Dissertations / Theses on the topic 'Social and Emotional Learning Competencies'

Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

Thesis advisor: Raquel Muniz Castro
Researchers and educators recognize the benefits of developing students’ social and emotional competencies, but there is little research about the impact of leadership practices on the social and emotional competencies of adults in schools. The purpose of this qualitative case study was to investigate the relationship between leadership practices (i.e., what leaders think and do) that promote SEL opportunities, and how they shape the work of mental health staff (MHS) — defined in this study as, school counselors, and nurses. Findings indicated that school-based leaders promoted SEL opportunities for MHS when they (1) provided time to meet, (2) provided resources for professional development, (3) provided feedback through dialogue, (4) accessed MHS’ expertise through dialogue, and (5) provided coaching. These leadership practices shaped the work of MHS proactively. These findings suggest that principals should use social awareness to diagnose issues within the school, engage in responsible decision-making to set direction, and promote relationship-building to convince MHS to implement a plan
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.

In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.

Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase

¿Què fa que les persones siguin eficaces al treball? En les darreres dècades, comparacions entre l’assoliment superior i promig mostren que les persones amb major acompliment al treball són aquelles que manifesten competències comportamentals, les quals estan relacionades amb el comportament emocional i social. Amb la integració de teories de diferents camps, aquesta tesi contribueix a l’actual debat sobre competències comportamentals facilitant una millor comprensió dels seus antecedents, resultats i medicions. La demanda persistent el mercat de treball de professionals amb habilitats comportamentals més altes subratlla la necessitat d’aprofundir en la investigació i esbrinar, a part de la formació protocolar, què més pot ajudar al desenvolupament d’aquestes competències. A partir de la teoria d’aprenentatge experimental, el primer estudi, basat en una mostra d’estudiants licenciats, revela que una sèrie d’activitats extracurriculars pròpies de la vida real semblen predir diferents clústers de competències comportamentals. El segon estudi avalua l’impacte que les competències comportamentals tenen sobre la forma en que els estudiants licenciats encaren la seva carrera professional i com això afecta la seva ocupabilitat. El tercer estudi té com objectiu medir amb eficàcia competències comportamentals amb finalitats avaluatives i de desenvolupament personal. En aquest estudi es desenvolupa un instrument de mesura amb la intenció de posar al dia, ampliar i superar algunes limitacions pròpies de les escales existents. Basat en una revisió de la literatura i en investigacions empíriques addicionals, es proposa un nou i exhaustiu marc competencial, i es desenvolupen i validen les corresponents escales de mesura. Aquesta investigació ofereix un novedós model de mesura per competències comportamentals i mostra la importància del seu desenvolupament ja a una edat primerenca de la vida per tal que ajudi als estudiants a aventurar-se amb èxit al mercat laboral
¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.

Thesis advisor: Raquel Muniz
Traditionally, district leaders are the initiators of large-scale reform efforts including the establishment of social emotional learning (SEL) initiatives. However, school-based leaders also bear the responsibility of implementing the programs and practices associated with such district-wide initiatives. While there is a significant body of research on strategies leaders can use during the implementation process, as well as the content of those strategies that enable sensemaking, there is little information about what district and school leaders should do to ensure successful implementation of social emotional learning (SEL) initiatives. Further, no research to date has focused on the manner in which district leaders support school-based leaders as they make sense of a district-wide focus on SEL, and how such a focus on SEL shapes school-based leadership practices. This study is part of a larger qualitative case study about leadership practices that model SEL competencies for adults or, promote the social and emotional learning for teachers and other staff, and the way those leadership practices shape a district and its schools in a Massachusetts public school district. The purpose of this individual study was to examine, through the lens of sensemaking, how district leaders supported school-based leaders as they made sense of a district-wide focus on SEL, how a district-wide focus on SEL shaped school-based leadership practices, and which school-based leadership practices, if any, modeled SEL competencies. Findings indicate that district leaders supported school-based leaders’ sensemaking by articulating a clear mission and goals, providing structures that fostered collaboration, and supporting professional development. However, the school-based leaders’ sensemaking could be deepened through greater opportunities to share their learning through collaboration. School-based leaders acknowledged that a district-wide focus on SEL shaped their leadership practices, namely that SEL serves as the foundation from which they lead. More specifically, all respondents mentioned leadership practices associated with the competencies of social awareness, relationship skills, and responsible decision-making. Implications suggest successful implementation of district-wide SEL initiatives relies on district leaders creating and supporting interactions that will support school-based leaders’ sensemaking of a district-wide focus on SEL
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

