Practice makes perfect: A behavioral challenge intervention to develop social,emotional,and behavioral skills

The present research tested whether a behavioral challenge intervention could facilitate the volitional development of social, emotional, and behavioral (SEB) skills, and whether changes in perceived skills were linked with positive life outcomes. A total of 470 young adults participated in a 16-week intervention, in which they (a) identified the SEB skills that they would most like to change, (b) set weekly behavioral challenge goals designed to practice those skills, and (c) evaluated their success in pursuing each challenge goal. Results suggest that the intervention promoted development of four major skill domains: self-management, social engagement, emotional resilience, and innovation skills. Moreover, gains in perceived skills during the intervention were linked with positive changes in outcomes including social relationships, academic and civic engagement, health, and well-being. These findings provide initial support for a low-cost, highly scalable intervention for promoting skill development.

Plain Language Summary

Why was the study done? The researchers wanted to see if a behavioral challenge intervention could help young adults improve their social, emotional, and behavioral (SEB) skills. These skills include managing emotions, engaging with others, handling responsibilities, and learning from experience. They also wanted to know if improving these skills would lead to positive life changes, such as better relationships, academic success, and well-being. What did the researchers do? The study involved 470 university students who participated in a 16-week program. At the start of the program, each student selected SEB skills that they would like to develop. Then, each week, they selected small, actionable challenges to practice those skills, and reported their success in completing the challenges. What did the researchers find? The results showed that the intervention helped participants improve four key skill areas: self-management (like organizing tasks, meeting deadlines), social engagement (like initiating conversations, building relationships), emotional resilience (like handling stress, staying positive), and innovation (like exploring new ideas, solving problems). However, intending to improve a skill was not always enough; consistent effort and practice were often key. Additionally, participants who improved their skills experienced other benefits such as better friendships, academic and civic engagement, mental and physical health, and overall life satisfaction. What do the findings mean? The study suggests that people can actively develop their SEB skills through structured practice and reflection. Unlike school-based programs, this intervention gave participants control over their own development, making it more flexible and accessible. The findings also reinforce the idea that improving SEB skills can lead to real-life benefits. This approach could be a cost-effective way to help people improve important life skills that contribute to their long-term success.