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.

abstract: The construct of adult emotional intelligence has gained increasing attention over the last 15 years given its significant socioemotional implications for the ability to label, understand, and regulate emotions. There is a gap, however, in understanding how emotional intelligence develops in children. Parenting is one of the most salient predictors of children’s behavior and the current study investigated its prospective link to children’s emotional intelligence. More preceisely, this study took a differentiated approach to parenting by examining the distinct contributions of maternal sensitivity and emotion socialization to children’s emotional intelligence. In addition, executive function, considered a “conductor” of higher-order skills and a neurocognitive correlate of emotional intelligence, was examined as a possible mechanism by which parenting influences emotional intelligence. Data were collected from 269 Mexican-American mother-child dyads during 2-year (parenting), 4.5-year (executive function), and 6-year (emotional intelligence) laboratory visits. Both parenting variables were assessed by objective observer ratings. Exeutive function and emotional intelligence were examined as latent constructs comprised of relevant parent-reported and objective measures. Due to a lack of adequate fit, the emotional intelligence variable was separated into two distinct latent constructs, emotion knowledge/understanding and emotion dysregulation. Results indicated that neither dimension of parenting was predictive of dimensions of emotional intelligence. On the other hand, children’s executive function was positively related to emotion knowledge. Finally, executive function did not emerge as a mediator of the relation between parenting and dimensions of emotional intelligence. Taken together, these findings highlight the need for a nuanced developmental and bioecological framework in the study of childen’s executive function and emotional intelligence. / Dissertation/Thesis / Doctoral Dissertation Psychology 2020

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Jessica Rode och Josefin Rode, Malmö Högskola, Lärarutbildningen. Resan i förskolans livskunskap-en studie baserad på sex pedagogers tankar och erfarenheter av att arbeta med livskunskap i förskolan.Vårt syfte och våra frågeställningar inriktar sig på vilken syn pedagoger ute i verksamheten har och hur de arbetar med livskunskap i förskolans vardag. Sammanfattningen av studiens analys vill vi ska inspirera till diskussioner kring ämnet. Vi ger en teoretisk översikt där teoretiker och forskare som fokuseras bl.a. är Piaget, Kholberg, Lögstrup, D. Mayer & Salovey, Gardner, Vygotskij, Antonovsky, Steinberg samt Dewey. Undersökningen har gjorts med hjälp av sex kvalitativa intervjuer. Vi har intervjuat två stycken pedagoger per förskola, på två olika förskolor, samt en pedagog på en tredje förskola. En intervju gjordes även med Eva Mathiasson Thorbert som har skrivit boken Hjärtestunder - livskunskap i förskolan (2006).Med utgångspunkt från pedagogers uppfattningar om livskunskap i förskolan samt metodboken Hjärtestunder, så har vi konkretiserat och problematiserat begreppet livskunskap. Sammanfattningsvis pekar det som framkommit ur intervjuerna och litteraturen på att begreppet livskunskap inte är helt lätt att definiera. Hur man definierar begreppet beror på vem som tolkar det och vilken situation man befinner sig. Pedagogerna arbetar olika med livskunskap beroende på barngruppens behov och förutsättningar. / Jessica Rode and Josefin Rode, University of Malmö, teatchers education. A journey about lifeknowledge in infant school- a study based on six pedagogues thoughts and experiences about working with lifeknowledge in infant school.Our purpose and our questions is about which experiences and opinions pedagogues have about the work with lifeknowledge in infant school, and which work method the prefer and are using. We want the summary of the studys analysis to inspire to discussions about the subject.We give an theoretical overview which includes theorists och researchers such as Piaget, Kholberg, Lögstrup, D. Mayer & Salovey, Gardner, Vygotskij, Antonovsky, Steinberg and Dewey.The research is based on six qualitative interviews. The interviews has been done with two pedagogues on each infant school, at two infant schools, and one pedagogue at a third infant school. An interview was also made with Eva Mathiasson Thorbert, the author of the book - Hjärtestunder - livskunskap i förskolan (2006).We have concretisiced and reviewed the conception of lifeknowledge, with a starting point from pedagogues understandings about lifeknowledge in infant school and the method book Hjärtestunder.The summary of what has been obvious from the interviews and the literature is that the conception of lifeknowledge is not easy to define. Definitions of the concept are done in different ways depending on which person who makes the interpretation and are related to personal experiences. Pedagogues works diffrent depending on their childrens conditions and needs.

