Dissertations / Theses on the topic 'Social-emotional teaching'
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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.
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Rodriguez, Vanessa. "Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.
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Conceptions of learning have evolved from behaviorist and mechanistic models to models that are dynamic, complex, and process-oriented. Educators’ and researchers’ understanding of teaching can benefit from a similar evolution, one that embodies teaching as a dynamic, cognitive skill. Because teaching is an inherently interactive phenomenon, it can be characterized as a social-emotional cognitive skill.
Using a dynamic systems and social-emotional cognitive lens, in this dissertation, I describe two studies that explored teaching from these perspectives. The first, presented in Chapter 2, used structured cognitive interviews to elicit expert teachers’ reflections on their teaching processes, as well as to illuminate the interactive nature of these processes and the factors that influence the teachers’ capabilities. In the second study, presented in Chapter 3, I borrowed methods from interactive social-emotional cognitive studies to identify periods of psychophysiologic synchrony between the teachers and students to determine if these correlated with their relational experiences.
Five themes, or awarenesses, emerged from the interview data: (a) awareness of learner (AoL), (b) awareness of teaching practice (AoTP), (c) awareness of context (AoC), (d) awareness of self as a teacher (AoST), and (e) awareness of interaction (AoI). Within each theme, I identified several categories that characterized the teachers’ reflections on the individual social-emotional cognitive processes employed during teaching. These data show that expert teaching leverages a complex, social-emotional cognitive framework to achieve learning goals.
In the second study, I observed significant increases of psychophysiologic synchrony in the teacher–student dyads that were engaged in a supported teaching task. This elevated synchrony was correlated with multiple domains of two established measures of individual social-emotional cognition. Moreover, after dividing the data by the median of achieved synchrony into an upper and lower group, strong but unique correlation patterns were observed between the teacher–student synchrony and the social-emotional cognitive survey measures. In particular, several student measures of the teachers’ perspective taking demonstrated inverse associations between the lower and upper 50th percentiles of synchrony. These data indicated that the ability to create synchrony during supported interactions was connected to the teacher’s distinct social-emotional cognitive capacity. These results also support the potential neurobiologic and psychophysiologic bases of teachers’ social-emotional cognitive processing.
Together, these two studies represent an initial step along a larger trajectory of future research that could advance the conception of teaching as a social-emotional cognitive skill that develops as a complex system.
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Dwinnell, Anna. "Teaching with Intention| Implementation and Assessment of a Social-Emotional Learning Program." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246934.
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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.
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Madueke, Nkechi A. "Teachers’ Perceptions of Their Responsibilities in Teaching Social Emotional Skills: a Case Study." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700052/.
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This study investigated the beliefs of teachers at a particular elementary campus in North Texas during its first year of implementation of a social emotional curriculum regarding teaching social emotional skills and the influence of those beliefs on their classroom practices. The study drew from the works of Dewey and Bandura in the development of a framework for teacher decision making. A case study design incorporating multiple cases within the case study utilized a mixed-methods approach for data collection and analysis. Ten teachers volunteered and participated in the quantitative data collection, and four of those ten participated in the qualitative data collection through interviews and classroom observations. Data collection methods also included a demographic survey, a questionnaire on teacher beliefs about social emotional learning, and a self-ranking scale of practices related to teaching social emotional skills. Results indicated that although all participants believed social emotional skills instruction was part of their duties as teachers, their practices in teaching social emotional skills varied. Additionally, there was a mismatch between participants’ self-identified practices and the practices that were observed during the study. Administrative support for program implementation was high, but did not necessarily translate to effective practices during the first year of implementation of a particular program. While not significant in this study, variation in teacher characteristics may be important.
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Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.
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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.
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Wheeler, John J., and Michael R. Mayton. "The Integrity of Interventions in Social Emotional Skill Development for Students with Emotional and Behavior Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/323.
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Wilson, Elyse. "Teaching Children About Emotions and Friend Using a Computer Program." Thesis, University of Canterbury. Psychology, 2013. http://hdl.handle.net/10092/8383.
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The purpose of this study was to evaluate the effectiveness of a computer program in conjunction with instruction from the researcher, in helping individuals with Autism Spectrum Disorders improve their emotional and social skills. In an A-B- A with replication across participants design, three participants used the program for 20 minutes a day for 15-18 sessions in a school setting, across six weeks. The researcher provided one on one support to participants while they used the program. The participants were aged 10 to 12 and had previously been diagnosed with Asperger’s Syndrome or High-Functioning Autism. Participant’s progress was measured by conducting pre-and post intervention interviews with parents and teachers of participants, and the participants themselves. Data was also collected while the participant used the computer program and from the diary entries completed each session. Naturalistic observations were conducted to determine if any effects of the program were generalized. The results demonstrated that participant’s emotion recognition improved as shown by an increase in emotion scenarios completed in the computer program. In addition emotion expression skills improved as demonstrated by content of participant’s diary entries. An improvement in social skills was also shown by participants becoming more engaged in group activities, physical education and making friends. The results show preliminary evidence for the program, in conjunction with individualized support, being a promising treatment method to teach emotion recognition and social skills. It is unclear how much of an effect the support of the researcher and the diary component, had on participants progress. Future research should focus on making outcomes more consistent and widely generalized. Implications for research, practice and program development are discussed.
