InsideU

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About

TakingÌýinspiration from Disney and Pixar’s Inside Out, the overall goal of the Crown Institute’s InsideU is to develop and study highly engaging social and emotional learning tools that are relevant to a diverse population of children and youth. Ìý

The Crown Institute worked directly with Pixar Animation Studios to create InsideU. This collaborative project aims to harness Pixar's Inside OutÌýpotential as a powerful, entertaining, and educational tool for improving peoples’ mental and emotional wellness.  ÌýÌý

InsideU was collaboratively designed with youth using Inside Out’s unique characters and narratives that are deeply rooted in elements of evidence-based psychotherapies. Using a combination of clips from the iconic movie and interactive learning opportunities, InsideU facilitates the creative application of social and emotional learning skills to real-world dilemmas faced by elementary school-aged children. Ìý

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Project Director

Our Team

Sam and kids InsideU
Ryan and kids InsideU
Sam and kids InsideU2
team InsideU
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news

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Brian Sanders of KMGH-TV Denver discusses InsideU, our breakthrough app that is helping kids and their caregivers learn about emotions. Hear from Crown Institute Assistant Research Professor Sam Hubley as he discusses how theÌýapp helps guideÌýkids through their feelings and how to respond to them. Click the link below to viewÌýthe full video.Ìý

Publications

  • Hubley, S.,ÌýMoldow, E., Robbins, C., Harper, B., Martin, C., & Zhou, S. (2020). The Impact of Entertainment Education for Social and Emotional Learning in Elementary Schools.ÌýAmerican Journal of Health Education,Ìý51(5), 299-309.Ìý

  • Jones, J.M., Lee, L.H.,ÌýZigarelli, J.C.,Ìýand Nakagawa, Y.S. (2017). Culturally-responsive adaptations in evidence based treatment: The impact on client satisfaction.ÌýContemporary School PsychologyÌý21(3), 211-222.Ìý

  • Niebaum, J. C., Chevalier, N.,ÌýGuild, R. M., & Munakata, Y. (2021). Developing adaptive control: Age-related differences in task choices and awareness of proactive and reactive control demands.ÌýCognitive, Affective, & Behavioral Neuroscience,Ìý21, 561-572.Ìý