills training
Behavior rating scales
negative behavioral and • Mentoring
emotional outcomes
Secondary prevention • Increased support
Universal support
Universal interventions
80% Universal screening
Teacher nomination • Schoolwide (behavior support)
Students who do not exhibit • Prevention curricula
Brief screening tools
significant behavioral or • Social skills training
emotional problems
Primary prevention • Positive school climate
Figure 1.1. The prevention triangle model, specifically adapted for how to make systems work for assessing, identifying, and serving
students with behavioral, social, and emotional problems. (Key: IEP, individualized education program.)

significant difficulties (i.e., the top portion). Typical practice is to focus on those
students who are at the top of the triangle—those who are currently experi-
encing significant learning or social-emotional difficulties. Practitioners tend
to spend the majority of their time and effort providing tertiary prevention
(i.e., individualized assessment and intervention services) to these students
on a case-by-case basis. These students make up the smallest percentage of
the school population, but because of the significance of their problems, they
often require the majority of time and resources from school personnel (Walker
et al., 1996). Figure 1.1 illustrates the prevention triangle model, specifically
adapted for how to make systems work for assessing, identifying, and serving
students with behavioral, social, and emotional problems.
Shifting to a systemwide prevention model requires looking at the “big pic-
ture” by considering the needs of all students, not just those who are referred
because they are currently experiencing significant difficulties. The foundation
of a prevention approach is the use of universal interventions (i.e., primary pre-
vention) designed to enhance the delivery of effective instruction and improved
school climate to promote the academic, social, and behavioral resilience of all
students in the school. This idea requires that educators begin to move some
resources and energy toward children and adolescents who are not currently
experiencing significant difficulties in order to promote skills to provide a sort
of inoculation for the developmental challenges that may occur. The premise is
to reduce the probability that these youth will eventually rise to the “top of the
triangle” where more resources are required. More specifically, primary preven-
tion for students who are not currently experiencing learning or social/behavior
difficulties is accomplished through schoolwide and classwide efforts that
involve the consistent use of research-based effective practices, ongoing moni-
toring of these practices and student outcomes, staff training, and professional
development. The goal of primary prevention is to create school and classroom
environments that promote student learning and health and decrease the num-
ber of students at risk for learning or social/behavior problems.
As important as it is to focus on primary prevention, we also know that not
all students respond similarly to these efforts. Thus, it is important to moni-
tor student progress and to assess whether students are at risk (i.e., in need of
secondary prevention efforts) or are experiencing significant difficulties (i.e., in
need of tertiary prevention efforts). Identifying students at risk for learning,
social-emotional, and behavior difficulties is an important aspect to compre-
hensive prevention efforts. For students identified as at risk and in need of
secondary prevention efforts, the focus is on the delivery of specialized inter-
ventions (often at a small-group level) to prevent the worsening of problems and
to prevent the development of more significant concerns. The focus on early
identification and EI is important.
With respect to mental health and social-emotional problems of children
and adolescents, we believe that this prevention model is an ideal way to think
about providing SEL programs and other services. Thinking in this way about
the challenges faced in promoting social-emotional wellness and mental health
among children and adolescents makes these challenges more manageable.
Instead of waiting until students have developed severe problems and require

extensive time and effort to simply be managed, you can continually focus a
portion of your resources on prevention activities that will ultimately reduce the
number of students at the “top of the triangle.”
DESIGN OF THE STRONG KIDS CURRICULUM: BACKGROUND

