Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2009. / Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3758. Adviser: Thomas J. Huberty.

Thesis (M.A.)--The University of North Carolina at Greensboro, 2010. / Directed by Thomas Kwapil; submitted to the Dept. of Psychology. Title from PDF t.p. (viewed Jul. 7, 2010). Includes bibliographical references (p. 61-70).

Thesis (Ed.D.)--Fairleigh Dickinson University, 1988. / Source: Dissertation Abstracts International, Volume: 49-07, Section: A, page: 1669. Adviser: Leonard Grob.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2001. / Source: Dissertation Abstracts International, Volume: 62-01, Section: A, page: 0072. Chair: Judith Kaufman. Available also in print.

Thesis (Ph.D.)--Indiana University, Dept. of Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: B, page: 6941. Adviser: David B. Pisoni. Title from dissertation home page (viewed Oct. 11, 2006).

Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / "Title from dissertation home page (viewed July 12, 2007)." Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3708. Adviser: Charles R. Ridley.

Thesis (Ph. D.)--University of Notre Dame, 2006. / Thesis directed by Scott E. Maxwell and Steven M. Boker for the Department of Psychology. "July 2006." Includes bibliographical references (leaves 105-119).

No description available.

<p> As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one&rsquo;s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.</p><p>

<p> This quantitative study examined self-compassion as a buffer in burnout of teaching assistants working with students on the autism spectrum. An on-line survey was developed using the Self-Compassion Scale (SCS) and the Copenhagen Burnout Inventory (CBI) to investigate self-compassion, burnout, and a number of demographic variables. The survey was shared with teaching assistants who work with students on the autism spectrum in nine New York Counties. One hundred forty-five (<i>N</i> = 145) teaching assistants participated in the study. The self-kindness factor score, the mindfulness factor score, and the overall self-compassion composite score of teaching assistants working with students on the autism spectrum demonstrated statistically significant negative relationships with all areas of burnout: personal, work-related, and student-related. This indicates that as the teaching assistants' scores for self-kindness, mindfulness, and self-compassion increase their scores for all areas of burnout decrease. Overall, the findings indicate that there may be buffers that prevent against burnout in teaching assistants who work with students on the autism spectrum.</p><p>