La present tesi investiga el paper catalitzador de la intel·ligència emocional (IE) comportamental, sobre la relació entre la intel·ligència general, o g, i l'acompliment en la aprenentatge. La tesi comprèn tres articles empírics, encapçalats per una introducció global - on es presenta el marc teòric general - i un últim capítol dedicat a la discussió general dels resultats, limitacions, implicacions pràctiques i recomanacions per a la investigació futura. Tots els estudis es basen en la població de graduats de gestió en una escola de negocis líder a Europa. El primer article verifica la validesa i la fiabilitat de la mesura de múltiples avaluadors de comportament de la IE, l'Inventari de Competències Emocionals i Socials (ESCI), i qüestiona si hi ha certs tipus d'avaluadors (per exemple, en els contextos personals i professionals ), que són més aptes per avaluar determinades competències. Mentre verifica la hipòtesi que hi ha un ordre sistemàtic en les avaluacions, també mostra com algunes competències com la consciència de l'organització o l'autocontrol emocional són millor assessorats pels avaluadors amb una relació simètrica amb la persona (per exemple, amics, col·legues de treball). El segon article mou l'enfocament per a la relació entre la conducta de l'IE i una mesura d'intel·ligència general, el Graduate Management Admission Test (GMAT), per preguntar si aquests constructes són prou divergents per assegurar la validesa discriminant de l'IE comportamental. La contribució més important d'aquesta tesi es presenta en el tercer article. Desenvolupem i vam provar un model d'interacció tasca-dependent per inspeccionar el paper moderador de la IE sobre la relació entre la intel·ligència general i l'acompliment en la aprenentatge quan dos tipus diferents de tasques, relacionades amb dos dominis cognitius antagònics – social i no social (o material) –, son realitzats. Amb base en una mostra de 864 candidats internacionals de MBA, els resultats revelen que, a part d'un efecte positiu de les competències emocionals i socials en l'exercici de professionals executius a l'aula, aquestes competències moderen la relació entre g i l’acompliment en la aprenentatge. Mentre trobem evidències que en tasques no socials, l'IE comportamental té un efecte més fort en l'acompliment en la aprenentatge dels alumnes que estan caracteritzats per un baix nivell de g, les nostres dades dan poc suport a la hipòtesi principal per la qual, en les tasques socials, la IE té un efecte catalitzador o promotor de la relació entre les capacitats cognitives i l'acompliment en l'aprenentatge. Per facilitar la discussió d'aquests resultats hem realitzat entrevistes ex-post en grups d'enfocament amb tres equips de candidats d'MBA. En aquestes entrevistes hem descobert un problema més profund relacionat amb la naturalesa individualista dels sofisticats sistemes de treball, amb els quals els candidats MBA realitzen les seves tasques d'equip. De fet, per forma a gestionar múltiples treballs, els MBA intenten minimitzar el temps d'interacció i discussió en els seus equips, i no arriben a experimentar una efectiva col·laboració entre tots, amb diàleg i intercanvi d'idees, ajudant-se uns als altres, junts en un propòsit comú d'aprenentatge. El capítol final ofereix un debat general sobre els resultats dels tres articles empírics, reconeixent les seves limitacions i debatent idees de fructíferes oportunitats per a futures investigacions. En concret, presentem implicacions pràctiques dels nostres resultats, i suggerim dissenys específics d'investigació i certs contextos en què el model d'interacció tasca-dependent podrà reunir més evidències i estimular la futura creació d'investigació innovadora.
La presente tesis investiga el papel catalizador de la inteligencia emocional (IE) comportamental, sobre la relación entre la inteligencia general, o g, y el desempeño en la aprendizaje. La tesis comprende tres artículos empíricos, encabezados por una introducción global – donde se presenta el marco teórico general- y un último capítulo dedicado a la discusión general de los resultados, limitaciones, implicaciones prácticas y recomendaciones para la investigación futura. Todos los estudios se basan en la población de graduados de gestión en una escuela de negocios líder en Europa. El primer artículo verifica la validez y la fiabilidad de la medida de múltiples evaluadores de comportamiento de la IE, el Inventario de Competencias Emocionales y Sociales (ESCI), y cuestiona si hay algunos tipos de evaluadores (ej., en los contextos personales y profesionales), que son más aptos que otros para evaluar ciertas competencias. Mientras se verifica la hipótesis de que hay un orden sistemático en las evaluaciones, también se muestra cómo algunas competencias tales como la conciencia de la organización o el autocontrol emocional son mejor asesoradas por los evaluadores con una relación simétrica con la persona (ej., amigos, colegas de trabajo). El segundo artículo mueve el enfoque sobre la relación entre la IE comportamental y una medida de inteligencia general, el Graduate Management Admission Test (GMAT), para cuestionar si estos constructos son lo suficientemente divergentes como para asegurar la validez discriminante de la IE comportamental. La contribución más importante de esta tesis se presenta en el tercero artículo. Desarrollamos y probamos un modelo de interacción tarea-dependiente para inspeccionar el papel moderador de la IE sobre la relación entre la inteligencia general y el desempeño en la aprendizaje cuando dos tipos distintos de tareas, relacionados con dos dominios cognitivos antagónicos – social y no social (o material) –, son realizados. Con base en una muestra de 864 candidatos internacionales de MBA, los resultados revelan que, aparte de un efecto positivo de las competencias emocionales y sociales en el desempeño de profesionales ejecutivos en el aula, estas competencias moderan la relación entre g y el desempeño en la aprendizaje. Mientras encontramos evidencias de que en tareas no sociales, el IE comportamental tiene un efecto más fuerte en el desempeño en la aprendizaje cuando los alumnos están caracterizados por un bajo nivel de g, nuestros datos dan poco suporte a la hipótesis principal por la cual, en las tareas sociales, la IE tiene un efecto catalizador o promotor de la relación entre las capacidades cognitivas y el desempeño en el aprendizaje. Para facilitar la discusión de los resultados hemos realizado entrevistas ex-post en grupos de enfoque con tres equipos de candidatos de MBA. En estas entrevistas hemos descubierto un problema más profundo relacionado con la naturaleza individualista de los sofisticados sistemas de trabajo, con los cuales los candidatos MBA realizan sus tareas de equipo. De hecho, por forma a gestionar múltiplos trabajos, los MBA intentan minimizar el tiempo de interacción y discusión en sus equipos, y no llegan a experimentar una efectiva colaboración entre todos, con dialogo y intercambio de ideas, ayudándose unos a los otros, juntos en un propósito común de aprendizaje. El capítulo final ofrece un debate general sobre los resultados de los tres artículos empíricos, reconociendo sus limitaciones y debatiendo ideas de fructíferas oportunidades para futuras investigaciones. En concreto, presentamos implicaciones prácticas de nuestros resultados, y sugerimos diseños específicos de investigación y ciertos contextos en el que el modelo de interacción tarea-dependiente podrá reunir más evidencias y estimular la futura creación de investigación novedosa.
The present thesis investigates the catalyzing role of behavioral emotional intelligence (EI) over the relationship between general intelligence, or g, and learning performance. It comprises three empirical articles embedded within an overarching introduction - including an overall theoretical framework - and a final chapter dedicated to the general discussion of findings, limitations, practical implications and avenues for future research. All studies are based on the population of management graduates at a leading European business school. The first article verifies the validity and reliability of a multi-rater measure of behavioral EI, the Emotional and Social Competencies Inventory (ESCI), and inquires whether certain types of raters (e.g., in the personal and professional contexts), are relatively more apt than others, to assess specific competencies. While it confirms the hypothesis that there is a systematic order in ratings, whereby personal raters observe a higher degree of leniency bias than professional ones, it also shows how some competencies such as organizational awareness or emotional self control are best assessed by raters with a symmetric relationship with the person (e.g., friends, work peers). The second article shifts the focus onto the relationship between behavioral EI and a measure of general intelligence, the Graduate Management Admission Test (GMAT), to inquire whether these different but related constructs are divergent enough to assure the discriminant validity of behavioral EI. The most important contribution of this thesis is presented in the third article. We develop and test a task-dependent interaction model to inspect the moderating role of EI over the relationship between general intelligence and learning performance when two distinct types of tasks, engaging two antagonistic cognitive domains – social and non-social (or material) tasks –, are undertaken. Based on a sample of 864 international MBA candidates, the results reveal that, aside a positive main effect of emotional and social competencies on the classroom performance of professional executives, these competencies moderate the relationship between g and learning performance. Whereas we find evidence that in non-social tasks, behavioral EI has a stronger effect on learning performance among candidates characterized with a low g, our data shows little support to the principal hypothesis, whereby in social tasks EI catalyzes or improves the relationship between cognitive abilities and learning performance. To aid the discussion of these findings we conduct ex-post focus groups with 3 teams of MBA candidates, and uncover a deeper problem tied with the individualistic nature of the sophisticated work systems students implement to get through their team assignments. Indeed, in order to cope with multiple requests they strive to minimize the actual interaction and group discussion with their teams, bypassing the opportunity to engage in real teamwork – that is to collaborate and help one another in their shared learning purpose. The concluding chapter stirs an overarching discussion on the results from the three empirical articles, acknowledging their limitations and offering insights of fruitful opportunities for future research. Specifically, we draw practical implications from our findings, and suggest specific research designs and context settings wherein the task-dependent interaction model we develop may gather further evidence and stimulate novel research.

The purpose of this study was to examine the relationship between internships and Social and Emotional Competence (SEC). SEC was conceptualized as the combination of Emotional and Social Intelligence. Increasingly, areas of SEC have become the subject of research, because SEC enables people to use emotions advantageously to achieve desired outcomes. Measures of seven components of SEC (self-awareness, selfperception, self-regulation, self-motivation, self-ownership, empathy, and social awareness) were evaluated. Qualitative phone interviews were conducted with 21 undergraduate and graduate Communication students whom had recently served as interns. All interviews were recorded and transcribed. Research questions sought to evaluate the effect of internships on (1) self-awareness and self-perception; (2) self-regulation and self-management; (3) self-motivation and career development; and (4) empathy, social awareness and relationship skills. The majority of subjects reported increases in all areas of SEC after the internship process. In addition, a formal survey of members of the Educators Academy of Public Relations Society of America (PRSA) was conducted to compare internship guidelines by professors at other universities. Eleven professional educators responded. Results found that interns from University of the Pacific's Communication program were being held to the highest standard, in terms of supervision and guidance.

