This dissertation presents a phenomenological qualitative study that examines the lived experiences of six Social and Emotional Learning (SEL) Directors representing county, urban, and suburban school districts. The study aims to explore the perspectives, challenges, and strategies of SEL Directors in implementing SEL programs district-wide. The study gathered rich data from the six SEL Directors through in-depth qualitative interviews, enabling a comprehensive examination of their experiences. The findings of this research contribute to the generalizability of the study for the field of SEL. They underscore the complex nature of the SEL Director role, revealing commonalities and unique challenges across different school districts. Participants demonstrated unwavering dedication and passion for fostering social and emotional skill development among students and staff. However, they also faced common obstacles, such as limited resources, SEL and Academic integration, resistance to change, and the need to balance competing priorities. Additionally, the study uncovers the significant role of SEL Directors in planning for district-wide coherence and alignment of SEL implementation. By amplifying the voices of SEL Directors, this research provides valuable insights and contributes to the ongoing discourse on SEL implementation. It seeks to support the continuous improvement of SEL programs and enhance adults' and students' social and emotional skills across diverse educational settings.

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Parents of children with developmental disabilities seek out therapy in order to assist their child to reach full potential. In order to help parents understand where their child should be in comparison to a typically developing child, they must be provided with proper resources. While commercially available assessments are available to speech-language pathologists, parents only have access to checklists that provide minimal direction at certain age ranges. The purpose of this literature review is to discuss developmental domains important for the developing child, examine developmental milestone checklists available to parents as well as two commercially available assessments for speech-language pathologists, investigate available research on developmental milestones in the areas of language output, language comprehension, cognition, social-emotional skills, and motor development, and identify ages at which developmental milestones within the identified domains occur in typically developing children. The aim of this project will be to create developmental milestone checklists available for speech-language pathologists to provide to parents. / text

The present study examined the existence of unrealistic expectations in abusive parents. It was hypothesized that abusive parents would have higher expectations of their children's social-emotional and self-help skills than nonabusive parents. It was also hypothesized that abusive parents would have higher expectations of their children's social-emotional skills than nonabusive parents when both groups compared their children to average children. Abusive and nonabusive parents were administered the Social Competence Scales of the Child Behavior Checklist and the Daily Living Skills domain of the Vineland Adaptive Behavior Scales. The results contradict previous studies in this area and raise questions about present conceptualizations of expectations in abusive parents and the importance of this factor in child abuse.

Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan. / The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase.

