The BarOn EQ-i model of emotional intelligence and Factor 1 of Hare’s Psychopathy Checklist-Revised: Screening Version were used to assess emotional literacy and callous-unemotional traits in sixty female offenders. Findings suggest that female offenders show significant emotional literacy deficits compared to the normal population especially in areas of empathy, social responsibility and interpersonal relationships. This association was examined further in relation to criminal history variables; seriousness and chronicity. Emotional literacy was predictive of criminal history, but not offender type. Contrary to expectations, callous-unemotional traits only showed a few relations to emotional literacy namely, significant correlations between PCL: SV Factor 1 score and aspects of problem solving. Violent offenders with high callous-unemotional traits showed significantly more emotional literacy deficits than non-violent offenders with high callous-unemotional traits, especially in interpersonal and adaptability emotional literacy areas. Interestingly those that demonstrated suicidal ideation regardless of offence type showed the poorest emotional literacy abilities and were more likely to show higher levels of callous-unemotional traits. The implications and recommendations for future research as well as the limitations of the study are discussed.

The BarOn EQ-i model of emotional intelligence and Factor 1 of Hare’s Psychopathy Checklist-Revised: Screening Version were used to assess emotional literacy and callous-unemotional traits in sixty female offenders. Findings suggest that female offenders show significant emotional literacy deficits compared to the normal population especially in areas of empathy, social responsibility and interpersonal relationships. This association was examined further in relation to criminal history variables; seriousness and chronicity. Emotional literacy was predictive of criminal history, but not offender type. Contrary to expectations, callous-unemotional traits only showed a few relations to emotional literacy namely, significant correlations between PCL: SV Factor 1 score and aspects of problem solving. Violent offenders with high callous-unemotional traits showed significantly more emotional literacy deficits than non-violent offenders with high callous-unemotional traits, especially in interpersonal and adaptability emotional literacy areas. Interestingly those that demonstrated suicidal ideation regardless of offence type showed the poorest emotional literacy abilities and were more likely to show higher levels of callous-unemotional traits. The implications and recommendations for future research as well as the limitations of the study are discussed.

Paper One: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems. Section One Introduction 1.1 Purpose Personal, social and emotional development is as much a concern as academic development in children. Research suggests that social and emotional skills are needed to succeed in school (Thompson, 2002) to establish and sustain relationships, reduce aggressive behaviour (Nagin & Tremblay, 1999) and create an ideal learning and teaching environment. The objective of this research is to determine whether the school’s personalised EL programme (NA) produces favourable behavioural outcomes in children. Paper Two: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems.