Thesis advisor: Anderson J. Franklin
The differential effects of the achievement gap on lower-income youth persist in this country (National Association of State Boards of Education, 2013). Recognition of the role of Out-of-School Time (OST) factors contributing to achievement differences has been growing (Gordon, Bridglall, & Meroe, 2005). As a result, OST programs have been gaining popularity; however, program efficacy varies. Socio-emotional climate represents one area of quality that likely influences student outcomes. Socio-emotional climate was assessed through a custom observation tool from a larger study. Social competence and resilience was the outcome variable as measured by the DESSA-RRE. Factor analysis empirically profiled the socio-emotional climates of 37 summer learning programs from five school districts across the country, resulting in four “GROW” dimensions of socio-emotional climate: (1) Growth-promoting Instruction, (2) Resolve and Focus, (3) Organization, and (4) Warmth. Given the randomized control design of the larger study, variability among the 37 climates was limited. Thus, hierarchical linear regression examined the influence of climate on students’ outcomes. HLR found that the socio-emotional climate explained a statistically significant (R2=0.12, p<0.001, f2=0.14) amount of variance in students’ social competence and resilience, above and beyond demographics alone (􏰀 R2=0.005, p=0.007, f2=0.01). Moderation results were non- significant. Limitations to the study centered on data collection and quantitative methodology. Implications for both counseling psychologists and OST providers were discussed at length, notably supporting programs towards Growth-promoting Instruction
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

Critical and enduring questions for teachers are whose ethics or what ethics they should be teaching in schools and how, given the pluralism of the wider society. The focus of this study is to establish whether it is possible to identify a common, non-relativist basis for what should be taught in Ethics Education and then to consider how such an approach might best be undertaken. This task involves finding some basis for ethics that we all have reason to accept and requires an understanding of the nature of moral development and learning. An interdisciplinary approach has been undertaken to investigate whether it is possible to find a common basis for ethics and to determine what constitutes the nature of moral development and learning. In the first instance, this interdisciplinary approach has been used to investigate whether there is justification for believing that as human beings we share certain characteristics and patterns of behaviour, or a common humanity, the features of which might suggest a common basis for ethics that we all have reason to accept. This investigation examines empirical findings and theoretical conclusions relating to the sociobiological, psychosocial and sociocultural dimensions of human beings to support the notion that we share a common humanity which is characterised by a number of features. These features include the deeply reciprocal nature of our relationships with one another and the sociocultural nature of our moral learnings. Moreover, we are a highly interdependent social species whose survival and well-being are dependent not only on cooperation with one another but also with sustaining a satisfactory ecological balance with other forms of life within dynamic, natural systems. This interdependence suggests that the norm of having care for one another and our world is one that we all have reason to accept. This norm, in turn, suggests a telos, or set of goals for ethics, that involve the creation of a just and caring society. However, in order to realise such a telos for ethics it is necessary to provide some specific theoretical and practical guidelines related to deciding what constitutes the nature and scope of care within specific contexts. Accordingly, the study undertakes a brief review of contemporary approaches to ethics to evaluate the extent to which these provide a means for realising the ethical form of life based in the norm of having care for one another and our world. This review suggests that feminist theories of care provide the most promising basis for delineating what it is to care for one another and our world. However, it is also acknowledged that there are a number of limitations with existing theories of care. This study, therefore, undertakes a conceptual analysis of the nature and scope of care and outlines an extended ethic of care. This theorising recognises that care for others is characterised by the dimensions of responsiveness, the exercise of responsible action and is refined and amended by critical reflection. It is acknowledged that justice is intrinsic to the nature of care as is the exercise of a range of virtues. The scope of our caring responsibilities is seen to extend to all others in the global community, as well as all other species, while also requiring care for self, and care for particular others for whom we may have special familial or work-related responsibilities. The evaluation of what constitutes caring practice is also discussed and it is acknowledged that caring practices must meet minimum requirements in terms of respect for basic human rights and should contribute to the welfare and well-being of the recipients of care. This specification of the nature and scope of care, in conjunction with a consideration of the nature of moral learning and development, provides a basis from which to develop a philosophical foundation as well as a set of aims and objectives for Ethics Education. It is acknowledged that students need to develop a wide range of cognitive, emotional and social competencies in order to understand what it means to care for self and others within specific socio-cultural contexts and also to develop the sense of empathetic connection and affiliation to others that translates moral decisions into responsible moral action. It is hoped that the study provides the basis for beginning a dialogue in schools that involves students, teachers, families and members of the wider community about what it means to live the ethical form of life and how education itself might promote broadly such a form of life.

Critical and enduring questions for teachers are whose ethics or what ethics they should be teaching in schools and how, given the pluralism of the wider society. The focus of this study is to establish whether it is possible to identify a common, non-relativist basis for what should be taught in Ethics Education and then to consider how such an approach might best be undertaken. This task involves finding some basis for ethics that we all have reason to accept and requires an understanding of the nature of moral development and learning. An interdisciplinary approach has been undertaken to investigate whether it is possible to find a common basis for ethics and to determine what constitutes the nature of moral development and learning. In the first instance, this interdisciplinary approach has been used to investigate whether there is justification for believing that as human beings we share certain characteristics and patterns of behaviour, or a common humanity, the features of which might suggest a common basis for ethics that we all have reason to accept. This investigation examines empirical findings and theoretical conclusions relating to the sociobiological, psychosocial and sociocultural dimensions of human beings to support the notion that we share a common humanity which is characterised by a number of features. These features include the deeply reciprocal nature of our relationships with one another and the sociocultural nature of our moral learnings. Moreover, we are a highly interdependent social species whose survival and well-being are dependent not only on cooperation with one another but also with sustaining a satisfactory ecological balance with other forms of life within dynamic, natural systems. This interdependence suggests that the norm of having care for one another and our world is one that we all have reason to accept. This norm, in turn, suggests a telos, or set of goals for ethics, that involve the creation of a just and caring society. However, in order to realise such a telos for ethics it is necessary to provide some specific theoretical and practical guidelines related to deciding what constitutes the nature and scope of care within specific contexts. Accordingly, the study undertakes a brief review of contemporary approaches to ethics to evaluate the extent to which these provide a means for realising the ethical form of life based in the norm of having care for one another and our world. This review suggests that feminist theories of care provide the most promising basis for delineating what it is to care for one another and our world. However, it is also acknowledged that there are a number of limitations with existing theories of care. This study, therefore, undertakes a conceptual analysis of the nature and scope of care and outlines an extended ethic of care. This theorising recognises that care for others is characterised by the dimensions of responsiveness, the exercise of responsible action and is refined and amended by critical reflection. It is acknowledged that justice is intrinsic to the nature of care as is the exercise of a range of virtues. The scope of our caring responsibilities is seen to extend to all others in the global community, as well as all other species, while also requiring care for self, and care for particular others for whom we may have special familial or work-related responsibilities. The evaluation of what constitutes caring practice is also discussed and it is acknowledged that caring practices must meet minimum requirements in terms of respect for basic human rights and should contribute to the welfare and well-being of the recipients of care. This specification of the nature and scope of care, in conjunction with a consideration of the nature of moral learning and development, provides a basis from which to develop a philosophical foundation as well as a set of aims and objectives for Ethics Education. It is acknowledged that students need to develop a wide range of cognitive, emotional and social competencies in order to understand what it means to care for self and others within specific socio-cultural contexts and also to develop the sense of empathetic connection and affiliation to others that translates moral decisions into responsible moral action. It is hoped that the study provides the basis for beginning a dialogue in schools that involves students, teachers, families and members of the wider community about what it means to live the ethical form of life and how education itself might promote broadly such a form of life.

