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For those with attention deficit hyperactivity disorder (ADHD), social interactions involving high levels of face-to-face interaction can raise stress levels and emotional dysregulation. Using animated avatar video models may mitigate potential emotional dysregulation while learning social skills in these populations. This study examined autonomic data of adolescents aged 7-13 diagnosed with attention deficit hyperactivity disorder (ADHD), n=5 during avatar animated video modeling (AAVM) of social and emotional skills. This was a replication study with the addition of biofeedback data collection and a change of population. Participants were given three Nearpod training modules with AAVM and multiple-choice quizzes on self-awareness, social awareness, and relationship skills. Using a multiple baseline design, we collected Social Emotional Learning (SEL) scores at baseline, and during each phase of intervention. During all phases, we collected heart rate and analyzed heart rate variability (HRV) metrics: standard deviation of N-N intervals (SDNN), high frequency (HF), low frequency (LF), and HF/LF ratio). We also collected real-time somatic data: muscle tension (EMG), skin conductance (SC), and skin temperature (temp). The somatic autonomic data were not analyzed as part of this thesis. Results suggest that persons with ADHD may benefit from avatar animated video modeling delivered instruction based on patterns in autonomic data, increases in scores on the targeted skills taught during instruction, and participant's expressions about this method of learning. In future research and practice the population for this content could be narrowed to age 8-12. Reliable but smaller and less obtrusive biofeedback devices are currently available, and having several accessible options is recommended.

At the Northwest Regional Learning Center (NRLC), an alternative high school in Arlington, Washington serving only at-risk youth, a new ethics course was conducted to assist students with their social-emotional learning development (SEL) and provide NRLC staff with greater insight into the lived experiences of students. Through semi-structured interviews, longitudinal ethical position surveys, and in-class observational ethnographic notes, this study presents shifts in student ethical positions over time as students engaged in this new course. By drawing from the knowledge at-risk students bring to school and focusing on behaviorism, progressive teaching theory, and constructivism, this course promoted open, student-led discussion that helped establish and build critical thinking skills, learn about perspectives in relation to others, and analyze various ethical positions. Through learning more about the lived experiences of their students, teachers at NRLC were able to contextualize and accommodate individual student behaviors, needs, and beliefs over their high-school experience. Drawing from student beliefs and experiences, the new course content was largely created by the students, providing at-risk youth an environment to openly share their beliefs while directly relating course content to their lives outside of school. As a representation of the power that social connection, redistribution of power dynamics in the classroom, and the wealth of knowledge students bring to school with them every day has, this study promotes the use of an ethics course in both general and alternative high schools as a more formalized and effective approach to teaching SEL.

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Universal school-wide social-emotional screeners identify at-risk students with social-emotional behavior problems (Romer et al., 2020). Identifying such students alone cannot prevent these social, emotional, and behavioral concerns from becoming problematic. However, data gathered from social-emotional screening can guide the development of strategies, supports, interventions, and progress monitoring students at risk across all tiers (Yates et al., 2008), leading to the prevention of social-emotional and behavioral problems from turning maladaptive (Humphrey & Wigelsworth, 2016; Walker et al., 2004). A school district in the Mountain West area of the United States developed a screening survey that addresses school climate, culture, and connectedness to administer to their student body. Their survey aims to identify students' needs in the following character social-emotional learning (SEL) skills that contribute to student well-being: self-awareness, compassion, resilience, and respect. Their screening survey can potentially identify the general student body's social-emotional behavioral needs. The data gathered may be used to create tiered supports that address students' needs. In this study, we conducted two focus groups that provided a forum for school psychologists in this Mountain West school district who work in an elementary school to discuss what tiered supports may be appropriate to implement in response to needs identified by the survey. The discussion also included professional development topics the participants perceived necessary for school teams responding to the survey data. The findings from this study contribute to the existing literature by recognizing that school psychologists may understand implementation science and can help lay the needed groundwork before implementing social-emotional screeners so that the process can be more efficient and effective. The findings emphasize the understanding that from the perspective of school psychologists, social-emotional learning should be applied universally and collaboratively at school and at home. School teams need to allocate time to teach social-emotional learning at school. The findings also suggest that school psychologists can determine appropriate interventions if screening data suggest a weakness in social-emotional and behavioral areas and that data collected from the screener can be used to guide topics for professional development.

Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.

xiii, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Given the staggering prevalence of 12-22% of school children with mental health problems and the paucity of effective mental health services available, it is essential that professionals examine alternative methods for providing social and emotional support to children (Greenberg, Bumbarger, & Domitrovich, 2001). Rather than continuing with a service delivery approach that is reactive, fragmented, and inefficient, professionals are called to consider a more preventive approach that ensures the health of all children. A public health model of intervention can provide a conceptual framework for mental health service delivery in its aim to serve an entire population and to provide multi-tiered support (universal, targeted, indicated) that increases in intensity based on the needs of individual persons (Coie et al, 2000). Members of the Oregon Resiliency Project, a research effort at the University of Oregon, have spent the last several years developing one such set of SEL curricula, appropriate for children in grades pre-k-12, the Strong Kids programs, Strong Start: K-2 , (Merrell, Parisi, & Whitcomb, 2007), is a component of Strong Kids , developmentally applicable to kindergarten through second grade students. The purpose of this study was to implement a pilot or feasibility study that examined the impact of Strong Start on first grade students' social-emotional knowledge skills, with a particular emphasis on emotion knowledge, social behavior and affect. Pretest data collection of Strong Start began in Fall 2007 in 4 classrooms in a suburban, northwestern school district. Implementation of the intervention occurred in Winter 2008 and posttest data were gathered in Spring 2008. Results indicated that Strong Start was implemented with integrity, and that significant increases in students' knowledge about emotion situations and significant decreases in students' internalizing behaviors were associated with exposure to the program. Limitations of this study as well as directions for future research are discussed. / Committee in charge: Kenneth Merrell, Chairperson, Special Education and Clinical Sciences; Cynthia Anderson, Member, Special Education and Clinical Sciences; Elizabeth Stormshak, Member, Counseling Psychology and Human Services; John Seeley, Member, not from U of 0; Sara Hodges, Outside Member, Psychology

Social-emotional learning (SEL) measures assessing social-emotional learning and character development across a broad array of constructs have been developed but lack construct validity. Determining the efficacy of educational interventions requires structurally valid measures which are generalizable across settings, gender, and time. Utilizing recent factor analytic methods, the present study extends validity literature for SEL measures by investigating the structural validity and generalizability of the Social-Emotional and Character Development Scale (SECDS) with a large sample of children from schools in Belize (n = 1877, ages 8 to13). The SECDS exhibited structural and generalizability evidence of construct validity when examined under exploratory structural equation modeling (ESEM). While a higher order confirmatory factor structure with six secondary factors provided acceptable fit, the ESEM six-factor structure provided both substantive and methodological advantages. The ESEM structural model situates the SECDS into the larger body of SEL literature while also exhibiting generalizability evidence over both gender and time.

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<p>The purpose of this project was to cultivate a series of professional development training sessions for secondary teachers to incorporate concepts of Critical Race Theory in their classrooms, through the use of social justice education, social emotional learning, and student-centered learning. The researcher examined material in favor and in opposition to the project topic to collect information on how to best serve educators and students. The researcher engaged with academic writing as well as with high school teachers and administrators about this project topic. This manuscript and attached training material is the result of the researcher’s findings and serves to answer the question of whether aspects of Critical Race Theory should be implemented in secondary classrooms as well as if so, how should teachers do so—all in hopes of better supporting more equitable and just education for high school educators and students. </p><br>