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Wheeler, John J., Michael R. Mayton, Julie Downey, and Joshua E. Reese. "Evaluating Treatment Integrity Across Interventions Aimed at Social and Emotional Skill Development in Learners with Emotional and Behaviour Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/313.
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This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.
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Kramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.
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The goal of this study was to explore whether Strong Kids could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement Strong Kids as it was designed and whether they viewed it as socially valid. It used a non-equivalent control group design. The treatment school in the study involved 348 students and 17 teachers from a Title I school. School demographics indicated that 61% of students were Hispanic, 37% White, and 2% of other ethnicities. Approximately 82% of the students qualified for free or reduced lunch. Teachers at the treatment school taught Strong Kids for 12 weeks, permitted treatment fidelity observations, and completed a social validity questionnaire (with a subgroup also participating in a social validity focus group). The control school participants consisted of 266 students and 11 teachers. The control school was selected because it was demographically similar to the treatment school. Teachers at both treatment and control schools completed pretest and posttest ratings of each of their students' internalizing behaviors and peer-related prosocial behaviors using nationally normed scales. Analyses comparing teacher ratings of the treatment school with ratings at the control school were performed using a split-plot ANOVA. Scores for students identified as at-risk through school-wide screening were compared to students not identified as at-risk. Average scores on the social validity questionnaire were calculated, and a qualitative analysis of the focus group was performed. Results revealed that 82% of lesson components were fully implemented. Teacher ratings at the treatment school reflected a significant decrease in students' internalizing behaviors, while ratings at the control school increased. At-risk students showed significantly greater improvements on both internalizing and peer-relations subscales compared to non-at-risk students. Social validity results revealed that Strong Kids provided a common language for teachers and students to talk about feelings and an avenue for students to seek help. It also helped teachers set school-wide expectations for handling social and emotional concerns.
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Bailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
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This study investigated various aspects of the Social Information Processing Model, in particular, young children’s emotional behavior regulation and negative emotionality, in Hong Kong. The sample was N=628 from 12 schools. Using Rasch measurement, linear unidimensional scales were constructed for Emotion and Behaviour Regulation (10 items) and for Negative Emotionality (10 items). The well-known Short Temperament Scale was Rasch analyzed too, but a linear scale could not be created – it had initially been designed under the True Score Test theory paradigm. The children were divided into Type A (high on negative emotionality and low on emotion and behavior regulation, N=27 and Type B (low on negative emotionality and high on emotion and behavior regulation, N=31). The children’s teachers were given conflict situations and asked to state what strategies the Type A and Type B children would adopt in each conflict situation. The first conflict situation was about the child who was being accidentally pushed by a peer. The second conflict situation was about the child who is being excluded from a game that has enough participants. The third conflict situation was about the child being called “a baby” because he/she was playing with baby toys. The fourth conflict situation was about a peer criticizing and putting marks on a child’s picture. The fifth situation was about a peer pushing ahead and taking a toy that a child has been waiting for a long time. The Type A and Type B children were also asked to state what strategies they would adopt in each conflict situation. When the teachers’ views were compared to the children’s views, it was clear that the teachers did not know their children’s thought processes very well. For both Type A and Type B children, Rasch analysis was used to create a calm/angry scale and a sad/happy scale. Conflict situation two (being excluded from a game) is very hard on the calm/angry scale and both Type A and Type B children need to have a very high angry measure to answer this item positively. Conflict situation two is moderately easy on the sad/happy scale and both Type A and Type B children need only a low sad measure to answer conflict situation two positively. In contrast, conflict situation three (being called a “baby”) is very hard on the sad/happy scale and both Type A and Type B children need to have a very high happy measure to answer this item positively. Conflict situation three is moderately easy on the calm/angry scale and both Type A and Type B children need only a low calm measure to answer conflict situation three positively. The present study gave strong support for the Social Information Processing Model and for the inclusion of emotion and behavior regulation and negative emotionality in the revised model. The study rejected the Short Temperament Scale as it did not produce a linear, unidimensional scale, and it showed that teachers do not know their children, in terms of strategies selection in common social conflict situations, as well as they think that they do. Children are much more conscious of the variety of strategies that can be used in common conflict situations than teachers would normally give them credit. Results indicate that levels of anger aroused in Type A children are associated with differences in the quality of strategies that they are able to generate for solving social problems. Type A and Type B children differ significantly in their choice of best strategy under different emotional conditions for the different conflict situations.
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Gunter, Leslie. "Social and Emotional Learning in Preschool: An Evaluation of Strong Start Pre-K." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3251.