Il s'agit de comprendre comment les nouveaux intervenants de la prevention des risques en ssti Peuvent se professionnalise dans leur abord des risques psychosociaux. Nous souhaiterions comparer leur pratique a celle des intervenants espagnols pour mieux saisir en quoi les caractéristiques des organisations et la présence ou l'absence d'un travail collectif ainsi que leurs compétences émotionnelles facilitent l'apprentissage de la prévention des risques psychosociaux
We would like to understand how the new preventors in professionnel risks cand develop new abilitys and knowlegde. We would like to compare this french population to the spanish one in order to understand how organisations and existence or not of a team work and emotionnel skills can help those professionnels to learn psychosocial risks prevention

Des que Salovey i Mayer van introduir el nom d’intel•ligència emocional (IE) i Goleman en va popularitzar el concepte als anys noranta, no ha deixat d’augmentar la recerca en els camps de la psicologia, l’educació i el management per tal d’entendre la seva naturalesa i els efectes que té sobre diverses variables de la vida, com ara un acompliment òptim, un lideratge efectiu, la satisfacció vital, i fins i tot en qüestions de salut, com la resistència a l’estrès. Aquestes relacions majoritàriament positives destaquen la importància de la IE i la necessitat de desenvolupar‐la per millorar l’acompliment personal. Independentment dels diferents models d’IE que se segueixin i dels instruments de mesurament que s’apliquin en cadascun d’ells, la recerca ha demostrat que la IE es pot desenvolupar en tots aquests àmbits. Tanmateix, encara hi ha poca evidència sobre com s’aplica a l’educació superior i amb quina eficàcia. Després de tractar dels models teòrics, els tres papers que conformen aquesta tesi doctoral se centren a determinar la validesa del constructe utilitzant diferents formes de mesurament de les competències emocionals i socials (CES), i en la necessitat i les possibilitats de desenvolupar‐les en l’educació superior. El primer estudi analitza algunes de les principals crítiques que s’han fet al concepte de IE, bàsicament referides a la qualitat dels estudis empírics previs, per la manca d’un constructe o la poca validesa incremental d’alguns dels instruments de mesurament. En aquest cas, s’estudien concretament dos instruments diferents, que es fan servir per mesurar les CES des del punt de vista de la conducta. D’una banda, l’Inventari de Competències Emocionals i Socials – Edició Universitària (ICES‐U), que és un qüestionari d’avaluadors múltiples que s’utilitza en cursos de desenvolupament del lideratge per avaluar 12 competències emocionals i socials i 2 competències cognitives. D’altra banda, l’Entrevista d’Incidents Crítics (EIC), que és una tècnica en què els participants expliquen experiències relacionades amb el treball, que després són codificades d’acord amb set competències emocionals i socials que coincideixen amb les de l’ICES‐U. Es comparen els resultats dels informants en qüestionaris de 360º amb els resultats de les EIC de 87 estudiants. Les entrevistes han estat codificades per dos codificadors formats prèviament, amb una fiabilitat entre codificadors de > 0,7 i s’han debatut fins arribar a un acord total sobre l’existència de competències en el resultat final. Els resultats mostren correlacions significatives entre les avaluacions dels companys de treball, pel que fa a la competència “treball en equip”, i de les parelles, pel que fa a “desenvolupament dels altres”, amb els resultats obtinguts de les EIC. Aquests resultats, a més, indiquen la presència de desitjabilitat social en alguns indicadors pel que fa a l’“orientació a l’assoliment”. Algunes competències semblen que són més difícils d’avaluar amb observadors externs, com l’”empatia”. També s’han trobat correlacions significatives entre algunes competències, mesurades amb autoavaluacions i a través de les EIC, la qual cosa indica que les autoavaluacions poden ser més “realistes” del que es podria esperar. El segon estudi comparteix l’experiència d’introduir un projecte interdisciplinari en un programa de màster d’una facultat de dret espanyola. Aquesta innovació pedagògica va sorgir de la necessitat de preparar millor els estudiants davant les expectatives dels seus futurs ocupadors, cosa que exigiria desenvolupar algunes competències. Es va configurar el currículum d’una nova assignatura, anomenada “Mòdul 9”, d’acord amb la Teoria de l’Aprenentatge Experiencial (TAE). Equips d’estudiants treballaven en projectes que havien seleccionat ells mateixos, i els seus processos d’aprenentatge eren complementats per tallers i tutories. La conseqüència fou que l’experiència pràctica va impulsar l’aprenentatge dels estudiants en els projectes pràctics, que van ser implementats parcialment en col•laboració amb algunes empreses locals. La codificació dels memoràndums d’aprenentatge evidenciava que cada equip havia aplicat cada forma d’aprenentatge en les diferents etapes dels projectes. I, per bé les avaluacions de l’experiència foren, en general, positives, el grau de coneixement d’aquest procés d’aprenentatge podria haver augmentat al llarg del curs. Entre les reflexions del professorat s’esmentava la necessitat de millorar el sistema de suport als estudiants a l’hora de gestionar les emocions durant el procés d’aprenentatge. Això va portar a modificar el disseny del currículum amb vista a la nova edició del curs, a fi d’incloure‐hi l’avaluació i el desenvolupament de competències emocionals i socials. El tercer estudi és el seguiment d’aquest mateix programa i explica com la Teoria del Canvi Intencional (TCI) de Boyatzis es combina amb el treball en equip en un projecte interdisciplinari, amb l’objectiu de crear un marc per al canvi autodirigit, basant‐se en l’avaluació i el desenvolupament de CES. Juntament amb vuit tallers i diverses tutories, els estudiants van rebre tres sessions individuals de coaching orientades a garantir que els objectius de l’equip s’alineaven al màxim amb els seus objectius personals. Les CES es van mesurar dues vegades durant l’any acadèmic amb l’ICES‐U d’avaluadors múltiples: primer, després de 3 mesos de l’inici del programa i, novament, al final de l’any acadèmic. Els resultats de les avaluacions exploratòries dels 18 participants van mostrar un canvi positiu en el desenvolupament de les CES en general. La qualitat d’aquesta recerca s’està debaten de manera crítica i s’estan revisant les línies recomanades per a la recerca futura, com també les implicacions d’aquests estudis.
Desde que Salovey y Mayer introdujeron la denominación de inteligencia emocional (IE) y Goleman popularizó el concepto en los años noventa, ha aumentado constantemente la investigación en los campos de la psicología, la educación y el management con el fin de entender su naturaleza y sus efectos sobre diversas variables de la vida, como un desempeño excelente, la efectividad del liderazgo, la satisfacción en la vida, e incluso en cuestiones de salud, como la resistencia al estrés. Estas relaciones mayoritariamente positivas subrayan la importancia de la IE, así como la necesidad de desplegarla para mejorar el desarrollo personal. Independientemente de los distintos modelos de IE que se sigan y de los instrumentos de medición que se apliquen en cada uno de ellos, la investigación ha demostrado que en todos estos ámbitos puede desarrollarse la IE. Sin embargo, todavía existe poca evidencia sobre cómo se realiza en la educación superior y con qué eficacia. Tras abordar el área relativa a los modelos teóricos, los tres papers que conforman esta tesis doctoral se centran en determinar la validez del constructo utilizando distintas medidas para las competencias emocionales y sociales (CES), así como en la necesidad y las posibilidades de desarrollarlas en la educación superior. El primer estudio analiza algunas de las principales críticas formuladas al concepto de IE, básicamente referidas a la calidad de los estudios empíricos previos, debido a la falta de un constructo o de validez incremental de algunos de los instrumentos de medición. En este caso, se estudian en detalle dos instrumentos diferentes, utilizados para medir las CES desde el punto de vista de la conducta. Por una parte, el Inventario de Competencias Emocionales y Sociales – Edición Universitaria (ICES‐U), que es un cuestionario de evaluadores múltiples que se utiliza en cursos de desarrollo del liderazgo para evaluar 12 competencias emocionales y sociales y 2 competencias cognitivas. Por otra parte, la Entrevista de Incidentes Críticos (EIC), que es una técnica en que los participantes explican experiencias relacionadas con el