This research paper forms the first half of this thesis exploring how the introduction of Secondary SEAL (SSEAL) has impacted on pupils’ emotional literacy and resiliency levels (as measured by the NfER Emotional Literacy Questionnaire and the Resiliency Scales For Children and Adolescents – A profile of personal strengths (RSCA) Questionnaire). The aim of Paper 1 is to explore whether the SSEAL programme is associated with relevant pupil skills, to show resilience with a difficult situation; be more in tune with their emotions and the emotions of those around them. The research questions for paper 1 were: Question 1: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' emotional literacy levels? Question 2: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' resilience levels? Question 3: How has the introduction of SEAL had an impact on pupils’ emotional literacy and resiliency levels since the introduction of SEAL into the school? Question 4: To what extent are there any gender differences from students’ responses on the emotional literacy and resiliency questionnaires? This paper adopted a pragmatic epistemological stance and used a mixed methods design, where quantitative data was gathered from teachers and Year 8 pupils using both the NfER Emotional Literacy Questionnaire and the Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths Questionnaire. The quantitative data was triangulated with the semi-­‐structured interviews from Paper 2 to inform the results of research question 3. The sample was derived from three secondary schools in the East Midlands. There were 64 pupils (31 males and 33 females) and three form tutors who completed the questionnaires. The qualitative data was gained from 6 teachers from the three secondary schools in the East Midlands using a semi-­‐structured interview. The results gained from paper 1 found that there was not a significant result for pupils’ emotional literacy scores between 2009 and 2010 for schools X, Y and Z. There was a significant ANOVA result for the teacher’s version of the emotional literacy questionnaire. The results gained from the resiliency scores showed that School Y had a significant result for pupils’ resourcefulness scores and School Z had a significant result for pupils’ vulnerability scores. The ANOVA results showed that there was a significant result for both resourcefulness and vulnerability from the results gained in 2011. The correlational data for school X, Y and Z found an association between pupils’ emotional literacy and resilience scores. The data indicated that males scored lower on the emotional literacy and resiliency questionnaires to females. A significant result was found for male scores on the Vulnerability questionnaire between 2010-­‐2011 and there was a significant difference between males and females on the vulnerability questionnaire. In conclusion, it can be suggested that SEAL had not significantly had an impact on pupils’ emotional literacy, but had impacted on pupils’ resilience scores. Moreover, the qualitative data indicated that SEAL has made pupils more aware of their social and emotional needs and the emotional needs of others. Moreover, the results indicate that staff had become more aware of the social and emotional needs of their pupils. However, it can be concluded that the introduction of SEAL has not necessarily increased pupils’ emotional literacy or resilience and other factors including, the Key Stage Three curriculum and the pastoral system has had an impact on these. From these results, the role of the EP could be to support schools in applying appropriate social and emotional assessment tools and interventions and support staff to recognise a pupil with high/low emotional literacy and resilience and the most appropriate way to support these. The aim of Paper 2 was to focus on the processes involved within a secondary school when introducing SEAL and whether SEAL had an impact on school climate as perceived by school staff. The research questions for this study were: Question 1: How has SEAL been implemented into the school’s curriculum and pastoral system? Question 2: What are staff perceptions of school climate since the introduction of SEAL? Question 3: What are the most effective sources of analysis to explore how effectively SEAL has been introduced into a secondary school (including OFSTED reports, Questionnaires and semi-­‐structured interviews) and its impact on school climate? A pragmatic epistemological approach was adopted for this research study where a mixed design was implemented. Semi-­‐structured interviews were carried out with six teachers, (two members of staff from the three secondary schools). A school climate questionnaire (OCDQ-­‐RM) was administered to 42 teaching staff. The results from both the semi-­‐structured interviews and the OCDQ-­‐RM questionnaire were triangulated. A thematic analysis was completed on the semi-­‐structured interviews adopting Braun & Clarke’s (2003) model. The results indicate that the three schools implemented SEAL into their curriculum quite differently. School X implemented SEAL into all subjects using their curriculum competencies; School Y introduced SEAL into their creative arts curriculum and School Z introduced it into their Humanities and English curriculum. Each school introduced SEAL into their pastoral system in different ways – School X had an activity week, which involved the local community and completed CASE during tutor times and had SEAL-­‐type themes in assemblies. School Y explicitly taught two of the SEAL units per term through the PSHE curriculum, and during tutor time and as part of the assemblies the students engaged in ‘Thought of the week’. Students were involved in an activity day about ‘Being Healthy’. The school had training staff to use Circle of Friends with students. School Z used SEAL type themes as part of their Global-­‐Eye and Thinking Through Schools Programme, which were delivered during assemblies and in tutor time. The school had also trained Teaching Assistants to use the Circle of Friends programme with pupils. The results gained from the OCDQ-­‐RM indicate that school Z had a closed climate, school X had an engaged climate and school Y had an open climate. The conclusions from this study suggest that SEAL had not improved school climate (as perceived by school staff) although it had made staff more aware of what school climate is and had improved relationships between students and staff. Finally, the role of the educational psychologist is important when supporting a school when implementing a whole school social and emotional learning programme and when staff perceive the school climate as being Closed or Disengaged.

This study investigated the effectiveness of an emotional intervention programme designed to improve the level of emotional literacy in a sample of preschool children. Thirty-five participants from two different preschools in Alexandra Township participated in the study, where one school operated as the experimental group and one as the control group. All participants completed the pretesting of the DANVA2 that measured salient components of emotional literacy. Two teachers from the experimental group attended a six-week Ububele-Persona Doll training programme at Ububele Psychotherapy Resource Centre and Educational Trust (Ububele). After using the Ububele-Persona Dolls in the classroom once a week for twelve weeks, all the participants completed the post-testing of the DANVA2. The programme was shown to significantly affect the level of emotional literacy of those children exposed to the intervention. At the conclusion of the research project, teachers from the control group were provided with free Ububele-Persona Doll training.

