Hero program‟: a technological application to promote social?emotional variables and prosocial behavior

MARÍA JOSÉ DISTEFANO; LUCAS MARCELO RODRIGUEZ; MARÍA PAULINA GUERRA; BELÉN MESURADO; FLORENCIA DE SANCTIS

Baltimore

Conferencia; 2019 SRCD Biennial Meeting; 2019

Society for Research in Child Development

Introduction. One of the most frequently used definitions of prosocial behavior is the one proposed by Eisenberg, Fabes, and Spinrad (2006), who define it as all voluntary, social, and positive acts that are intended to help or benefit another person or group of people (Eisenberg, Fabes, & Spinrad, 2006). The literature indicates that prosocial behavior is a relatively ?malleable? variable that can be fostered through proper educational actions (e.g., Bandura, 1997; Eisenberg et al., 2006). Several authors maintain that it is important to promote prosociality in children and adolescents to contribute to healthy and positive growth (Kanacri et al., 2014; Lam, 2012). The online Hero program was developed to promote prosocial behaviors through the promotion of five-related social?emotional variables (empathy, emotional recognition, positive emotions, gratitude, and forgiveness) as well as the direct promotion of prosocial behavior itself. These five socio- emotional variables were selected because they were pliable, they have been supported by effective strategies for stimulation, and they are social values shared by different cultures (Peterson & Seligman, 2004). An intervention with these characteristics was selected with the intention of achieving changes, not only behavioral but also in the subjacent aspects with the objective of obtaining long-lasting effects. The objective of this presentation is studies the program?s effectiveness in promoting prosocial behaviors and others social?emotional variables (empathy, emotional recognition, positive emotions, gratitude, and forgiveness). Method. The sample included 71 men and women participants between the ages of 10 and 15 (average age = 13.44; SD =1.31; 39% men). All of the adolescents attended high school and belonged to a middle socioeconomic status. Argentinean children participated in this study by completing inventories on Prosocial behavior toward different targets (Padilla-Walker & Christensen, 2011), Interpersonal Reactivity Index (IRI, Davis, 1980) Scale of Forgiveness (Rye et al., 2001), Gratitude Questionnaire (GQ-6) (McCullough et al., 2002) and Positive Emotions Questionnaire (Oros, 2014). Results. Our results indicated that the online Hero program was effective to promote prosocialility MANOVA Hotelling´s (3, 69) = 7.12, p . 001, eta = .23, gratitude MANOVA Hotelling´s (1, 71) = 8.23, p . 01, eta = .10, forgiveness MANOVA Hotelling´s (1, 71) = 7.41, p . 05, eta = .09, and positive emotions MANOVA Hotelling´s (5, 67) = 6.11, p . 001, eta = .31. However, it was not effective to promote empathy MANOVA Hotelling´s (2, 70) = 1.7, p = .30. Conclusion. The Hero program emerges as an alternative to existing programs, differentiating itself by the fact that it is a self-administered online program that uses a familiar technology for the new generation.