The Strong Kids curriculum was developed by the Oregon Resiliency Project
(ORP) at the University of Oregon under the direction of the late Kenneth
W. Merrell, Ph.D. Several goals led the research and development efforts to
1. Target each of the five pathways to wellness advocated by Cowen (1994),
a pioneer in the modern science of mental health and wellness promotion:
• Forming wholesome early attachments
• Acquiring age-appropriate competencies
• Having exposure to settings that favor wellness outcomes
• Having the empowering sense of being in control of one’s fate
• Coping effectively with stress
2. Make available a program that was prevention oriented, practical, cost-
effective, and feasible for teachers to implement in the classroom and within
the course of a typical class period
3. Design the program to be useful across grade levels, thereby providing a
means to provide a more cohesive and collaborative approach to SEL pro-
gramming (Zins et al., 2004)
As we revised this curriculum, we envisioned Strong Kids as a carefully designed
SEL program to prevent the development of certain mental health problems and
promote social and emotional wellness among young people (see Chapter 4 for
more information on the revisions). Strong Kids is not the right SEL program
for all types of problems. We especially targeted the domain of internalizing
behavioral and emotional problems (e.g., depression, anxiety, social withdrawal,
somatic problems), using a largely cognitive-behavioral theoretical orientation
given its evidence of effectiveness with youth in these areas (Weisz, Hawley, &
Doss, 2004), to promote social and emotional resilience. Strong Kids should
not be considered a comprehensive program for preventing school violence or
antisocial behavior, even though it may play a role in supporting these aims as
part of a comprehensive program of effective behavior support.
The advantage of this programming approach is that Strong Kids follows
the recommendations outlined by Durlak and DuPre (2008) for skill training by
being sequenced, active, focused, and explicit. One disadvantage of this approach
is that the program is not designed to be a complete mental health treatment
package for children and youth with severe mental health problems. Although
our research to date has shown that the curriculum can make a meaningful
difference with these populations, it should be used as one component of a
comprehensive, intensive intervention program in such cases.

IMPLEMENTATION GUIDELINES AND LESSON STRUCTURE

The Strong Kids and Strong Teens programs were designed to circumvent com-
mon barriers to implementation such as time, resources, and training while
upholding criteria for effective instructional design and delivery (Carnine,
Silbert, Kame’enui, & Tarver, 2009; Coyne, Kame’enui, & Carnine, 2006). Thus,
this curriculum was developed with both time feasibility and ease of implemen-
tation as high priorities. Even an exceptionally strong intervention program will
fail to make an impact if its time requirements and difficulty of implementation
result in few people being able to use it within the time and training constraints
of a school system or other youth-serving agency. We recommend teaching the
Strong Teens—Grades 9–12 lessons once per week for 12 weeks, although there
is evidence to support implementation at a more accelerated tempo such as two
lessons per week for 6 weeks with similar effective outcomes (Tran, 2008). The
one lesson per week format may allow students sufficient time to complete any
homework that may be assigned, internalize the concepts taught, and practice
the new skills they learn, both at school and outside of school.
Each lesson takes between 60 and 80 minutes to complete. All lessons can
be shortened by stopping at the end of an activity and finishing up with the
Closure activity found at the end of the lesson. When continuing the lesson,
teachers simply resume by starting with the Mindfulness-Based Focusing
Activity found in the Introduction section, followed by the point in the lesson
at which the lesson was stopped during the previous instructional period and
again, ending with the Closure activity. For each lesson, we have suggested a
stopping point. Please refer to the Running Short on Time? section, found at the
beginning of each lesson, for these suggestions. Lessons also can be lengthened
at the instructor’s discretion, using additional activities found at the end of each
lesson.
Each lesson includes instructional scaffolding (e.g., optional scripting and
explicit directions) to eliminate the need for intensive preparation, a review and
introduction of the lesson and key concepts, a range of examples to define the
concept, and opportunities to practice and integrate skills through activities
such as modeling, guided practice and role play, and independent practice. Gen-
eralization and maintenance of skills are promoted by providing strategies for
practice throughout the school day, in other academic areas, and across settings.
We specifically designed Strong Kids as a low-cost, low-technology pro-
gram that can be implemented in a school or related educational setting with
minimal professional training and resources. It is not necessary to be a licensed
mental health professional to learn and implement this curriculum. General and
special education teachers, speech-language pathologists, school counselors,
social workers, psychologists, and other education or mental health profession-
als may serve as effective group leaders. The program may be taught in a general
education classroom or in select small-group settings. One of the advantages
of the Strong Kids curriculum is that it is designed to support academic skills
and to be integrated within an instructional program. The activities in this cur-
riculum not only promote SEL and resilience but also support literacy, language
arts, social studies, and health.