trabajo, que después son codificadas en base a siete competencias emocionales y sociales que coinciden con las del ICES‐U. Se comparan los resultados de los informantes en cuestionarios de 360º con los resultados de las EIC de 87 estudiantes. Las entrevistas han sido codificadas por dos codificadores formados previamente, con una fiabilidad entre codificadores de > 0,7 y se han debatido hasta alcanzar un acuerdo total sobre la existencia de competencias en el resultado final. Los resultados muestran correlaciones significativas entre las evaluaciones de los compañeros de trabajo sobre la competencia “trabajo en equipo” y de las parejas sobre “desarrollo de los demás” con los resultados obtenidos de las EIC. Estos resultados, además, indican la presencia de deseabilidad social en algunos indicadores para la “orientación al logro”. Algunas competencias parecen más difíciles de evaluar mediante observadores externos, como la “empatía”. También se han hallado correlaciones significativas entre algunas competencias, medidas a través de autoevaluaciones y a través de las EIC, lo cual indica que las autoevaluaciones pueden ser más “realistas” de lo esperado. El segundo estudio comparte la experiencia de introducir un proyecto interdisciplinario en un programa de máster de una facultad de derecho española. Esta innovación pedagógica surgió de la necesidad de preparar mejor a los estudiantes para responder a las expectativas de sus futuros empleadores, lo cual exigía el desarrollo de competencias. Se configuró el currículo de una nueva asignatura, denominada “Módulo 9”, conforme a la Teoría del Aprendizaje Experiencial (TAE). Equipos de estudiantes trabajaban en proyectos que habían seleccionado ellos mismos, y sus procesos de aprendizaje eran complementados por talleres y tutorías. La consecuencia de ello fue que la experiencia práctica impulsó el aprendizaje de los estudiantes en los proyectos prácticos, que fueron parcialmente implementados en colaboración con algunas empresas locales. La codificación de los memorándums de aprendizaje evidenciaba que cada equipo había aplicado cada modo de aprendizaje durante las distintas etapas de los proyectos. Y, si bien las evaluaciones acerca de la experiencia fueron, en general, positivas, el grado de conocimiento del propio proceso de aprendizaje podría haber aumentado a lo largo del curso. Entre las reflexiones de los profesores se incluía la necesidad de mejorar el sistema de ayuda a los estudiantes para gestionar las emociones durante el proceso de aprendizaje. Ello llevó a modificar el diseño del currículo para la promoción siguiente, con el fin de incluir la evaluación y el desarrollo de competencias emocionales y sociales. El tercer estudio es el seguimiento de este mismo programa y describe cómo la Teoría del Cambio Intencional (TCI) de Boyatzis se combina con el trabajo en equipo en un proyecto interdisciplinario, con el objetivo de crear un marco para el cambio autodirigido, basándose en la evaluación y el desarrollo de CES. Además de ocho talleres y varias tutorías, se ofreció a los estudiantes tres sesiones individuales de coaching para garantizar que los objetivos de equipo se alineaban al máximo con los objetivos personales. Las CES se midieron dos veces durante el año académico, mediante el ICES‐U de evaluadores múltiples: primero, a los 3 meses del inicio del programa y, de nuevo, al final del año académico. Los resultados de las evaluaciones exploratorias de los 18 participantes mostraron un cambio positivo en el desarrollo de las CES en general. La calidad de esta investigación está siendo debatida críticamente y se están revisando las líneas recomendadas de investigación futura, así como las implicaciones de estos estudios.
Since Salovey and Mayer introduced the name emotional intelligence (EI) and Goleman popularised the concept in the 1990s, research has continuously increased among the fields of psychology, education and management to understand its nature and its effects on diverse life variables such as outstanding performance, leadership effectiveness, life satisfaction and even health issues like stress resistance. These mostly positive relationships underline the importance of EI and the need to develop them for further personal improvement. Independently from the different competing models of EI and the subsequently applied measurement tools, research has shown that in each of these approaches EI can be developed. However, evidence on how and how effectively this is done in higher education is still scarce. After covering the areas of the theoretical models, the three paper sections of this doctoral thesis focusses on establishing construct validity among different measures of emotional and social competencies (ESC) and on the need and possibilities of developing them in higher education: The first study taps into some of the major criticisms on the concept of EI that have been voiced, mainly referring to the quality of previous empirical studies due to the lack of construct or incremental validity of some of the measurement instruments. Here, a closer look is taken at two different instruments used to measure ESC from a behavioural perspective: On the one hand, the Emotional and Social Competencies Inventory ‐ University Edition (ESCI‐U) as a multi‐ rater questionnaire is used in a leadership development course to evaluate 12 emotional and social intelligence competencies and 2 cognitive competencies. On the other hand, the Critical Incident Interview (CII) is a technique in which participants relate work‐related experiences and are then coded based on seven emotional and social intelligence competencies which coincide with those of the ESCI‐U. Informant results of the 360º questionnaires from 100 students who have also participated in voluntary interviews are compared. The interviews have been coded by two trained coders with an inter‐coder reliability of > 0.7 and then discussed to reach 100% agreement on presence of competencies for a final result. Results show significant correlations among colleagues’’ assessments of teamwork and spouses’ of developing others with the results from the CIIs. Findings suggest the presence of social desirability in some indicators for achievement orientation. Some competencies seem more difficult to assess through external observers, such as empathy. Significant correlations were also found between some competencies as measured through the self‐assessments and the CIIs, which indicates that self‐assessments might be more “realistic” than expected. The second study shares the experience of introducing an interdisciplinary project at a masters’ program at a Spanish law school. This pedagogical innovation rose from the need to better prepare students for the expectations of their future employers which required the development of competencies. The curriculum of a new course called “Module 9” was framed according to Experiential Learning Theory (ELT). While student teams worked on self‐selected projects, their learning processes were accompanied by workshops and tutorials. As a consequence, practical experience drove students’ learning within the applied projects which were partly implemented in collaboration with local companies. Coding of learning memoranda showed that each team applied each learning mode during the different stages of the projects. While evaluations about the experience were generally positive, awareness of the learning process itself could be increased throughout the course. Reflections from professors included the need to improve the support system for students to manage the emotions during the learning process. This led to changing the curriculum design for the following cohort by including the assessment and development of emotional and social competencies. The third study is the follow‐up of the same programme and describes how Boyatzis’ Intentional Change Theory (ICT) is combined with the interdisciplinary project work in teams with the objective of creating a framework for self‐directed change based on the assessment and development of ESC. In addition to eight workshops and various tutorials, students were offered three individual coaching sessions to ensure the best possible alignment of personal and team goals. ESC were measured twice during the academic year with the multi‐rater ESCI‐ U: once, after 3 months into the program and then again at the end of the academic year. The results of exploratory evaluations for 18 participants showed positive change on the development of ESC in general. The quality of the present research is discussed critically and future research lines recommended as well as the implications of the present studies reviewed.