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Young children face unique social challenges, and they need social and emotional resilience skills in order to navigate their way through school. Many of the children who need the most help are in family situations where parents are not able to teach these skills. Students can become more resilient through social and emotional learning (SEL) in the classroom. SEL teaches children to identify the emotions of themselves and others, to communicate their emotions in a nonviolent way, and to be good friends. By teaching SEL at a young age, teachers can help children become more adept as they make friends and learn how to interact in social situations, thus bolstering their relationships with friends and adults. Improved social and emotional skills help students succeed in academics and with their peers as they form social connections. Strong Start Pre-K, a social and emotional learning curriculum, was evaluated in a local preschool program. Using a nonequivalent control group design, two preschool teachers taught the curriculum in their classrooms, and a third classroom was the control. Both before and after the implementation of the curriculum, data were gathered from classroom teachers on their students' emotional regulation, internalizing behaviors, and the teachers' perceived relationships with their students. Results indicated a slight increase in emotional regulation and a significant decrease in internalizing behaviors in the treatment groups. Student-teacher relationships improved, specifically with a decrease on the subscale of Conflict. Treatment fidelity indicated that teachers were able to implement most or all of the components of each lesson 90% of the time. Social validity measurements indicated that the teachers would recommend the curriculum to other educators.
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Davis, Stephanie Deverich. "Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3422.
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Emotional and Behavioral Disorders (EBD) directly influence learning, relationships, mood, and overall scholastic experiences. Research provides evidence that early intervention and prevention efforts can address the needs of students with EBD (Allen-DeBoer, Malmgren, & Glass, 2006; Cook, et al. 2008; Lien-Thorne & Kamps, 2005; Regan, Mastropieri, & Scruggs, 2005; Rivera, Al-Otiba, & Koorland, 2006), but in order to identify these at-risk youth, a screening system is needed to broadly consider Social, Emotional, and Behavioral Concerns (SEBC).This dissertation evaluated the alignment of a teacher nomination process (Teacher Nomination Form (TNF)) and a normative screener of EBD risk (BASC-2 Behavioral and Emotional Screening System (BESS), Kamphaus & Reynolds, 2007). Teacher nominations and rankings were significantly correlated to the BESS in the internalizing (.177), externalizing (.246), and combined categories (.304) groups. Multiple teacher nominations were not significantly related to BESS scores. Social validity evidence was gathered and interpreted.
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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
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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.
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Haslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.
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ABSTRACT
The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of school belonging (SOSB) for Students of Color, the impact of racial trauma, the patterns of social engagement that shape their experiences, as well as the pedagogical practices teachers employ to support their social-emotional wellbeing.
This qualitative case study seeks to illustrate how classroom teachers at Arday Elementary School support the social-emotional wellbeing of Students of Color by examining their understanding of racial trauma and SOSB and their use of equity literate pedagogies in the classroom to effectively support their Students of Color in a public elementary school in Northern New England. Findings include the hidden curriculum, teacher critical consciousness, cultural congruence, learning environment, racial trauma, and resistance. These findings point to a newly conceptualized framework, Equity Pedagogy for Social-Emotional Wellbeing (EPSEW), which applies a social determinants perspective to examinations of educational inequity and considers the social and community contexts that predetermine and influence inequitable outcomes.
Keywords: equity pedagogy, equity literacy, social determinants, school belonging, racial trauma, internalized racism, social emotional well-being, critical pedagogy, anti-bias education
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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
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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.
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Dinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.
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Hardman, Susan E. "Effects of Teacher Gender on Screening for Social, Emotional, and Behavioral Concerns for a Middle School Population." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3966.
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Students with Emotional and Behavioral Disorders (EBD) often experience serious educational difficulties and negative outcomes (Gresham, MacMillan, & Bocian, 1996; Landrum, Tankersley, & Kauffman, 2003; Rock, Fessler, & Church, 1997). School-wide screening to identify students with social, emotional, and behavioral concerns (SEB) allows school personnel to identify at-risk students and connect them with needed resources. Some students appear to be identified disproportionally, with male students identified as at-risk more frequently then female students (Young, Sabbah, Young, Reiser, & Richardson, 2009). There are many possible factors that could contribute to this disproportionate identification. Since screening for EBD is often based on teacher nominations, teacher gender is one factor that needs to be considered. This study examined the influence of teacher gender on a screening process to identify students at risk for SEB in a secondary school. Nominations of at risk students from 40 middle school teachers were evaluated to determine if teacher gender influenced the proportion of male and female students identified as at risk for SEB. Teacher gender did not significantly influence which gender of students were nominated. Future research may investigate other factors that may contribute to disproportionate identification.
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Wilhite, Shannon. "Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33212/.
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Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training (SST) is an evidence-based intervention to help increase social competence for students with E/BD, but there is limited research that addresses SST for students with E/BD at alternative campuses. A mixed-methods design was utilized to examine SST at an alternative campus for students with E/BD. Pre-intervention data were collected for students' attendance, grades, office disciplinary referrals, and behavioral rating scales, after which, the Why Try SST program was implemented. Following the intervention, the same type of data were collected. Nonparametric statistics guided the quantitative analysis, because of the small population being studied. Differences from pre- to post-intervention were examined. Triangulation methods drove the qualitative data collection and analysis through observations, student interviews, and teacher interviews. Students exhibited significant differences from pre- to post-intervention in the number of office disciplinary referrals and several areas on the behavioral rating scales. Important insight into motivation and perceptions was gained through the observations and interviews.