Strong Kids—Grades 9–12 is highly structured and semiscripted, designed

to cover very specific objectives and goals. We developed the objectives and
goals for each lesson, as well as the implementation guidelines, based on cur-
rent research findings in education and psychology, aiming for a prevention and
intervention program that is built on a solid base of empirical evidence. Each
lesson follows a similar format with the following sections:
Social and Emotional Competency Areas: CASEL (2014) endorsed five key areas
necessary in building SEL skills (self-awareness, self-management, social
awareness, relationship skills, and responsible decision making). Skills
categories are assigned to each lesson where content reflects these areas.
Purpose and Objectives: Describes the skills students will learn
Materials Needed: Lists the materials needed for advance preparation
Running Short on Time?: Suggests an optional stopping point to segment the
lesson
Instructor Reflection: Provides an opportunity for instructors to reflect on the
content of the lesson to increase knowledge and personalized application
Review: Lists topics covered in the previous lesson
Introduction: Introduces the concepts for the lesson
Mindfulness-Based Focusing Activity: Helps students focus and prepare for the
lesson
Key Terms and Definitions: Provides an introduction to any relevant vocabulary
Instructional Content and Practice Activities: Provides content and activities
specialized to each lesson’s theme
Putting It All Together: Reviews the key concepts practiced in the lesson
Closure: Provides a brief breathing and reflection activity
In addition, each lesson provides optional scripts to aid content delivery, sample
situations and examples to better illustrate the content, and opportunities for
guided and independent practice. Group leaders can follow the script and exam-
ples directly or modify the sample script to present the lesson’s main ideas using
language that is most appropriate for their group(s). At the end of each of the
12 lessons is a section titled Tips for Transfer Training and Homework. This sec-
tion includes optional homework assignments and take-home handouts, tactics
that are further designed to reinforce learning outside of the Strong Teens—
Grades 9–12 instructional setting. This section also prompts instructors to pre-
correct (i.e., anticipate students’ errors and difficulties in learning the skills),
remind (i.e., provide verbal or visual prompts of the steps and actions needed
to use the skills), and reinforce (i.e., provide social reinforcement, such as
praise, when students use the skills) the lesson objectives. These instructional
principles are known to improve skills maintenance over time and generaliza-
tion across settings (e.g., Langland, Lewis-Palmer, & Sugai, 1998; Sugai, Bullis,
& Cumblad, 1997). Ideas for making the content especially relevant to students

are included in each lesson, typically within each practice activity. Additional
suggestions for activities are listed at the end of each lesson and are provided to
encourage practice that is embedded throughout the course of the school day, to
make the lesson content relevant to students, and to allow additional opportuni-
ties to practice and reinforce the concepts. Lesson 12 can be used as a “booster
lesson” to provide an opportunity to reteach and reemphasize critical Strong
Teens content and skills after a period of time—usually several weeks to a few
months—and following the completion of the 12 lessons.
EVIDENCE
The Strong Kids curriculum, from Strong Start—Pre-K to Strong Teens, has
been evaluated and continues to be studied within a multitiered model (e.g.,
universal and tertiary prevention and intervention programming), across age
and grade levels (e.g., elementary through high school–age individuals), and
in a variety of settings. The strongest evidence exists for a unilateral increase
in knowledge of social and emotional content across studies. Some studies
also have found significant decreases in internalizing problem symptoms and
increases in social and emotional skills and assets. Teachers and students have
found the program worthwhile and feasible, thereby providing evidence for the
social validity of the program. A reference section at the end of this chapter
provides relevant sources for these studies. If you are conducting research or a
program evaluation of the Strong Kids curriculum, we would be very interested
in hearing from you.
SUMMARY
We are at a pivotal point in history whereby our youths’ social and emotional
resilience is developing through direct instruction and application, with the use
of materials developed from years of research and practice across multiple rel-
evant disciplines. The Strong Kids curriculum offers one way of helping our
youth develop into socially and emotionally healthy individuals. Together, we
can prepare today and tomorrow’s global citizens for 21st century stressors and
opportunities.
Strong Start, Strong Kids, and Strong Teens: Research