Thesis advisor: Vincent Cho
The Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

A randomized controlled trial study was conducted to test the effectiveness of 16 sessions of the modalities of individual and group child-centered play therapy (CCPT) on improving social-emotional assets, including self-regulation/responsibility, social competence, and empathy. Participants were 56 students in four urban elementary schools in north central Texas, referred by teachers for disruptive or problematic behavior: 10 female and 46 male; ages 5 to 10 years with mean age 7.12; and 21 identifying as Hispanic, 17 as White, 8 as Multiracial, 1 as Asian, and 9 unspecified. Teachers and parents completed the Social and Emotional Assets and Resilience Scale (SEARS; Merrill, 2011) at pre- and post-treatment. With a significance criterion of p< .05, teacher reports provided no statistically significant results. However, parent reports indicated a statistically and practically significant interaction effect with a medium to large effect size, indicating a substantial improvement in children's scores from pre- to post-test attributed to group assignment. Mean differences indicated substantial gains in overall social-emotional assets, according to Total scores, in both individual and group treatment conditions as compared to the waitlist control group. Additionally, both individual and group play therapy was correlated with significant improvement with a large effect for the constructs of self-regulation/responsibility and social competence, with the group condition having a larger effect than the individual condition. Regarding empathy, neither modality resulted in significant improvement, though individual CCPT resulted practically in a large effect. These results indicate CCPT may provide a developmentally appropriate treatment for clinicians working with children in schools and in the community to foster their social and emotional competencies.

African American children experience risks due to heightened socio-environmental problems and responding to negative racial messages in their environments. Child Centered Play Therapy (CCPT) is one viable intervention for the development of social emotional competence among African American children to help mediate adverse conditions. I sought to explore the effects of CCPT on the social emotional competencies of African American children utilizing Social Emotional Assets and Resilience Scale-Parent & Teacher (SEARS-P; SEARS-T) reports. Thirty-seven African American participants with a mean age of 6.68 years were recruited from four suburban elementary schools in the southwest U.S. Twenty participants were randomly assigned to the intervention group receiving a mean of 13.3 CCPT sessions over 8 weeks, and 17 participants were assigned to the waitlist control group. Factorial ANOVA results indicated that parents reported statistically and practically significant improvement for children who participated in CCPT in overall social-emotional competencies. Follow-up analysis revealed statistical and practical improvement in children’s empathy, as well as practical improvement in self-regulation/responsibility and social competence. Teacher-reported results indicated practical but non-statistically significant improvement in overall social-emotional competencies for children who participated in CCPT, including statistical and practical improvement in children’s responsibility, as well as practical improvement in self-regulation, social competence, and empathy. Thus, CCPT showed promise as a culturally responsive treatment intervention to improve African American children’s social-emotional competencies

Thesis advisor: Vincent Cho
This case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in relation to SEBD intervention and applies structuration theory (Giddens, 1984) to gain an understanding of previous outdoor learning interventions. The theory has also been used to create a narrative from which to describe the augmentation of SEL skills within the participant group. It was found that SEL augmentation in individuals contributed toward the production of improved social structures within the participant group. Participant attendance on the outdoor learning intervention is also reviewed in the context of alternative curriculum discourse. It was found that participants had improved attendance, punctuality and motivation on intervention days.

The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high school. The purpose of this qualitative descriptive interview study was to explore the perceived effectiveness of the implementation. The conceptual framework was drawn from Fullan's 6 assertions that serve as a guide to monitor school success when implementing education reforms. The study's guiding questions concerned teachers' perceived supports and challenges in the process of implementation, as well as any perceived role changes they experienced during the process. Eight high school teachers who had taught the SEL classes were interviewed. Data were transcribed, coded for themes using Hatch's typology, and thematically analyzed. The key findings included that participants were supported by the counselors and their peers. However, they encountered implementation challenges including the class schedule, lack of student buy-in, and the need for ongoing supports to facilitate social emotional learning. This study contributes to social change by informing school leaders of best practices necessary to ensure the implementation and sustainability of SEL practices. Social-emotional learning initiatives that implemented with fidelity can improve both the academic and personal success of students.

Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.

The thesis presents research on the effects of a Mind-Body (M-B) training programme on emotional competencies, stress and job satisfaction. This is of practical importance for the workplace, as stress and job satisfaction are important management issues. The theoretical contributions of this research relate to the debate around whether emotional competencies can be developed or not, the mediating role of emotional competencies between the intensity of M-B training, and stress and job satisfaction, and the underlying mechanism of these effects, i.e how M-B training functions and hence why the effects occur. The M-B training programme lasted eight weeks and was tested on 106 participants. The participants were split into two groups: an experimental and a control group. The experimental group practiced the training programme, while the control did not. Dependent variables were measured using questionnaires both before and after the training programme. The participants had an open question at post-intervention survey about how they felt during M-B practice. The research also included a qualitative longitudinal study. Nine participants were interviewed immediately after the M-B training intervention, and again one year later in order to see whether the effects were sustained. Hence, this research was conducted as a longitudinal mixed methods design. The results reveal that M-B training has an effect on emotional competencies, stress and job satisfaction. These improved between 10-26%. The study also found that the ability to manage and regulate emotions play a mediating role between the intensity of M-B training and perceived stress, but not job satisfaction. The qualitative data suggests that mental skills might play a mediating role. Finally, the results reveal that physical, emotional, mental and spiritual mechanisms explain how M-B training works.

The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior."

It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society.

Leaders in organizations face complex situations, including how to develop valued leadership qualities to enhance an organization's performance. Research suggests improved emotional intelligence across various types of organizational leaders enhances charisma, connection, supports increased rates of promotion, and higher salaries. One measure of organizational effectiveness that has emerged more so in the research of the last decade is employee engagement. Although employee engagement has been studied, research regarding its association with the social competences of emotional intelligence has been limited. In this dissertation study I conducted research to investigate the potential relationships between emotional intelligence social competencies as representative measures of effective leadership traits in order to assess whether an association exists between relationship management and social awareness and the employee engagement scores a leader receives from his or her direct reports.

