A variety of academic, behavioral and social problems are first identified when children begin school as schools have an obligation to identify a child's needs. However, internalizing problems such as anxiety and depression often go unnoticed due to their covert and subjective symptoms. Not readily apparent to observers, internalizing problems may be best identified through self-report. However, without an instrument to identify internalizing problems, children may suffer silently. Due to developmental limitations of young children to self-report options are limited to individual interviews, which are impractical for screening large groups of children. Thus, the purpose of this study was to develop an instrument that could enable children in Kindergarten and first grade to self-report their experiences of internalizing problems, in a wide-scale screening procedure. The Watkins Early Self-Report of Internalizing Problems (WESRIP) was created using pictures and oral administration to enable children to independently self-report their symptoms of internalizing problems, thus allowing large groups of children to be screened simultaneously. Kindergarten and first grade children (n = 235) consented to the study. Three forms of the WESRIP containing separate test items were administered to groups of students. The 26 items with the highest item-total correlations were chosen for the revised WESRIP that was administered in a pre-test (n = 207) and post-test (n = 197). Teachers completed a modified version of the Systematic Screening for Behavior Disorders (SSBD) for concurrent validity analysis. The WESRIP was found to have adequate internal consistency for screening decisions, and moderate test-retest reliability for this age group. Through factor analysis, two distinct factors were identified, "Physical and Emotional Manifestations of Internalizing Problems," and "Self-Appraisal." However there was no relationship between the self-report and teacher rankings, limiting concurrent validity. Without a comparable criterion instrument, diagnostic accuracy was not feasible. Further research is still needed in order to make the WESRIP a technically sound and useful tool. The WESRIP may one day serve to validly and reliably screen children who could benefit from further assessment and ultimately benefit children through early identification of internalizing problems and improved outcomes.

<p> In the past decade, advocacy for theater arts programs in schools has increased. New research suggests that the application of theater arts in conjunction with academics provides many social-emotional benefits for students, including increases in empathy. Although there appears to be a strong link between theater and empathy, many previous experiments have focused their research on the experimental implementation of short-term programs or after school activities. In fact, few studies have explored the effects of theater education classes as part of an already existing curriculum. This mixed methods study investigated the relationship between levels of self-reported empathy and experience in a curriculum-based high school theater program. Specifically, differing degrees of affective and cognitive empathy were measured in students who have been exposed to a multi-year high school theater program versus peers with no theater experience. The study consisted of 75 students enrolled in a rural high school that offered a multi-year curriculum-based theater program. Results of this study indicated that high school students enrolled in the theater program displayed significantly higher levels of self-reported affective empathy across groups. However, no difference in cognitive empathy was found. Additionally, qualitative interviews implied that there is a unanimously positive attitude toward employing theater arts in the high school curriculum. Future implications for further research and practice are discussed.</p>

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on Dec. 11, 2009). Includes bibliographical references (p. 111-127). Available online via the OhioLINK ETD Center and also available in print.

<p> This mixed methods study was concerned with the relationship between teachers&rsquo; personality traits and teachers&rsquo; self-efficacy and their impact on student learning. The study utilized descriptive statistics, correlational analysis, one-way ANOVA, and a focus group interview to answer seven underlying questions that would lead to a clear understanding of the overarching research question, do teacher personality traits and teacher self-efficacy impact student learning? Quantitative and qualitative research results indicated that participants perceived the personality traits conscientiousness, agreeableness, and openness to have an impact of student learning. Participants also suggested that teacher self-efficacy played an even more significant role in student learning.</p><p>

<p> The thesis investigated debated intelligence theories: Cattell&rsquo;s (1943) &ldquo;Theory of Fluid and Crystallized Intelligence&rdquo; and Gardner&rsquo;s (1983) &ldquo;Theory of M.I.&rdquo; The research asks: Which existing theory-based and hypothetically based measurement models of intelligence fit the measurement data better? How does a traditional vs. modified M.I. Theory measurement model fit? How does a combined measurement model of the theories fit? Participants (n=287) were students (age 18-25) from a top-tier East-Coast university. Approximate statistical power is .90 with effect size of .5 (<i>p</i>&le;.05). Participants were administered the <i>Reynolds Adaptable Intelligence Test and Multiple Intelligence Developmental Assessment Scales</i>. Structural equation modeling revealed better fit for the &ldquo;Theory of Fluid and Crystallized Intelligence&rdquo; data (&chi;²(4) =8.08, <i>p</i>=.09; CMIN/d.f.=2.02; RMSEA= .06; TLI= .98; CFI= .99; IFI=.99; SRMR=.0221). The traditional Theory of M.I.&rdquo; model fit was insupportable (&chi;²(300) =1441.448, <i>p</i>&lt;.000; CMIN/d.f.=4.80; RMSEA= .12; TLI= .61; CFI= .64; IFI=.65; SRMR=.2239), but alternative M.I. models were supported. A correlated M.I. model (&chi;²(264) =569.09, p&lt;.001; CMIN/d.f.=2.16; RMSEA= .06; TLI= .88; CFI= .90; IFI= .91; SRMR=.06) and 4-factor model M.I. with distinct bodily-kinesthetic and musical talent (&chi;²(267) =526.32, p&lt;.001; CMIN/d.f.=2.12; RMSEA= .06; GFI=.91; TLI= .92; CFI= .94; IFI= .94; SRMR=.06) show acceptable to good fit. A M.I. Indicator &amp; R.A.I.T. TII to <i>g</i> SCU Model shows good fit (&chi;²(120) =247.56, p&lt;.001; CMIN/d.f.=2.06; RMSEA= .06; TLI= .89; GFI=.94; CFI= .96; IFI= .96; SRMR=.10). Current findings are further discussed in relation to analogous studies.</p>

Educators perceive female bullies differently than male bullies. Despite evidence that bullying is a serious problem within schools in the United States, there is little research which focuses on how educators perceive differences and similarities of adolescent bullies based upon the gender of the bully. The purpose of this quantitative study was to examine how educators perceive male and female bullies when they are described as exhibiting identical behavior. Goffman's theory of frames formed the theoretical foundation for this study. The independent variable of this study was gender of bully, and the three dependent variables were internalizing behavior, externalizing behavior, and social skills. Seventy-nine educators read one of two scenarios, featuring either a male bully or a female bully and then completed the Clinical Assessment of Behavior - Teacher Rating Form to reflect how they perceived the personality of the bully depicted in the scenario. The data collected were statistically analyzed using Analysis of Variance, Chi-square tests of independence and regression analyses. The results showed that educators do perceive male and female bullying behavior differently. The female bully was seen as more pathological, displaying higher levels of internalizing and externalizing behaviors whereas the male bully was perceived as exhibiting normal levels of both internalizing and externalizing behavior. There was no difference in perceived social skills. Implications for positive social change are that the results could be used to sensitize teachers about the importance of considering gender issues when intervening in bullying incidents.