Barker, E.S., Marcotte, A.M., & Whitcomb, S.A. (2015). Promoting positive teacher–child inter-
actions through implementation of a social emotional learning curriculum with performance
feedback. Manuscript in revision.
Berry-Krazmien, C., & Torres-Fernandez, I. (2007, March 27–31). Implementation of the Strong
Kids curriculum in a residential facility. Poster presentation at the annual convention of the
National Association of School Psychologists, New York, NY.
Caldarella, P., Christensen, L., Kramer, T.J., & Kronmiller, K. (2009). Promoting social and
emotional learning in second grade students: A study of the Strong Start curriculum. Early
Childhood Education Journal, 37, 51–56. doi:10.1007/s10643-009-0321-4

Castro-Olivo, S. (2014). Promoting social-emotional learning in adolescent Latino ELLs: A study

of the culturally adapted Strong Teens program. School Psychology Quarterly, 29, 567–577.
Faust, J.J. (2006). Preventing anxiety and depression: An evaluation of social-emotional cur-
riculum (Unpublished educational specialist’s thesis). University of Wisconsin, Whitewater.
Feuerborn, L.L. (2004). Promoting emotional resiliency through classroom instruction:
The effects of a classroom-based prevention program (Unpublished doctoral dissertation).
University of Oregon, Eugene.
Gueldner, B.A. & Merrell, K.W. (2011). The effectiveness of a social and emotional learning pro-
gram with middle school students in the general education setting and the effect of consulta-
tion on student outcomes. Journal of Educational and Psychological Consultation, 21, 1–27.
doi:10.1080/10474412.2010.522876
Gunter, L., Caldarella, P., Korth, B.B., & Young, K.R. (2012). Promoting social and emotional learning
in preschool students: A study of Strong Start Pre-K. Early Childhood Education, 40, 151–159.
Harlacher, J.E., & Merrell, K.W. (2009). Social and emotional learning as a universal level of sup-
port: Evaluating the follow-up effect of Strong Kids on social and emotional outcomes. Journal
of Applied School Psychology, 26(3), 212–229. doi:10.1080/15377903.2010.495903
Isava, D.M. (2006). An investigation of the impact of a social emotional learning curriculum
on problem symptoms and knowledge gains among adolescents in a residential treatment
center (Unpublished doctoral dissertation). University of Oregon, Eugene.
Kramer, T.J., Caldarella, P., Christensen, L., & Shatzer, R.H. (2010). Social and emotional learning
in the kindergarten classroom: Evaluation of the Strong Start curriculum. Early Childhood
Education Journal, 37, 303–309. doi:10.1007/s10643-009-0354-8
Kramer, T.J., Caldarella, P., Young, R., Fischer, L., & Warren, J.S. (2014). Implementing Strong Kids
school-wide to reduce internalizing behaviors and increase prosocial behaviors. Education
and Treatment of Children, 37, 659–680.
Levitt, V. (2009). Promoting social-emotional competency through quality teaching practices:
The impact of consultation on a multidimensional treatment integrity model of the Strong
Kids Program (Unpublished doctoral dissertation). University of Oregon, Eugene.
Marchant, M., Brown, M., Caldarella, P., & Young, E. (2010). Effects of Strong Kids curriculum
on students at risk for internalizing disorders: A pilot study. Journal of Empirically Based
Practices in Schools, 11(2), 123–143.
Merrell, K.W., Juskelis, M.P. Tran, O.K., & Buchanan, R. (2008). Social and emotional
learning in the classroom: Impact of Strong Kids and Strong Teens on students’ social-
emotional knowledge and symptoms. Journal of Applied School Psychology, 24, 209–224.
doi:10.1080/15377900802089981
Meyer, K.M. (2014). Program evaluation of the Strong Start curriculum as a selected inter-
vention for early elementary students (Unpublished doctoral dissertation). University of
Massachusetts, Amherst.
Nakayama, N.J. (2008). An investigation of the impact of the Strong Kids curriculum on
social-emotional knowledge and symptoms of elementary aged students in a self-contained
special education setting (Unpublished doctoral dissertation). University of Oregon, Eugene.
Sicotte, J.L. (2013). Effects of Strong Start curriculum on internalizing, externalizing
behaviors, and emotion knowledge among kindergarten and first grade students (Unpub-
lished doctoral dissertation). University of Massachusetts, Amherst.
Tran, O.K. (2008). Promoting social and emotional learning in schools: An investigation of
massed versus distributed practice schedules and social validity of the Strong Kids cur-
riculum in late elementary aged students (Unpublished doctoral dissertation). University of
Oregon, Eugene.
Whitcomb, S.A., & Merrell, K.W. (2012). Understanding implementation and effectiveness of
Strong Start K–2 on social-emotional behavior. Early Childhood Education Journal, 40,
63–71. doi:10.1007/s10643-011-0490-9
White, N.J., & Rayle, A.D. (2007). Strong Teens: A school-based small group experience
for African American males. The Journal for Specialists in Group Work, 32, 178–189.
doi:10.1080/01933920701227224
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MERRELL’S Grades