The inclusion of social and emotional learning (SEL) in schools is becoming a pertinent topic in the field of education. Teachers and administrators are recognizing a need to support students’ social and emotional growth alongside their academics. Young adolescents in grades 6 – 8 are in a developmental stage during which the acquisition of interpersonal and intrapersonal skills could be particularly beneficial and supportive to their ability to lead healthy lives. In this project-based thesis, the author based her research on the question; how are North Carolina (NC) public schools supporting the social and emotional development of their middle school students? This question was formulated in order to support the project of this thesis, the creation of a development plan for a public charter middle school in NC that focuses on social and emotional learning. The research method utilized in this study was grounded theory as developed by Barney Glaser and Anselm Strauss (1967). Data was collected through a survey sent to public middle schools across NC and through interviews conducted with school administrators. Constant comparative analysis was the process through which all of the data was analyzed. Results of this research found that 80% of the surveyed schools implement SEL programming and the majority of those schools believe SEL to positively affect many facets of their school including academic success of the students, physical and emotional safety, and the relationship between the students and teachers. Strategies the participating schools used to implement SEL programming were also discovered in this study. These consist of having distinct lessons on SEL topics and skills, integrating parts of SEL throughout the entire school, use of mentoring, inclusion of aspects of SEL in student discipline, having programming meet the unique needs of the school, and evaluating the students’ progression in SEL. Results of this study also indicated several design elements of SEL programming, which include having SEL be a united effort of all faculty and administration, providing teachers with support, sharing responsibility for the programming with the students, and allocating sufficient time to SEL programming. The findings of this study have been used by the author to inform the creation of the school development plan included in this thesis. By adding to the discussion of how to provide SEL to middle school students in NC, this study can be a resource to any educator in the process of developing SEL programming for their students.

Ninth grade year is the most important challenging year of high school. Many students struggle adjusting to the transition to high school. If supports are not in place, many ninth-grade students are at-risk of dropping out of school. The purpose of this study was to identify and examine the social emotional learning supports in Freshman Academy that assist in the transition to High School. A qualitative investigation was conducted to explore these social emotional supports. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of educators directly identified by their Academy Principals. This study employed processes of data collection that included the use of individual interviews found in qualitative design. Analysis of data happened in several steps: (a) transcribing all interviews that were recorded, (b) coding, (c) examining the themes of the codes, and (d) relating the themes to the research questions. The credibility of the analysis was supported by triangulation, member checks, and thick descriptions. The results revealed that seven themes emerged as identified supports which included: (a) Freshman Seminar programming, (b) personnel supports to include Dean of Students and the School Counselor, (c) Restorative Practices programming, (d) building relationships with students, (e)advisory, (f) informal SEL practices, and (g) teaming. Based on the research the following conclusions were presented: (a) schools use restorative practices as a means to provide SEL, (b) relationship building is a central focus, (c) and the Freshman Seminar course and content provide meaningful social emotional learning experiences.

The purpose of this study is to determine if social and emotional competencies (SEC) of first-year traditional-age, full time undergraduate students can be used to predict student persistence patterns at the University of the Pacific, located in Stockton, California. From an institutional perspective, college dropouts present a real financial threat and opportunity for improving the bottom line (retention). At the individual student level, a college dropout represents a promise unfulfilled and a potential unrealized (persistence). In particular, the present study concerned itself with student persistence from the first to second year of full-time undergraduate education. While the primary findings failed to rise to the necessary level of significance required to answer the research questions posed in the present study, there were some significant secondary findings related to institutional retention that merit further consideration and may have value to future research in the area of student success. The limitations of the study, implications for professional practice, and recommendations for future research of EI and student persistence are discussed.

Socio-economic disadvantage has been empirically established as being a risk factor that contributes to poorer outcomes, including children's mental health and/or academic achievement (Bradley & Corwyn, 2002; Department for Eduction, 2013; Green, McGinnity, Meltzer, Ford, & Goodman, 2005; Hetzner, Johnson, & Brooks-Gunn, 2010). Given the longer term consequences of these negative outcomes, exploring ways to buffer the negative effects of socio-economic disadvantage is an important area for education research (Collishaw, Maughan, Goodman, & Pickles, 2004). Universal social and emotional learning (SEL) interventions, such as the Promoting Alternative THinking Strategies (PATHS) curriculum (Greenberg, Kusche, Cook, & Quamma, 1995), which aim to develop key skills through explicit teaching, yield great promise as an effective means through which to build resilience in children exposed to risk (Domitrovich, Cortes, & Greenberg, 2007; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Greenberg et al., 1995; Humphrey, 2013). The literature base suggests that interventions are not always implemented as fully intended by programme developers, with consequences for the success of expected outcomes (Lendrum & Humphrey, 2012). However, despite its importance, the role of implementation variability in the achievement of outcomes is a neglected area of research, with many studies failing to include implementation data in their analysis (Durlak et al., 2011). The aim of the current study was to investigate the differential gains, in mental health and academic outcomes, after two years of exposure to PATHS, for children eligible for Free School Meals (FSM). A further aim was to examine the association between implementation variability (dosage, fidelity and quality) on outcomes for children eligible for FSM. A mixed methods design was used, with the qualitative strand providing complementary and explanatory data to the quantitative strand. The data was from the PATHS to Success cluster-randomised controlled trial, involving n=45 schools and N=5218 children (Humphrey et al., 2015). The mental health outcome was measured by the teacher-reported Strengths and Difficulties Questionnaire (SDQ), collected at baseline and after two years of implementation of PATHS. Academic attainment data was retrieved from the National Curriculum Test data for all pupils in Year 6 at the end of the trial. Multilevel Modelling (MLM) (Paterson & Goldstein, 1991) analyses were utilised in order to determine whether there were differential gains for children eligible for FSM, as well as exploratory analysis on the association between implementation variability and intervention outcomes for this group of children. Additionally, thematic analysis of 24 teacher interviews was conducted to provide supplementary data regarding perspectives of the implementation of PATHS. Results indicated that, while there was an initial difference in mental health and academic outcomes, for children eligible for FSM compared with their non-eligible peers at baseline, overall there were no significant positive gains for children eligible for FSM after undertaking PATHS. With regard to implementation variability, exploratory analysis found that there was not a significant association between dosage and mental health outcomes, but high dosage was associated with an increased mathematics scores for children eligible for FSM. High and moderate quality lessons predicted higher externalising symptoms, while moderate fidelity was associated with higher internalising symptoms, for children eligible for FSM. Neither quality nor fidelity predicted significant differences in academic scores. The qualitative findings revealed reasons why programme implementation varied. Additionally, teachers' views on the impact of PATHS overall provided depth to conclusions drawn from the quantitative data. The implications of these findings are discussed, along with directions for future research.