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Grenman, Kathleen M. "The effectiveness of co-teaching on social and behavioral changes in students with emotional and behavioral disorders at the middle school level /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1456290451&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.S.Ed.)--Southern Illinois University Carbondale, 2007."Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 34-37). Also available online.
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Pech, Sandra L. "A CASE STUDY OF A KINDERGARTEN TEACHER: EXAMINING PRACTICES AND BELIEFS THAT SUPPORT THE SOCIAL-EMOTIONAL CLASSROOM CLIMATE." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271028312.
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Whitcomb, Sara A. 1974. "Strong start: Impact of direct teaching of a social-emotional learning curriculum and infusion of skills on emotion knowledge of first grade students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10332.
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xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Given the staggering prevalence of 12-22% of school children with mental health problems and the paucity of effective mental health services available, it is essential that professionals examine alternative methods for providing social and emotional support to children (Greenberg, Bumbarger, & Domitrovich, 2001). Rather than continuing with a service delivery approach that is reactive, fragmented, and inefficient, professionals are called to consider a more preventive approach that ensures the health of all children. A public health model of intervention can provide a conceptual framework for mental health service delivery in its aim to serve an entire population and to provide multi-tiered support (universal, targeted, indicated) that increases in intensity based on the needs of individual persons (Coie et al, 2000). Members of the Oregon Resiliency Project, a research effort at the University of Oregon, have spent the last several years developing one such set of SEL curricula, appropriate for children in grades pre-k-12, the Strong Kids programs, Strong Start: K-2 , (Merrell, Parisi, & Whitcomb, 2007), is a component of Strong Kids , developmentally applicable to kindergarten through second grade students. The purpose of this study was to implement a pilot or feasibility study that examined the impact of Strong Start on first grade students' social-emotional knowledge skills, with a particular emphasis on emotion knowledge, social behavior and affect. Pretest data collection of Strong Start began in Fall 2007 in 4 classrooms in a suburban, northwestern school district. Implementation of the intervention occurred in Winter 2008 and posttest data were gathered in Spring 2008. Results indicated that Strong Start was implemented with integrity, and that significant increases in students' knowledge about emotion situations and significant decreases in students' internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; John Seeley, Member, not from U of 0; Sara Hodges, Outside Member, Psychology
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Lowe, Kimberly. "Assessing Validity of a Screener for Social, Emotional, and Behavioral Concerns: Analyzing Gender Differences in a Middle School Population." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5533.
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Systematic screening for social, emotional, and behavioral concerns (SEBC) identifies at-risk students and provides information to guide interventions that may prevent negative outcomes (Glover & Albers, 2006; Kauffman, 1999; Severson, Walker, Hope-Dolittle, Katochwill, & Gresham, 2007). However, the screening process may be influenced by the gender of the student (Young, Sabbah, Young, Reiser, & Richardson, 2010). This study further examined the influence of student gender on screening by assessing the congruency of gates one and two of a screening process based on student gender. Participants included 59 middle school teachers who nominated at-risk students on the Teacher Nomination Form (TNF; Davis, 2012) and then completed the Behavior Assessment System for Children, Behavioral and Emotional Screening System (BASC-2 BESS; Kamphaus & Reynolds, 2007) on each nominated student. A two-tailed z-score was calculated to see if the TNF predicted BASC-2 BESS T-scores better for one gender over the other. A z score of -0.63 (p > .05) was obtained in the internalizing category and a z score of 0.39 (p > .05) was obtained in the externalizing category; the difference between correlation coefficients for males and females was not statistically significant. While more males were nominated than females in both the internalizing and externalizing categories, the screening instrument does not measure differently for males and females according to the data analysis provided here. Disproportionate identification of males and females in the screening process may be explained by other factors that could be the focus of additional research.
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Levitt, Verity Helaine 1979. "Promoting social emotional competency through quality teaching practices: The impact of consultation on a multidimensional treatment integrity model of the "Strong Kids" program." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10554.
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xiv, 131 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This dissertation study investigated the impact of brief teacher consultation on teachers' implementation fidelity, quality of implementation, and student responsiveness during the Strong Kids social-emotional learning curriculum. Additional outcome measures included teachers' self-efficacy and teachers' perceptions of social validity of the Strong Kids program. Participants included six teachers, three of whom were randomly assigned to the treatment group and three of whom were randomly assigned to the control group. Teachers in the treatment group received brief performance feedback consultation for six out of the twelve Strong Kids lessons; whereas, teachers in the control group did not receive consultation, but instead were given a frequently asked questions sheet that provided them with general information about the curriculum. Results of the study indicated an increase in implementation fidelity for the teachers receiving performance feedback consultation and a decrease in implementation fidelity for the teachers who did not receive performance feedback. The data did not indicate any substantial effects for the consultation group teachers with respect to quality of implementation or student responsiveness. Overall, teachers in both the treatment and control groups had positive attitudes toward social-emotional learning and the curriculum. Both groups of teachers also reported similar negative attitudes regarding the curriculum. For example, both groups of teachers felt that the lessons took too long to implement within a given class period. Implications of this study for future research and practice are discussed.
Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Jeffrey Sprague, Member, Special Education and Clinical Sciences; Terry Scott, Member, Special Education and Clinical Sciences; John Seeley, Member, Not from U of 0; Lynn Kahle, Outside Member, Marketing
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Katz, Jennifer. "Teaching to diversity : creating compassionate learning communities for diverse elementary school students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/885.
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Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning.
The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s.
Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.
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Fox, James J., John J. Wheeler, and Cathy Galyon Keramidas. "Effectively Serving Young Children with Social Emotional Behavior Challenges in Preschool and the Early Grades: Combining Behavior Interventions and Assistive Technology." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/516.
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Harper, Mary E. "Exploring childcare professionals' pedagogical choice when guiding children's social and behavioral development." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002195.
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Quitadamo, Angela E. "Social-Emotional Climate in the Community College Classroom: An Action Research Study Investigating the Impact of Real-Time Student Feedback to Instructors." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1601131113860628.
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Bloom, Laura. "I Need a Soft Place to Land: The Need for Therapeutic Preschool Settings for Children and Their Families." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/37.
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Young children entering school without adequate social and emotional (SEL) skills may have a hard time learning. Knowing how to get along with others, following directions, managing emotions, and paying attention are all skills that fall into this area (McClellan, Thomas, Schmitt, & Duncan, 2017). With the growth of pre-K state funded classrooms under the Office of School Readiness (OSR) in Alabama, there has been a tremendous increase in the number of 4-year olds attending preschool as well as an increase in the number of children identified as having difficulty with SEL skills. Successful intervention engage children's families as they work through skills at home and at school. Therapeutic preschool settings would support children, families, and teachers facing this challenge.
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Perricone, Giovanna. "The Influence of the "Emotionally Disturbed" Classroom Label on General Education Teachers' Sense of Efficacy." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1319.
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Students identified as “emotionally disturbed” face resistance to inclusion in classrooms with typically-developing peers on the part of the general education teachers. This study aims to address whether the classroom label of “emotionally disturbed” affects teacher efficacy and whether this relationship is moderated by the amount of applied inclusion training a teacher has received. General education teachers will read identical case studies of a student who either spends some of his school day in an “Emotionally Disturbed Class” or a “Self-Regulation Skills Class.” They will complete a measure of student-specific teacher efficacy and then report how many hours of inclusion training that involved direct interaction with students with emotional and behavioral difficulties they have had. An analysis of covariance is predicted to show higher reports of teacher efficacy in the “Self-Regulation Skills Class” condition than in the “Emotionally Disturbed Class” condition, and this relationship is expected to be even stronger as the amount of applied inclusion training increases.
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Powell, Emmalee Glauser. "A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8464.
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This study explores how self-imposed limitations affect anxieties about art-making and the art-making process. As a teacher, I was interested in how limitations affected student art-making. I used arts-based research methodology to explore spiritual and personal quandaries in my own life through the process of art-making. A consistent thread throughout this investigation was using the process of making art as a way to gain understanding about my own life and teaching. I was also able to create a culture of vulnerability and honesty in my classroom and help my students embrace themselves and their physical, emotional, and situational limitations through the art-making process.
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Chen, Kaili. "Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4466/.
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Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development of social competence in students with behavioral problems. Indeed, learning to get along with people is one of the most important skills that we can teach students. In order to maximize its effectiveness, SST must be motivating and personally relevant enough for students to want to use the skills. In addition, it must provide opportunities for learned skills to be practiced under varying conditions and in as close to natural situations as possible in order to enhance the transfer of training. The purpose of the study was to investigate the social competence of students aged from six to twelve, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multiage grouping, impersonation, and telecommunications. By providing intensive, literature-based training in a multiage classroom, the SST gave students opportunities to practice skills in a natural, real-life environment and, therefore, increased the likelihood of generalizing these skills in other settings. The employment of impersonation and telecommunications also enhanced students' acquisition of social skills and their interests to learn.
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Krieger, Angelina C. "Facilitating the Generalization of Social Skills with Bibliotherapy and Positive Peer Reporting." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3328.pdf.
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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement.
Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement.
This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.
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Chinyama, Nyarayi. "The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006257.
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The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
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Buskirk, Tricia L. "An Investigation on Stress and Burnout in the Profession of Child Life." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1449155981.
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Burton, Karen. "Parent Perceptions of Their Involvement in and the Effectiveness of an Integrated Social Skills Program." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4406.
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Social and emotional learning is an important element in educating the whole child. When social skills are taught and reinforced in a school-wide model, which incorporates positive behavior support, both students and faculty experience a better learning environment. The Book in a Bag intervention invites parent volunteers to teach social skills in the classroom. Supplementing this school-wide intervention, parents also receive a monthly newsletter informing them of the identified social skill and recommending associated children's picture books, which further reinforce the skill. The purpose of this study was to determine parent perceptions on the effectiveness of the Book in a Bag program, which was implemented in the target school. Questionnaires (N=327, 47.74% participation rate) were completed by parents who responded to questions about their perceptions of the program's influence on their children's behavior, the importance of parent involvement in the program, and the importance of the school-wide social skills program. Parents expressed an overall positive response to the school-wide social skills program. In addition to reporting and describing data, observations of the questionnaire's weaknesses and strengths are discussed. Future research possibilities and recommendations to further strengthen parent involvement in school-wide social skills programs are offered.