EDUCATION / BEHAVIORAL MANAGEMENT

Feuerborn, Gueldner, & Tran

Other programs in Strong Kids™:

Strong_Teens_G9-12_FM-i–xiv.indd 2 4/4/16 2:51 AM

Dianna Carrizales-Engelmann, Ph.D.

Laura L. Feuerborn, Ph.D.

Barbara A. Gueldner, Ph.D.

Oanh K. Tran, Ph.D.

Baltimore • London • Sydney

Strong_Teens_G9-12_FM-i–xiv.indd 3 4/4/16 2:51 AM

Paul H. Brookes Publishing Co.

Copyright © 2016 by Paul H. Brookes Publishing Co., Inc.

“Paul H. Brookes Publishing Co.” is a registered trademark of

Strong Kids™ and are trademarks of

Typeset by Absolute Service, Inc., Towson, Maryland.

Library of Congress Cataloging-in-Publication Data

Strong_Teens_G9-12_FM-i–xiv.indd 4 4/4/16 2:51 AM

Section I Introduction and Overview

Section II The Strong Teens—Grades 9–12 Curriculum

Section III Appendices

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About the Authors

Dianna Carrizales-Engelmann is currently an instructor at the University of

Laura L. Feuerborn, Ph.D., Associate Professor, Department of Education,

Dr. Feuerborn is Associate Professor at the University of Washington, Tacoma,

Strong_Teens_G9-12_FM-i–xiv.indd 9 4/4/16 2:51 AM

x ★ About the Authors

Barbara A. Gueldner, Ph.D., Licensed Psychologist, Successful Kids Today,

Dr. Gueldner is a licensed psychologist and nationally certified school psychol-

Oanh K. Tran, Ph.D., Professor, Department of Educational Psychology,

Dr. Tran teaches in the Child Clinical/School Psychology (CCSP) Program at

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About Strong Kids

Strong Kids™: A Social and Emotional Learning Curriculum is a social and

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4 ★ Introduction and Overview

PROMOTING CHILDREN’S MENTAL HEALTH

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About Strong Kids ★ 5

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6 ★ Introduction and Overview

We emphatically agree with this statement. In addition, we propose that teaching

SOCIAL AND EMOTIONAL LEARNING

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About Strong Kids ★ 7

principles of effective instruction and evidence-based strategies for promoting

MODEL FOR PREVENTING BEHAVIORAL AND EMOTIONAL PROBLEMS

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8 ★ Introduction and Overview

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About Strong Kids ★ 9

DESIGN OF THE STRONG KIDS CURRICULUM: BACKGROUND

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10 ★ Introduction and Overview

IMPLEMENTATION GUIDELINES AND LESSON STRUCTURE

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About Strong Kids ★ 11

Strong Kids—Grades 9–12 is highly structured and semiscripted, designed