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School safety is one of the most important issues facing administrators, teachers, and parents. Several risk factors have been identified as antecedents to aggression including poor social skills, difficulty dealing with anger and frustration, and inadequate problem solving abilities. No Child Left Behind requires all schools receiving Title IV funds to implement research based violence interventions. Second Step, an internationally recognized violence prevention curriculum published by Committee for Children was implemented in an urban elementary school with 66 African American students in grades 3 through 5 for 9 weeks. This study employed a randomized control group design with two treatment conditions; Second Step instruction and Second Step instruction with digital role-playing, an adaptation of digital storytelling, to increase program effectiveness and intensify student motivation. The School Social Behavior Scales-2 (Merrell, 2002) was used to assess differences in aggression and prosocial skills. MANOVA indicated significant differences for grade only. Older students had higher prosocial behavior scores and younger students had lower scores on the program's content assessment. Results indicated that the Second Step curriculum did not affect behavior. Although the benefits of teaching students to respond empathetically to others, solve problems, and control anger have been documented in the literature, the use of Second Step to accomplish these goals has not been supported. / Educational Psychology

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.

The purpose of this study was to examine the relationships among high school teachers' self-reported social and emotional competencies (SECs), social interaction teaching practices, and instructional interaction teaching practices. Yoder's (2014) research suggests to successfully implement social-emotional learning (SEL) practices, teachers must have strong social and emotional competency skills (Brackett et al., 2009; Jennings and Greenberg, 2009). This study included a quantitative descriptive method to examine the anonymous survey data collected. Additionally, the data were examined for possible correlations between social, and instructional interaction teaching practices to identify areas of strength or weakness and suggest professional learning options for teachers related to their scores. This study sought to answer the following research questions: 1. What is the relationship among high school teachers' self-reported social, and instructional interaction teaching practices that influence students' social, emotional, and academic skills? 2. What is the relationship between educators' self-reported self-efficacy of their social and emotional competence and how it influences their ability to implement social, and instructional interaction teaching practices? 3. What is the relationship between teachers' overall social interaction score and their overall instructional interaction score? 4. What do the scores from the overall social interaction score and the overall instructional interaction score suggest about the professional learning needs of the participating high school teachers? High school teachers in this study who reported a higher self-efficacy in positive social interactions had a higher self-efficacy in social interactions influencing students' social, emotion, and academic skills. High school teachers with a high self-efficacy in Teacher SEC: Social Interaction Teaching Practices strongly correlated to a higher self-efficacy of Teacher SEC: Instructional Interaction Teaching Practices. Furthermore, high school teachers with a higher self-efficacy in their Overall Social Interaction to that of their self-efficacy of their Overall Instructional Interaction also strongly correlated. Conversely, high school teachers who reported higher self-efficacy with instructional interaction did not report the same level of self-efficacy of their social interaction, albeit the finding was deemed small. The study suggests division and school leaders could prioritize supporting teachers' development of their self-efficacy of their social and emotional competence. / Doctor of Education / The purpose of this study was to examine the relationship among high school teachers' self-reported social and emotional competencies (SECs), social, and instructional interaction teaching practices. The study examined the possible correlations between the self-efficacy of social, and instructional interaction teaching practices to identify areas of strength or weakness and to identify and differentiate the professional learning needs of teachers related to their scores. This study included High School teachers from one school division in Virginia. The high school teachers participated in a pre-published survey from Yoder, 2014a (see Appendix A). The findings suggest teachers with a higher self-efficacy in their SECs were more likely to implement them in their teaching practices. Whereas high school teachers that had a higher self-efficacy in their Instructional Interactions practices did not have a statistically significant higher self-efficacy in their Social Interaction practices. Future actions could include building leaders can provide on-going professional learning to improve the self-efficacy of teachers' SECs and implementation of school-wide practices. Additional implications and future study suggestions are shared.

Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for implementing and improving social and emotional learning practices. Data collection includes multiple sources of data, such as observations, document analyses, semi-structured interviews, and focus groups. Drawing upon Stake’s (1995) process for data analysis, the following themes emerge: (1) routines and shared practices, (2) physical environment and classrooms, (3) common language (4) school family, and (5) leadership support for social and emotional learning. The implications of this study support understandings of what integrated school-wide social and emotional learning programming look like in an elementary school context. Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming.

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.

Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

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