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Knight, Jessica A. "The experiences of primary-school teaching assistants working one-to-one with looked-after and adopted children who present with social, emotional and behavioural difficulties : an exploration with the use of attachment theory." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702480.
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The difficulties that looked-after children and children adopted from care (LA/A children) face in school are highlighted in a range of government statistics and include a high prevalence of social, emotional and behavioural difficulties (SEBD). These needs can be understood in relation to the negative early experiences the majority of LA/A children have had when living with their birth families, drawing on attachment theory. Attachment theory also suggests that relationships with key adults in school are central to supporting these pupils. Teaching assistants (TAs) are often employed to provide additional one-to-one support for children with SEBD, including LAJA children. However relatively few studies explore how T As make sense of their role and experiences. This thesis reports on qualitative research which explored the experiences of six T As who work one-to-one with LA/A children with SEBD in mainstream primary schools. It focuses on how they perceive their role and relationships with pupils, what challenges they face and what they find supportive. Semi- structured interviews were carried out and analysed using Interpretative Phenomenological Analysis (IPA). Findings are discussed in relation to the existing literature and to attachment and systems theories. They corroborate with and extend existing research findings relating to the importance of: the relationships between TAs and pupils; TAs having an understanding of the issues that underpin pupils' behaviour; and positive relationships between staff. The way T As conceptualised their role is understood as 'being an attachment figure' to pupils with aims including developing pupils' trust in adults and their self-esteem. Systems theory was used to explore how this role was understood by and integrated with the wider school system. Positive relationships with colleagues were suggested as providing T As with a 'secure base', helping them manage the emotional impact of the role. Implications for Educational Psychology (EP) practice and practice in schools are discussed.
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Howard, Timothy Lent. "Emotional intelligence and its link to public relations education." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/93.
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The purpose of this study is to examine the ethics chapters in five introduction-topublic relations textbooks and the codes of ethics of four major public relations associations contained within those chapters to determine the prevalence of language that either uses the same terms Daniel Goleman employs for his 25 competencies of emotional intelligence or uses words that strongly suggest the terms Goleman employs. The methods used to establish a correlation between Goleman's emotional intelligence competencies and the ethical practice of public relations are twofold: (1) a content analysis of the ethics chapters of the five textbooks in which are contained the four codes of ethics and (2) interviews with five educators of intro-to-public relations courses and with four of the authors of the textbooks used in the content analysis. Results indicate that there is a correlation between Goleman's competencies, the language employed in introductory textbooks, and the teaching philosophy of educators of introductory public relations courses and of the textbook authors.
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Farmer, Jennie L. "The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3097.
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Students with learning disabilities and/or attention deficit hyperactivity disorder (ADHD) experience decreased academic and social-emotional outcomes when compared to their peers without disabilities. Self-determination, positive psychology, and cognitive theories of learning offer suggestions for improving these outcomes. The purpose of this study was to develop The Personal Strengths Intervention (PSI) and investigate its impact on levels of self-determination and the social-emotional functioning of postsecondary students with learning disabilities and/or ADHD. PSI integrates key elements of self-determination, positive psychology, and cognitive theories. ADHDA multiple baseline design with seven participants was used to examine the intervention effects over time. Results indicate PSI demonstrates content, face, and social validity. The results from the examination of the impact of participation in PSI on self-determination and social-emotional levels were inconsistent. Visual analyses, effect sizes, and multilevel modeling of the time series data indicated there was little to no intervention effect across participants. However, results from the visual analyses and effect sizes revealed there were some intervention effects for particular participants. For participants who demonstrated intervention effects, effects ranged from small to large for self-determination dependent variables and small to moderate for social-emotional dependent variables. Pre- post-assessment results indicated there was an increase in self-determination and positive affect associated with participation in PSI. There were no changes in subjective well-being or negative affect. Results from a longitudinal qualitative trend analysis and final interviews with participants indicated improved self-determination and social-emotional levels. A discussion of possible explanations for the finding and implications is included. Suggestions for future research are provided.
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Rene, Claire. "Effects of Emotional Intelligence Training on Emerging Staff and Student Leaders in a Collegiate Setting." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/31.
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This study explored the effects of emotional intelligence (EI) training on emerging staff and student leaders’ EI quotient (EQ) score. The dissertation was designed to provide training incorporating EI concepts for emerging leaders who were considering enhancing their EI skills. Currently, the EI theory is not prevalent in leadership development training curricula in either academia or corporate settings (Freedman, 2010; Gliebe, 2012; Moore, 2012). EI is a form of social intelligence that allows an individual to discern, maintain, and control his or her own and others’ emotional reactions (Mayer & Salovey, 1998). EI is measurable in the form of a quotient number known as an EQ. Previous research (Goleman, Boyatzis, & McKee, 2013; Mittal & Sindhu, 2012; Suciu, Gherhes, & Petcu, 2010) indicated a positive correlation between individuals with high EQ and their success rates as great leaders and motivators.