Emotional competence is empirically associated with children’s success both socially and academically. Emotion knowledge and emotion regulation, the components of emotional competence, help children navigate interactions with peers and teachers in order to reach their goals while respecting the needs of others. An abundance of research exists on curricula to build social-emotional skills, as well as research on the role parents play in socializing children about emotional competence. However, little research exists on emotion socialization by teachers. Literature on what pre-service teachers learn about emotion socialization and emotional competence is even smaller. This study aims to learn what Early Childhood Education students at a large, urban northeastern university learn about emotional competence and emotion socialization through the use of surveys, interviews, and written reflections on the student teaching experience. A mixed-methods design elicits both breadth and depth of data on the topic. Pre- and post-measures show significant differences in self-efficacy relating to emotion socialization practices, but not knowledge or practices learned through the student teaching experience. Interview data shows pre-service teachers do believe emotion socialization to be part of their teaching role and that they influence the types of emotions felt and expressed by students in the classroom. Results will help improve the student teaching program and help the larger field of early childhood education learn about how to make the student teaching experience as helpful as possible. / Educational Psychology

Fragestellung: Ziel der Studie ist es, den Status quo der emotionalen Kompetenz (EK) von Menschen mit chronifizierten Schmerzen zu erfassen. Wie erleben sich Patient*innen selbst hinsichtlich ihrer Fähigkeiten, Emotionen wahrzunehmen, auszudrücken und zu regulieren? Und deckt sich diese Einschätzung mit der Beurteilung der EK durch psychologisches Fachpersonal? Methoden: Die Studie fand im Rahmen einer tagesklinischen interdisziplinären multimodalen Schmerztherapie an N= 184 erwachsenen deutschsprachigen Personen mit nichttumorbedingten, chronifizierten Schmerzen statt. EK wurde zum Therapieende mittels der Selbst- und Fremdbeurteilungsskalen (SB/FB) des Emotionale-Kompetenz-Fragebogens ermittelt. Die Fremdbeurteilung erfolgte durch das psychologische Team. Mithilfe der für den Fragebogen zur Verfügung gestellten Normstichprobe wurden Standardwerte erstellt. Diese wurden deskriptiv und inferenzstatistisch ausgewertet. Ergebnisse: Die EK wurde von den Patient*innen selbst als durchschnittlich wahrgenommen (MSB_Gesamt= 99,31; SD= 7,78). Die Psycholog*innen schätzten die EK der Patient*innen überwiegend statistisch signifikant niedriger ein (MFB_Gesamt= 94,70; SD= 7,81; F(1,179) = 35,73; p <0,001; η2= 0,17). Die emotionale Expressivität, als eine Komponente der EK, wurde als unterdurchschnittlich fremdbeurteilt (MFB_Expressivität= 89,14; SD= 10,33). Schlussfolgerung: Die Patient*innen mit chronifizierten Schmerzen bewerten sich selbst als nicht eingeschränkt hinsichtlich ihrer alltäglichen Fähigkeiten zur emotionalen Wahrnehmung, Expression und Regulation. Gleichzeitig schätzt das psychologische Fachpersonal dieselben Menschen als deutlich weniger emotional kompetent ein. Offen bleibt die Frage, inwiefern die divergierenden Einschätzungen mit Beurteilungsverzerrungen erklärt werden können / Research question: The aim of the study is to assess the status quo of emotional competence in people with chronic pain. How do patients experience themselves regarding to their ability to perceive, express, and regulate emotions? And does this assessment coincide with the assessment of emotional competence (EC) by mental health professionals? Methods: The study took place in the context of interdisciplinary multimodal pain therapy at an outpatient clinic in N= 184 adult German-speaking individuals with non-cancer-related chronic pain. EC was assessed at the end of therapy using the self- and third-party assessment scales of the Emotional Competence Questionnaire. The external assessment was performed by the mental health team. Standard scores were created using the norm sample provided by questionnaires. These were analyzed descriptively and inferentially. Results: Self-perceived EC was average (Mself_total= 99.31; SD= 7.78). The mental health professionals predominantly rated the emotional competence of the patients significantly lower (Mexternal_total= 94,70; SD= 7,81; F(1.179) = 35,73; p < 0.001; η2= 0.17). Emotional expressivity, as a component of EC, was externally rated as below average (Mexpressivity_external= 89.14, SD= 10.33). Discussion: Patients with chronic pain rate themselves as unimpaired in terms of their daily emotional awareness, expression, and regulation abilities. At the same time, mental health professionals rate these same individuals as significantly less emotionally competent. The question remains open as to what extent the divergent assessments can be explained by assessment bias.