This study seeks to explore ways in which the emotional content of probation intervention with offenders is central to practitioner/offender relationships, but constitutes a discourse that has been largely silenced within an organisation that favours a business orientated model. Questions addressed within this thesis relate to how practitioners understand, regulate and work with emotion; how the organisational 'silence' on the subject is maintained and reinforced; the costs of this silencing and how practitioners endeavour to surmount it in their daily working practices. The term 'emotional literacy' (Killick 2006) captures the phenomenon of 'emotion work' or the 'soft skills' that many practitioners use in pursuit of the 'hard work' of assessing, managing and enabling change in offenders. It is a qualitative study which has used a thematic analysis to explore the concept of emotional literacy in probation practice. The study is informed by a theoretically eclectic approach and uses Layder's theories of social domain (Layder 2006), and of interpersonal control (Layder 2004), as frameworks for analysis. Findings from the research demonstrate that the practice of emotional literacy is significantly affected by organisational and contextual constraints. The tensions inherent for practitioners in holding emotionally conflicting and ambivalent positions in their practice with offenders are illustrated. There is evidence that practitioners predominantly exercise interpersonal emotional control through benign means. However, some concerns were highlighted by respondents of the risk of more collusive, manipulative or even repressive means of interpersonal control being deployed. It is argued that in the absence of training and support in the area of emotions and emotion management, most of this 'underground' emotional work is subjective, idiosyncratic, undervalued and largely unnoticed by the organisation. It is further argued, that the silencing of the discourse imposes a burden on workers, providing them with few opportunities to explore the implications of their emotions in practice, and limiting the effectiveness of the organisation in enabling offenders to change. The research also reveals some gender implications. An argument is developed for the explicit building of emotional resources within the organisation to sustain the development, enhancement and support of emotional literacy in the workforce, and for an increased profile to be afforded these 'soft skills' in policy debates.

This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.

Culturally specific development of Emotional Literacy (EL) skills suggest that self report and observer ratings on EL scales would differ across cultures. This study is the first of two which explores and compares the Nfer-Nelson Emotional Literacy scale (Faupel, 2003) scores reported in the manual with those found in an Irish sample with a view to demonstrating its appropriateness as a cross cultural measure of EL. The three part scale comprise student (N=188), teacher (N=163) and parent (N=175) scales. The scales were completed in schools with a disadvantaged (74% of sample) or non-disadvantaged status (26%). Irish scores were organised into categories using percentile ranges to allow for comparative analysis with the original UK sample. Overall patterns of scores were similar but the cut off point for children in need of intervention was higher in the Irish sample. Within sample differences were explored using t-tests and children from disadvantaged backgrounds rated themselves with statistically lower EL than their non-disadvantaged counterparts. Inter-correlations were run to explore the relationships between and within the three scales. A mixed pattern of correlations was found and some evidence supporting Goleman’s construct of EL came from strong consistent relationships (correlation range 0.41-0.77) between the empathy and self-regulation subscales in the three scales. Differences between teacher scores suggests cultural differences in perception of EL and strong relationships between parent and student scales suggests a qualitatively stronger understanding of emotions shared between Irish children and parents compared with their counterparts in the UK. A major limitation of this study is that the Irish sample was largely disadvantaged (74%), whereas the UK sample was nationally representative. Abstract (paper 2/2) This is the second of two papers which explores and compares the Nfer-Nelson Emotional Literacy scale in an Irish context. Emotional Literacy (EL) Scores obtained in paper one are used to explore the reliability (Study 1) and predictive validity (study 2) of the tripartite Nfer-Nelson scale. This scale is comprised of parent, teacher and student scales. Reliability is established, using internal consistency measures for the Total EL for all three scales (α range 0.77-0.92) and also for the majority of component subscales in the teacher scale (α range 0.77-0.88). The children (n= 153) who completed the student scale for paper one were assessed for their academic achievement using a reading attainment test, the Mary Immaculate College Reading Attainment Test (MICRA-T) and also for self esteem using The Culture Fair Self Esteem Inventory (CFSEI). Bivariate regression analysis indicated that academic achievement is predicted by the majority of the components (r range 0.247-0.329) comprising EL and the Total EL (r=0.314) from the teacher scale. Self esteem is predicted by all the components (r range 0.212-0.272) and the Total EL (r=0.285) from the teacher scale and the majority of components (r range 0.2-0.361) and the Total EL (r= 0.384) from the student scale. The items which constitute the scales were investigated and overlaps between the: self-awareness subscale and self esteem items as well as: motivation subscale and aspects of academic achievement bring the discreteness of the associated EL subscales into question. Statistical findings suggest the cross cultural use of the Nfer-Nelson scale. However, difficulties with the face validity of the scale items question the appropriateness of the items used to assess the EL construct. These findings suggest the EL construct to be otherwise acceptable