Researchers (Deepa, 2013; Khosrovi, Manafi, Hojabri, Aghapour, & Gheshmi, 2011; Love, 2014) who conducted studies on the topic of EI revealed that, once the learner is exposed to EI training, then his or her EQ increased thus the learner had the ability to develop as an effective manager of his or her and other’s emotions, behavior, and reaction. The researcher developed an EI training based on Bar-On’s (2006) EI theory to help the participants learn more about using EI to influence positively how they managed their emotions, lives, and other’s emotions and how they made decisions. The methods that were incorporated in the training were self-paced video recordings and activities.
The study included 30 participants (control group =15 participants and trained group = 15 participants) who first completed Bar-On’s (2005) Emotional Quotient Inventory assessment to measure their EQ scores (pretest) and then a reassessment (posttest). The scores were computer generated by Bar-On’s (2005) Emotional Quotient Inventory, which provided 1 total EQ score, 5 composite scores, and 15 subscale scores for all the participants. All the participants’ scores were calculated by using the Wilcoxon signed-rank test and descriptive statistics tools to test the effects of the EI training. The 15 trained participants completed a computer-generated 4-question feedback survey that was e-mailed to them.
The EQ scores were examined and compared to each other: trained versus untrained. The results showed that the trained grouped had an incremental increase in their EQ score. The increase was not statistically significant except in the area of self-awareness. Self- awareness is a subscale that encompasses the importance of the participants’ ability to identify their emotions and feelings, discover their origin, and use it to form positive outcomes (Goleman, Boyatzis, & McKee, 2013).
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Jordan, Heidi Lynn. "A Purposeful Approach to Student Conduct with Deaf and Hard of Hearing Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2735.
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Teachers of deaf and hard of hearing students spend more time in conflict resolution than their general education colleagues do. Although emerging research suggests that both students and teachers benefit from an approach to student conduct that is more purposeful than traditional behavior modification models, further research was necessary to clarify how such an effective purposeful program would work. The purpose of this inquiry was to explore how teachers of deaf and hard of hearing students perceived and used a purposeful approach to student conduct. Deutsch's conflict resolution theory served as the conceptual framework. A single case study design was selected for this qualitative study conducted in a rural residential school for deaf and hard of hearing students in the western United States. Data were collected from interviews with six teachers, observations, and documents. Data were analyzed using line-by-line coding and the constant comparative method to construct categories for each data source, and examined across all data sources to determine emergent themes and discrepancies. Results indicated that teachers of deaf and hard of hearing students used a two-step approach to collaborative conflict resolution that included engaging in perspective-taking and engaging in solution generation. This study promotes positive social change by informing school administrators on how to plan effective teacher training on using a purposeful approach to student conduct with deaf and hard of hearing learners.
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Incerti, Federica. "An Exploration of Emotional Intelligence and Technology Skills Among Students ata Midwestern University." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365541225.
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Pratt, Megan S. "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1777.
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The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.
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Farhangpour, Parvaneh Nikkhesal. "Transformative learning through a youth enrichment programme in search of talisman /." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08182003-094840/.
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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
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Fago, Felicia J. "Impact of Prenatal Alcohol Exposure and Pre-adoption Placement on School-age Functioning of Intercountry-Adopted Children." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333558274.
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Kit, Rae Lynn. "CHARACTERISTICS OF SEVENTH-GRADE MIDDLE SCHOOL STUDENTS WHO ATTENDED A CONTINUATION HIGH SCHOOL." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/832.
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This study explored pre-existing quantitative data for 55 students when they were in the seventh grade who eventually attended a continuation high school years later. There were 101 students at a particular continuation high school, and this research explored pre-existing data looking solely at the students who were in the same district while they were in seventh grade. Attendance and grades from the pre-existing data in the district’s software system were analyzed using a descriptive methodology followed by a cluster analysis through SPSS. Attendance findings for the 55 students revealed that nine students (16%) were absent with a frequency of 10 or more days in each semester. Reasons given for some absences were bereavement for four students (7%) and suspensions for 10 students (18%). Eight out of these 10 students (80%) declined in their grades from the first semester to the second semester. Overall, 33 students (60%) declined in their grades from the first semester to the second semester regardless. Findings related to grades looked at the number of Fs over the two semesters of the seventh-grade school year and at the number of Fs earned in each course. Forty-four students (80%) earned at least one F either semester. Language Arts was the highest failed academic class second semester, with 32 out of 55 students (58%), and Computer Applications was the highest failed elective class for 5 out of 9 students (56%) who took this class second semester. Other findings related to grades were that 0 students (0%) failed only the elective, and only 2 students (4%) failed Physical Education. Additional findings through cluster analysis revealed a connection between failing an elective in combination with failing Language Arts: 81.8% first semester (9 out of 11 students) and 83.3% second semester (5 out of 6 students). Using a cross-tabulation, the highest pattern between the two semesters was for 10 students of the overall 55 (18%) with no Fs both semesters, and the second-highest pattern was for 6 students (11%) with no Fs first semester and 1 F second semester.
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Ruich, Lawrence Joseph. "Voices of Special Educators Teaching Students with Emotional Disturbances (ED)| Examining the Marginalized of the Marginalized." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244144.
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This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant’s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school.
