269 - FIVE YEARS AFTER THE PANDEMIC: ENHANCING PREADOLESCENTS' SOCIAL SKILLS, SOFT SKILLS, AND SELF-EFFICACY THROUGH A SCHOOL-BASED INTERVENTION IN THE BERGAMO AREA

Session: D05S024 - Prevention at school
AUTHORS:
Pelizzari Sara (University of Bergamo ~ Bergamo ~ Italy) , Zambetti Elisa (University of Bergamo ~ Bergamo ~ Italy) , Crepaldi Maura (University of Bergamo ~ Bergamo ~ Italy) , Regonesi Miriam (ASST Bergamo Ovest ~ Bergamo ~ Italy) , Barbato Lucrezia (ASST Bergamo Ovest ~ Bergamo ~ Italy) , Pontoglio Francesca (ASST Bergamo Ovest ~ Bergamo ~ Italy) , Greco Andrea (University of Bergamo ~ Bergamo ~ Italy)
Abstract text:
Introduction: The pandemic has led to greater reflection on the well-being of pre-adolescent students, who have experienced a period of isolation. The literature highlights the emergence of problems such as social withdrawal, risk of school dropout, and difficulties in social communication.
Purpose: Organize psychoeducational groups, led by local psychologists, using strategies to improve self-efficacy and promote soft skills to help students cope with possible isolation and loneliness.
Method: A total of 395 preadolescents participated in the intervention, with an average age of 10.7 years (M = 207, 52.4%; F = 188, 47.6%). Six psychoeducational sessions were conducted across five middle schools in the province of Bergamo, focusing on emotion regulation, assertive communication, self-efficacy and group dynamics. A battery of pre- and post-intervention assessments was administered, including the Soft Skills Self-Evaluation Questionnaire (3SQ), the Perceived Social Self-Efficacy Scale (ASP/G), the Perceived Self-Efficacy Scale for Negative Emotions (APEN/G), and the Perceived Self-Efficacy Scale for Positive Emotions (APEP/G). Paired-sample t-tests were performed to analyze the data.
Results: The results show an improvement in self-efficacy beliefs post-intervention related to negative emotions (t (369)=-2,17, p<0.05) and in beliefs of social self-efficacy (t (369)=-3.11, p<0.05). Furthermore, the results of the Soft Skills show a slight decrease in the autonomy scores (t (369)=-1,77, p<0.05) and collaboration (t (369)=-2,22, p<0.05). Finally, a trend towards significance in self-confidence is highlighted with an improvement in the score (t (369)=-1,51, p=0,065).
Conclusions: The results highlight the value of projects focused on the development of soft skills. Improvements in self-efficacy related to the management of negative emotions and social interactions suggest a positive impact on social difficulties and the risk of school dropout.