Made available in DSpace on 2016-04-28T20:40:06Z (GMT). No. of bitstreams: 1 Maria de Betania Paes Norgren.pdf: 5358015 bytes, checksum: 50a1f24d0d8765b3993a4d590b3338f4 (MD5) Previous issue date: 2009-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The world has changed, the interpersonal relations has been modified, so have the hearing practices, the values and the reality representations. It is necessary to develop interventions that help people to deal with the modern life complexity, challenges, crises and transitions. This study had the motive to develop and evaluate a social emotional competence program done with purpose to facilitate in short term the transition from 4th to 5th grade in a public school. The method used was the intervention-research, in a social clinic context. In spite of, not leading to any assurance, insist on a personal comprehension of the world, of himself and as change agent; emphasizes subject singularity and implies the researcher in the quest of structure, meaning and intervention. (Lévy, 2001; Sèvigny, 2001). Art therapy knowledge, creativity health promotion and social emotional learning, on a contextualized perspective were used to elaborate the program. The program begun with demand construction and students, parents and teachers were interviewed. The intervention lasted eighteen meetings and dealt with the following themes: change and growing as human development stages; self knowledgement; interpersonal relations; problem and conflict resolution techniques and creativity. At the first phase, on 2007, 75 students on the 4th grade participated. On the next year, four months after the school change, 68 students were evaluated: at those, 41 had participated on the intervention and 27 came from other schools and becoming control group. They were evaluated on the following aspects: scholar performance, absence rate, sociometric evaluation, network chart (Sluski, 1997), school description, drawings, teacher s perception and evaluation, parent s interview. Most of the students that participated at the program have showed better than or at least as expected performance, confirming that the intervention contributed to student s adaption on a short term, being effective on developing social emotional abilities / O mundo mudou, as relações interpessoais se modificaram, assim como as práticas educativas, os valores e as representações que se têm da realidade. Há necessidade de intervenções que auxiliem as pessoas a lidar com a complexidade da vida moderna, desafios, crises e transições. Este doutorado teve por finalidade desenvolver e avaliar a efetividade de um programa de promoção de competências sociais e emocionais com intuito de facilitar a transição da 4ª para a 5ª série do ensino fundamental em curto prazo. O método utilizado foi a pesquisa-intervenção / qualitativa, no contexto da clínica-social, pois apesar, de não conduzir a nenhuma certeza, insiste na compreensão subjetiva como modo de apreensão do mundo, de si e como fator de mudança; enfatiza a singularidade do sujeito e implica o pesquisador na busca da estrutura, do sentido e na intervenção. (Lévy, 2001; Sèvigny, 2001). Para a elaboração do programa foram utilizados conhecimentos da arteterapia, criatividade, promoção de saúde e aprendizagem socioemocional, numa perspectiva contextualizada. O programa foi realizado em escola pública e teve início com a construção da demanda, na qual foram ouvidos os alunos, seus pais e professores. A intervenção, propriamente dita, teve a duração de dezoito encontros e abordou os seguintes temas: mudança e crescimento como etapas do desenvolvimento humano; autoconhecimento; relacionamentos interpessoais; técnicas de resolução de problemas e conflitos e criatividade. Da primeira etapa, em 2007, participaram 75 alunos da 4ª série. No ano seguinte, quatro meses após a mudança escolar, foram avaliados 68 alunos: 41 que participaram da intervenção e mudaram para a mesma escola; e 27 que vieram de outras escolas e se constituíram como grupo controle. Os aspectos avaliados foram: desempenho escolar, taxa de absenteísmo, avaliação sociométrica, mapa da rede (Sluski, 1997), descrição da escola, desenhos, avaliação e percepção dos professores e entrevista com pais. A maioria dos alunos que participou do programa teve desempenho melhor ou igual ao esperado, confirmando que a intervenção realizada contribuiu para a adaptação dos alunos em curto prazo, mostrando-se efetiva no desenvolvimento de habilidades sócio-emocionais