Cross-case analysis findings illuminate each teacher’s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting.
Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers.
It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.
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Granger-Ellis, Rebekah. "Einstein or Columbine: Impact of School Environment on the Socioaffective Development of Gifted and Talented Adolescents." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2457.
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Why do some gifted minds thrive in life while others fail to fulfill their potential? The spotlight on violence perpetrated by bright individuals questions what went wrong, could it have been prevented, and whether schools are meeting the needs of gifted individuals. Thus, it is important to examine the impact of participation in various gifted and talented programs on the socioaffective development of gifted adolescents. The purpose of this study was to understand (1) if gifted individuals’ social and emotional development were similarly developed as their academic and creative abilities, and (2) if a particular school environment led to differences in psychological developmental profiles. Using six psychometric scales, this quasi-experimental study examined the socioaffective development of 343 gifted and talented students (ages 16-18) enrolled in arts-integrated charter, creative arts charter, and public school programs in an ethnically diverse moderate-size city in the southeastern United States. Students’ performances on psychometric scales were compared over time and by type of program. Participants took pre- and post-tests over the first semester of an academic school year with BarOn EQ-I: YVassessing social and emotional development. Based on these assessments, quantitative differences in growth on psychological scales were examined. Change scores between schools were also compared. School artifacts provided insight as to environmental qualities of each school environment.
Major findings include gifted and talented adolescents showed significant weakness in intrapersonal abilities and general mood compared to normative age-mates. Gifted females also showed significant weakness in interpersonal abilities and overall socioaffective development. Gifted and talented students displayed strengths only in adaptability (problem solving and flexibility). Study findings support the theory that giftedness heightens vulnerability to adjustment problems. Results also indicated that gifted and talented students in inclusive public school environments demonstrated greater overall socioaffective development across most psychometric scales than charter schools. Results of analysis found gifted and talented students in all five environments showed no significantchange in scores on BarOn EQ-i:YV psychometric scales from Time 1 to Time 2, indicating that no particular school environment impacted social development and emotional intelligence. Future research is needed to confirm the finding that gifted and talented females in this study showed weaknesses in every psychometric scale except for adaptability. Additional research is needed to further understand social and emotional development among minority, low income, and female gifted and talented students, particularly those enrolled in selective and exclusive environments.
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Jayman, Michelle. "Evaluating the impact of a school-based intervention on the socio-emotional well-being and school performance of pupils in early secondary education." Thesis, University of West London, 2017. https://repository.uwl.ac.uk/id/eprint/3326/.
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Psychological distress in children and adolescents is increasing and, despite the growing number in need, many are not able to access appropriate and timely support (Thorley, 2016). Schools have great potential for meeting pupils’ emerging mental health needs and can play a central role in the transformation of services; effective, early intervention programmes can improve pupils’ socio-emotional well-being and educational outcomes (e.g. Bonell et al., 2014; Greenberg, 2010). There is a demand for evidence-based models of good practice to improve schools’ existing support and provision (Department of Health (DH), 2013; 2015). The three studies in this thesis describe an ecologically valid evaluation of the Pyramid socio-emotional intervention (aimed at shy, withdrawn or socially isolated pupils) through its impact on socio-emotional well-being and school performance. While previous research (e.g. Cassidy, McLaughlin, & Giles, 2014; Ohl, Fox, & Mitchell, 2012) examined Pyramid’s effectiveness with primary-aged children, this research looked at the impact on pupils in early secondary school (11- to 14-years). A mixed methods design was implemented within a critical realist framework to examine intervention effectiveness and procedures and mechanisms underlying behaviour change. Pyramid pupils were matched with a non-intervention comparison group on age, gender, socio-economic status, and English and Mathematics levels. Socio-emotional well-being was measured using objective and subjective measures which included the Strengths and Difficulties Questionnaire (SDQ: Goodman, 1997; Goodman, Meltzer, & Bailey, 1998) and the Well-Being Questionnaire (WBQ: New Philanthropy Capital, 2010) at pre- and post-intervention. Subject ability self-concepts and current academic levels (English and Mathematics) were used as subjective and objective measures of school performance respectively at pre- and post-intervention. At 12-month follow-up the objective measures were used to re-examine the dual domains of interest. The perceptions and experiences of Pyramid service users and club leaders were collected through focus groups and thematically analysed. A distinct trajectory of change for the Pyramid group compared to comparison group peers was identified: intervention recipients demonstrated significant improvements in targeted aspects of socio-emotional well-being at short- and longer-term follow-up, showing large effects, and supporting previous conclusions from primary school evaluations. Pupils’ school performance findings indicated that Pyramid had a ‘buffer effect’ on the typical academic ‘dip’ characteristic of this developmental period. Qualitative findings provided confirmatory evidence for Pyramid’s effectiveness and an understanding of procedures and mechanisms underlying behaviour change. Collectively, these new findings have important implications for theory, practice and future evaluation research which are considered in this thesis. The thesis concludes with a proposal for a five-part Pyramid model that is integrated with Health Promoting School (HPS) strategies to support pupils’ socio-emotional well-being, generating ‘real world’ impact on children and young people’s lives.