Aplicación de un programa de aprendizaje socioemocional y moral para mejorar la convivencia en educación secundaria.

We carried out an educational intervention in the 2nd course of secondary school with the aim of improving healthy relationships and reduce aggressive behaviors in the classroom. The 64 participants (mean age = 13.57 years; SD = 0.35) were divided in a control group and an intervention group, and they responded to a pretest and a posttest in order to evaluate the change in school climate, empathy, moral disengagement and aggressiveness. The educational intervention consisted of 11 group sessions directed at improving students' socioemotional and moral skills. The results showed a negative correlation between moral disengagement and total aggressiveness both in pretest (r = -0.526; p < 0.001) and postest (r = -0.463; p < 0.001). Furthermore, a negative correlation existed between the change observed in impulsive aggression and the change in the fantasy subscale of empathy (r = -0.326; p = 0.01). However, the intervention was not effective in reducing aggressiveness or in improving empathy or moral disengagement. Furthermore, school climate decreased in both groups (pretest: Z = -2.132; p = 0.033; postest: Z = -3.473; p < 0.001). Finally, the implications for the design of socioemotional and moral intervention programs are discussed. [ABSTRACT FROM AUTHOR]