Made available in DSpace on 2016-04-25T16:44:14Z (GMT). No. of bitstreams: 1 Cinira Aguida Ferreira Marcondes.pdf: 1009721 bytes, checksum: 1b6f4ca245ceb43dfcb725eff84194d2 (MD5) Previous issue date: 2010-10-21 / During the implementation of the sales force development strategy of a Brazilian pharmaceutical company it was identified the opportunity to focus on emotional competences of those employees in a project that lasted two years. The goal of this initiative was to strengthen the potentials of both individuals and groups in relation to their professional roles and to reinforce the relationship with clients, based on ethical principles and long term relations. The scenario and the results of this decision were the object of discussion in this research. The career evolution of 256 sales actors, considering as the cutoff event the integration and restructuring that resulted from a merger that happened to this company, marked the variables of this case study which tried to identify the influence of emocional competences in the professional trajectories of those actors. The emotional behaviours that served as the basis for the project and the analysis in this research include intrapersonal emotional competences such as Self-evaluation, Emotional Self-knowledge, Self-management and Adaptability; and interpersonal emotional competences, Empathy, Client Orientation, Conflict Management, Change Catalyst, Influence, Teamwork and Collaboration, directly related to the moment and needs of the company. This competence matrix makes up the ECI® tools (Emotional Competence Inventory - Hay Group® Consultants), that is comprised of a 360º evaluation and proposes an identification of strengths and improvements to help develop emotional competences at work and reach high performance. This case study raises questions identifying the probabiliy of which emotional competences may have influenced the career evolution of those professionals, both in the context of professional growth as well as in the perspective of those that left the company voluntarily or not. The belief that supports this project is that emotion and reason walk hand-in-hand, and that conscious of those emotional abilities, human beings are more able to choose rationally their behaviour in order to build social relations that would benefit people and the system in which they are inserted. Ethics is in how empathic an individual is in his/her attitudes with others, adapting to environmental conditions to contribute with his/her abilities in order to build a happier and more harmonious, personal and professional, life / Ao implementar uma estratégia de desenvolvimento para uma força de vendas de uma indústria farmacêutica no Brasil, identificou-se a oportunidade de dar foco nas competências emocionais destes profissionais em um projeto que aconteceu durante dois anos. O objetivo desta ação foi fortalecer as potencialidades dos indivíduos e do grupo em relação ao seu papel profissional e para fortalecer o relacionamento com os clientes, pautados pela ética e por relações de longo prazo. O cenário inserido nesta decisão e o resultado foram objeto de discussão desta pesquisa. A evolução da carreira de 256 atores de vendas, considerando como limite de tempo a integração e a reestruturação decorrente de uma fusão que a empresa realizou, marcaram as variáveis deste estudo de caso que procurou identificar a influência das competências emocionais nos caminhos profissionais destes atores. Os comportamentos emocionais que fundamentaram o projeto e a análise desta pesquisa contemplaram competências emocionais intrapessoais, tais como Autoavaliação, Autoconhecimento Emocional, Auto Gerenciamento e Adaptabilidade; e competências emocionais interpessoais, Empatia, Orientação para o Cliente, Gestão de Conflito, Catalisador da Mudança, Influência, Trabalho em Equipe e Colaboração, diretamente relacionadas ao momento e as necessidades da empresa. Esta matriz de competências constitui a ferramenta ECI® (Emotional Competence Inventory - Hay Group® Consultants), constituída por uma avaliação 360º e que propõe a identificação de pontos fortes e os de melhoria para desenvolver as competências emocionais no trabalho e atingir a alta performance. Este estudo de caso levanta hipóteses identificando a probabilidade de quais competências emocionais podem ter influenciado a evolução da carreira destes profissionais, tanto no contexto do crescimento profissional como na perspectiva dos que deixaram a organização voluntária ou involuntariamente. A crença que suporta este projeto é que a emoção e a razão andam juntas, e que consciente das habilidades emocionais, o ser humano possui condição de escolher racionalmente seu comportamento para construir relações sociais que beneficiem as pessoas e o sistema em que estão inseridas. A ética está no quanto empático o indivíduo é em suas atitudes para com os outros, adaptando-se as condições do ambiente para contribuir com suas habilidades de forma a construir uma vida, pessoal e profissional, mais harmoniosa e feliz

Many school-age children with language impairment (LI) have difficulties with aspects of social and emotional learning. This study was structured to evaluate one aspect of the effectiveness of a social communication intervention, the appropriate production of emotion words. Four school-aged children with LI participated in 20 sessions of story-based intervention targeting understanding and usage of emotion-based words. Emotions targeted included the emotion word categories of happiness, sadness, anger, fear, surprise, and disgust. Because the knowledge of the emotion word categories varied from child to child, each child had different target words. The percentage of correct production of targeted emotion word categories was tracked, recorded and presented in figure format. The percentage of correct productions provided an estimation of the participants' usage and understanding of emotion-based words from session to session. Percentage of nonoverlapping data (PND) for each participant (subdivided by emotion) was calculated where appropriate as one measure of the effectiveness of the intervention. Although somewhat variable, the data showed that the children did make progress in their use of some of the emotion word categories that they did not understand at baseline. The results of the study present some promising preliminary findings.