Many devastating problems face South Africa’s young children that can hamper their emotional and social development. The Emotional Literacy and Persona Doll programme (Buchanan, 2007) attempts to intervene in the young child’s emotional development. Persona Dolls are used to encourage emotional expression and management in young children. Previous research has indicated the positive effects of the Persona Dolls and Emotional Literacy programmes with children. However, the development in the trainees and practitioners who use these dolls has yet to be researched. This research study assessed the development of empathy, and the personal experiences of trainees who underwent the emotional literacy and Persona Doll training programme in South Africa. Participants included social workers, psychologists, and preschool and foundation phase teachers. Participants’ empathy was assessed before the first training session, and at the end of the training through Davis Interpersonal Reactivity Index (1980). Participants also documented their feelings, experiences, and thoughts while undergoing the training, in a journal. Process notes of persona doll sessions and evaluation forms were also used in the study. Although the quantitative results did not show any significant results in terms of an improvement in empathy for the trainees, the qualitative results demonstrated that the participants found that they were more able to think and talk about their own emotions, and the emotions of others. This is a crucial aspect of emotional literacy, where one is able to identify and think about one’s own emotions. Furthermore, the group of participants learnt important reflection and containment skills, which they believe they can and are using in their work with others, and with their families. While there is no statistically grounded argument for the improvement of empathy, and in extension emotional literacy, the participants in the training seemed to have developed their own emotional literacy skills, and found that they are better able to work with children and adults in the realm of emotional work. Implications and suggestions for further research are discussed.

Ububele is a resource and training centre located in the greater Alexandra Township of Johannesburg. One of Ububele’s projects, the Ububele Persona Doll project, is a programme that is aimed at developing emotional literacy in pre-school children using a life-size handmade doll in a group setting. This research has sought to explore the use of the Ububele Persona Dolls. The sample consisted of eighteen Grade R children at the Ububele Therapeutic Nursery School and their teacher. They were video recorded during six regular Ububele Persona Doll sessions. The use of the dolls in developing emotional literacy in pre-school children, as well as their potential for use in group therapy was assessed in three different stages. Firstly, the presence of emotional material in the form of emotional adjectives was assessed. The teacher’s response patterns and level of empathy, as well as the effectiveness of the responses in terms of the goals of emotional literacy development were analysed. Lastly, the transcripts were examined for the presence of material, with regard to thematic content that could be used in group therapy. The presence of emotional adjectives suggested that there was useful emotional material present, although the material was mainly brought up by the teacher and the range of the material was limited. The teacher’s responses were most frequently informative, didactive or directive responses and questioning responses. However, she did make use of paraphrases and restatements, reflections and verbal encouragers to a lesser degree. With regards to the empathic levels of the responses, most of the responses involved exact replications of what was said by the child and no empathic responses requiring an understanding of human behaviour were given. The goals of emotional literacy training were all being achieved within the sessions. A number of themes, including physical discipline, abuse and neglect, broken or non-nuclear families, and death and dying, emerged. These themes could be concentrated on by a group facilitator.