L’objectif de cette étude est d’analyser l’adaptation socio-affective et la satisfaction de vie des enfants âgés de 9 à 12 ans en lien avec les différents usages des Technologies Numériques de l’Information et de la Communication, tout en prenant en compte la qualité des relations amicales dans les contextes hors-ligne, en ligne et en mode mixte. À partir de l’approche écosystémique (Bronfenbrenner, 2005), le modèle opérationnel « P.P.C.T.» (Bronfenbrenner, 1996) a permis de procéder à l’analyse spécifique de l’impact des caractéristiques individuelles, contextuelles et temporelles sur le développement socio-affectif des enfants. Notre échantillon se compose de 508 enfants âgés de 9 à 12 ans, soit 248 garçons et 260 filles. Ils sont 87% à utiliser les TNIC à des fins communicationnelles. Le développement socio-affectif a été appréhendé à travers le Strenghts and Difficulties Questionnaire (SDQ ; Goodman, 1997) et la version française de la Multidimensional Student’s Life Satisfaction Scale (MSLSS ; Huebner, 1994 ; Fenouillet & al., 2015). Les enfants, tout comme les parents, ont répondu à divers questionnaires, tels que le Network of Relationships Social Provision Version (NRI-SPV ; Furman & al., 1985) et des échelles que nous avons adaptées. Nos principaux résultats indiquent que quelle que soit l’utilisation des TNIC, la majorité des enfants présente une adaptation socio-affective satisfaisante ainsi qu’une satisfaction de vie harmonieuse. Toutefois, à l’intérieur des différentes plateformes utilisées, sur les Réseaux SocioNuméiques, nous retrouvons un effet significatif du genre, les garçons présentant plus de troubles aussi bien intériorisés qu’extériorisés que les filles. Il en est de même sur les troubles extériorisés lorsque les garçons communiquent sur les jeux en réseau. Le support social au travers de l’ami hors-ligne et/ou mixte est un facteur de protection tout comme le fait de partager un lien d’amitié sur le RSN avec des membres de la famille. À l’inverse, le support social de l’ami en ligne et un lien d’amitié sur le RSN avec des inconnus ou des célébrités sera un facteur de risque. De plus, le bien-être des enfants sera impacté lorsqu’ils utilisent les TNIC dans une pièce isolée. Cette recherche, à caractère exploratoire, du fait des rares travaux francophones dans ce domaine est néanmoins prometteuse et encourage à proposer des pistes de recherche ainsi que des pistes d’intervention. Dans un souci de prévention, il est nécessaire d’accompagner les enfants à risque de développer des troubles psychologiques afin de pouvoir réduire ou, mieux, éviter les impacts négatifs qui sont associés à ces usages. / The purpose of this study is to analyze the social emotional adjustment and the life satisfaction level of children between 9 to 12 years old related to their use of Digital Information and Communication Technologies (DICT) taking into account the quality of their friendships in different contexts: online, offline and in a mixed mode. Following the ecological model (Bronfenbrenner, 1996), the PPCT operational model (Process, Person, Context, Time) allowed to specifically analyze the impact of individual, contextual and temporal characteristics on children's social emotional adjustment. Our sample consists of 508 children (248 boys and 260 girls). A vast majority of them (87%) use DICT for communication purposes. Social emotional adjustment is measured with the Strenghts and Difficulties Questionnaire (SDQ; Goodman, 1997) and with the French version of the Multidimensional Student’s Life Satisfaction Scale (MSLSS; Huebner, 1994; Fenouillet & al., 2015). Children, as well as their parents responded to several other measures like the Network of Relationships Social Provision Version (NRI-SPV; Furman & al., 1985) and other adapted scales. Our main results show that, whatever the use of DICT, the majority of children show a satisfactory level of social and emotional adjustment as well a good life satisfaction. However, relating to the use of DICT, we found a significant difference between boys and girls. That is, compared to girls, boys show more externalized and internalized symptoms than girls. The situation is the same with online videogames: boys show more externalized symptoms than girls. Social support offered by offline friends or mixed friends (online and offline) represents a protecting factor. This is also true for online friendships with family members. Conversely, exclusively online friendships with strangers or with celebrities is a risk factor for social emotional adjustment. The well-being of children is negatively affected by connecting online in an isolated space. Lastly, because there are only a few francophone studies in this field, this exploratory study is promising in terms of research and intervention projects in the future. In a prevention perspective, it is necessary to support at risk children in order to prevent the psychological problems that can be related to the use of DICT.

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

Excerpt: The social and emotional development of children and youth is of extreme importance for promoting a meaningful quality of life, both while in school and certainly beyond.

Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers' (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants' perceptions of the successes and challenges of working with EC students, and their recommendations to improve EC students' education. Bronfenbrenner's ecological systems theory and O'Neill's and Gopnik's work on needs of young children informed this study. Five elementary school SWs with at least 6 years' experience from 5 districts in the U.S. Midwest participated in 2 semistructured individual interviews. Interpretive phenomenological analysis, involving first-cycle, transition, and second cycle coding, was used to identify themes. SWs' experiences indicated a need for a clear definition of resilience, and needs of young children, including EC programs that develop psychological resilience of children's thoughts and an increase in adults to promote resilience. Additional research may expand and enhance educators' and families' understanding of resilience and help develop research-based preventive programs and strategies to foster psychological resilience in young children. These endeavors may enhance positive social change by adding components of psychological resilience to EC programs for school personnel and students and in parent/family workshops, which may result in sound mental health practices that enable them to become productive members of society.