A school-based social emotional learning (SEL) program based on cognitive-behavioural principles is currently used in western Canadian schools; however, research on its benefits to child participants is limited. This controlled study reports on data collected from 152 grade three and four students; 70 students participated in the evidence-based program, FRIENDS for Life for Children (FRIENDS; Barrett, 2004) and 82 students were in the control group. All participants were assessed for emotional intelligence (EI) and resiliency at 3 time points: immediately before the start of the program (Time 1), immediately following the end of the program (Time 2), and at 3-months follow-up (Time 3). Resiliency is defined as an ability to deal effectively with difficulties or adversity and resist environmental risk experiences (Rutter, 2006). Assessments included two child-report measures (Strengths and Difficulties Questionnaire – Student Report; Emotional Quotient Inventory – Youth Version), two parent-report measures (Behavior Assessment System for Children – Parent Rating Scales; Social Competence Scale – Parent Version) and one teacher-report measure (Strengths and Difficulties Questionnaire – Teacher Report). Teachers in the intervention group also completed a FRIENDS fidelity checklist. Data were analyzed using between-groups independent samples t-tests and five separate within-group 2 x 3 MANOVAs. Results indicate that between-groups scores (FRIENDS vs. Control) did not statistically differ at any assessment period on any measure, but that within-group scores from children who participated in the program showed statistically significant increases on the Emotional Quotient Inventory – Youth Version Total EQ subscale (Time 1 vs. Time 2, and Time 1 vs. Time 3) and the Social Competence Scale – Parent Version Total Score (Time 1 vs. Time 3) over time. These increases suggest that children who participated in FRIENDS self-reported increased intrapersonal and interpersonal skills, adaptability, and stress management abilities over time, and that parents of children in FRIENDS reported increased social skills and emotion regulation abilities in their children over time. Teachers did not report observing differences in their students over time.

Within education there is a general agreement that it is important to foster children's social emotional development. Social, emotional and behavioural skills can be taught directly to students through packaged SEL programs such as the Strong Kids social emotional learning curriculum. Preliminary studies conducted on Strong Kids have shown that knowledge of social emotional concepts and coping skills have improved and in some cases, decreases in internalizing symptoms have also been noted. Less is known, however, as to how the implementation of Strong Kids affects the broader social contexts in which children shape their social relationships with peers. The goal of the present study was to investigate the affect of Strong Kids on student's social and emotional knowledge, cognitive-behavioural symptoms, resiliency and social standing. In addition, satisfaction with the Strong Kids program was examined. A total of 101 grade 4 students from general education participated (47 boys, 54 girls). Using a pretest-posttest intervention design, results indicated that the treatment group significantly increased in knowledge about social emotional health over the control group, but level of decreased internalizing symptoms did not significantly differ between the two. In relation to student's classroom resiliency, there were no significant differences between the Strong Kids group and the control group. With regard to student's social standing, there were seven statistically significantly different results on the peer nomination scale, only one in favor of the Strong Kids group. The peer rating scales showed no significant differences between the Strong Kids and the control group. In the sections that follow, findings are discussed in relation to previous research, limitations and implications for practice and research are provided.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

Studies which examine conflict have identified coping strategies as potent variables for the social competencies of children. To extend these ideas to more specific indicators of social adjustment this study examined emotional impairments and coping strategies of victims and bullies. Inventories measuring emotional impairment: depression, anger, anxiety and self-concept were completed by 103 primary school children aged 9-11. A questionnaire measured five coping strategies: problem solving, social support seeking, distancing, externalising and internalising. Bully and victim nominations identified almost 5 times as many male bullies compared to girls therefore findings which specifically relate to bullying refer to boys only. Emotional impairments were identified as predictory variables for bullying and victimisation particularly for boys where anger was identified as moderating the relationship between externalising and bullying behaviour while anxiety was identified as a mediating variable between problem solving and victimisation. Findings here also suggest that all children learn how to cope with negative emotions through their experiences with adults. For bullies internalisation as a result of poor experiences during problem solving with adults makes problem solving with peers less likely.

Despite an expanding interest in the concept of Emotional Intelligence (EI), difficulties in definition, measurement and reconciling competing models has led to an argument that the practical application of EI has overtaken current levels of understanding and research (Matthews, Roberts, & Zeidner, 2004; Zeidner, Roberts, & Matthews, 2002). This is particularly relevant within education where a large range of social and emotional learning (SEL) programmes, designed to increase EI in pupils, vary drastically in their intended outcomes and methods, quality of material and the frequency and quality of evaluation (Hoffman, 2009). To date, the majority of research has been US based and the small quantity of UK research has been focused either at the primary level, or has assessed the perception of impact. This means the potential success for SEL to positively improve UK secondary aged pupil outcomes is untested. The aim of the current study was the assessment of the SEAL programme, a National Strategy for English secondary schools designed to positively influence a range of pupil outcomes, including increased emotional literacy, better behaviour and improved mental well-being. Additionally, the validity of the underlying relationship between EI and favourable outcomes, beyond identified socio-demographics, was measured. The study utilised a predominately quantitative design with a final sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school level characteristics. Pupils from every school completed annual self-rated assessments of their emotional literacy (using the ELAI), mental well-being and pro social behaviour (using the SDQ) over a three year period. A small case study element (9 SEAL Schools) was selected from the larger quantitative sample to provide context to the quantitative results. Multi-level modelling (a statistical technique for examining hierarchically clustered data) was used to analyse the results. After controlling for socio-demographic factors, results indicated a marginal non-significant effect in pupil’s emotional literacy and mental health difficulties as a result of attending a SEAL school, however no effect on prosocial behaviour was found. Results also indicated a differential effect on the basis of the pupil variables of SEN provision, gender and ethnicity, which was consistent with very little variation at school level reported. A significant relationship was found between emotional literacy, mental health difficulties and pro social behaviour, indicating a valid theoretical framework, despite the lack of a significant effect of the SEAL programme. Further examination revealed that the relationship between the variables may be more complex than originally theorised, although difficulties with high degrees of confound between the factors limit this interpretation. Implications and directions for future research are also discussed.

Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.

xv, 149 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The present study examined the initial and follow-up effect of Strong Kids , a social and emotional learning (SEL) curriculum, among a sample of 106 third and fourth graders. Students were assigned by classroom to either the treatment or wait-list condition, and completed questionnaires on SEL knowledge ( Strong Kids Knowledge test) and perceived use of SEL skills (the Coping Scale, Social and Emotional Assets and Resiliency Scale) across 3 assessment periods (pre-testing, post-testing, and follow-up). The classroom teachers also completed a social functioning questionnaire (the School Social Behavior Scales-2nd edition) on each student at each assessment period. The classroom teachers implemented 12 weekly lessons across a 3-month time period and 1 booster session approximately 1 month after the last lesson. They also promoted generalization of SEL skills by providing praise and pre-correction to students on the SEL skills they were learning. Analyses revealed that the treatment group had greater positive gains across all of the dependent measures from pre-test to post-test. These gains maintained at the 2-month follow-up period, providing preliminary evidence of the preventative quality of SK . The results are discussed within the broader framework of a three-tiered model of support for SEL, and the possibility of using SK as a universal level of support within school.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Tary Tobin, Member, Special Education and Clinical Sciences; Lynn Kahle, Outside Member, Marketing

Social-emotional learning has gained much leverage in education reform discussions, but little research has been done on the effectiveness of SEL programs in rural classroom settings. This thesis studies the outcomes of one SEL curriculum, Project Happiness, in a rural project-based learning school, Teton Valley Community School. Additionally, this thesis aims to identify teaching practices that promote students’ SEL competencies. The data was collected in a split third and fourth grade classroom over a nine-week period from April 2015 to June 2015. The program led to student growth in social and emotional competencies, specifically self-awareness and self-management. Limitations of the study and implications for further research are discussed.