Early interpersonal difficulties at school can lead children to present persistent academic and behavioral problems. This study aims to verify the effectiveness of a program designed to improve relationships among first graders. A multimodal intervention including teaching interpersonal problem-solving abilities, basic human values and emotional self-control was applied in 30 first-grade children, between April and October. Prosocial performance and perception of school stressors were assessed pre and post intervention. Conflicts were recorded in a field diary. Results showed steady reduction of conflicts and improved prosocial performance. Compared to a group of 31 children who were not exposed to the program, after exposure to the program, children presented improved prosocial performance and less susceptibility to stressors. The program effectively contributed to improve children's relationships.
classroom behavior; affective education; prosocial behavior; fundamental education; socialization
