This study examined the relationship between behavior problems, learning behaviors and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) were selected in the Southeast. Behavior problems were assessed using The Devereux Early Childhood Assessment (DECA; Le Buffe & Naglieri, 1999) and learning behaviors were assessed using the Preschool Learning Behavior Scale (PLBS, McDermott, Green, Francis & Stott, 1996). Educational outcomes included measures of literacy and math, collected using subscales from the Galileo System for the Electronic Management of Learning (Galileo; Bergan et al., 2003). Behavior problems were found to predict learning behaviors, math and literacy. Furthermore, learning behaviors were found to mediate the effect of behavior problems on literacy and math, and such mediation effects were not found to be moderated by gender nor age. The findings of the study provide a preliminary explanation regarding the mechanism through which behavior problems relate to educational outcomes for preschool children.

Despite an expanding interest in the concept of Emotional Intelligence (EI), difficulties in definition, measurement and reconciling competing models has led to an argument that the practical application of EI has overtaken current levels of understanding and research (Matthews, Roberts, & Zeidner, 2004; Zeidner, Roberts, & Matthews, 2002). This is particularly relevant within education where a large range of social and emotional learning (SEL) programmes, designed to increase EI in pupils, vary drastically in their intended outcomes and methods, quality of material and the frequency and quality of evaluation (Hoffman, 2009). To date, the majority of research has been US based and the small quantity of UK research has been focused either at the primary level, or has assessed the perception of impact. This means the potential success for SEL to positively improve UK secondary aged pupil outcomes is untested. The aim of the current study was the assessment of the SEAL programme, a National Strategy for English secondary schools designed to positively influence a range of pupil outcomes, including increased emotional literacy, better behaviour and improved mental well-being. Additionally, the validity of the underlying relationship between EI and favourable outcomes, beyond identified socio-demographics, was measured. The study utilised a predominately quantitative design with a final sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school level characteristics. Pupils from every school completed annual self-rated assessments of their emotional literacy (using the ELAI), mental well-being and pro social behaviour (using the SDQ) over a three year period. A small case study element (9 SEAL Schools) was selected from the larger quantitative sample to provide context to the quantitative results. Multi-level modelling (a statistical technique for examining hierarchically clustered data) was used to analyse the results. After controlling for socio-demographic factors, results indicated a marginal non-significant effect in pupil’s emotional literacy and mental health difficulties as a result of attending a SEAL school, however no effect on prosocial behaviour was found. Results also indicated a differential effect on the basis of the pupil variables of SEN provision, gender and ethnicity, which was consistent with very little variation at school level reported. A significant relationship was found between emotional literacy, mental health difficulties and pro social behaviour, indicating a valid theoretical framework, despite the lack of a significant effect of the SEAL programme. Further examination revealed that the relationship between the variables may be more complex than originally theorised, although difficulties with high degrees of confound between the factors limit this interpretation. Implications and directions for future research are also discussed.

Many children in the United States struggle with mental health issues. The increase in mental health difficulties for children and adolescents has increased so greatly after the COVID19 pandemic that it has been declared a national mental health emergency by the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry and the Children’s Hospital Association (AAP et al., 2021). The burden to provide children with socialemotional learning, opportunities, access, and support often falls on teachers, and this burden can be particularly acute in rural communities, stemming from the limited availability of resources. Using picturebooks through means such as developmental bibliotherapy is one way for educators to address the increasing need to care for children’s social and emotional wellness in schools. This self-study explored my lived experience reading and connecting with award-winning Mo Willems picturebooks for emotional literacy content and considering the possibility of using them in interactive read-aloud sessions. Analyses revealed four overarching themes: (a) my personal journey, (b) discovering emotions in characters, (c) the importance of relationships, and (d) nurturing and recognizing positivity. These findings highlight important implications for supporting young children’s emotional literacy through interactive read-alouds, emphasizing the idea that teaching is a personal act, the potential for interactive read-alouds to provide hope or positivity, and the opportunities afforded to foster meaningful interactions with text through developmental bibliotherapy. This study may inform future work regarding teaching and supporting social-emotional learning concepts for young children, specifically applying insights related to pedagogy, teacher perspective, and student learning.

No description available.

Rapid forces for change in the post-modern society have left their mark on the labour market, creating a metamorphosis in the nature of work and the way in which careers should be approached. This has resulted in the need for individuals to possess a combination of attributes that will enable them to take an adaptive, proactive approach to their careers, which involves managing their employability. Employability is especially relevant to graduates, who are expected to acquire more than academic capabilities to ‘hit the ground running’ in their transition from higher education to the workplace. Despite the significance of the topic, it remains conceptually ambiguous with few empirical studies that explain its foundation, and fewer still that have constructed a measure explicitly gauging employability, particularly in South Africa. The main purpose of this study was to develop and evaluate a measure of graduate employability in the context of the new world of work. A theoretical model of graduate employability was developed based on an extensive review of the literature and the Graduate Employability Measure (GEM) was subsequently constructed. A cross-sectional survey was utilised to collect data from a random sample of final-year undergraduates and postgraduates from the College of Economic and Management Sciences at a higher distance learning institution in South Africa. The 272 useable questionnaires returned were subjected to exploratory factor analysis, which revealed a reliable three-factor model consisting of the dimensions of career self-management drive, career resilience and cultural competence, and explaining 36.42%, 3.5% and 2.97% of the variance respectively. Analysis of variance was used to determine whether there were any significant differences between the biographical variables of the sample and the GEM factors. It was found that females and final-year undergraduates obtained significantly higher means on all the GEM dimensions than males and postgraduates respectively. The findings inform the conceptualisation of the employability construct, the elements it consists of, and how it can be measured in a valid and reliable manner. The GEM has the potential to be useful to students in a career guidance context, to employers that desire to select and develop highly adaptable employees, and to higher education, which can incorporate these important employability attributes in the curriculum to deliver highly employable graduates. / Dissertation (MCom)--University of Pretoria, 2011. / Human Resource Management / unrestricted

Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)

Text in Afrikaans / Health care has typical challenges and stress factors as employees deal with people in a very personal manner. This exclusively client-centred environment requires special skills from employees if they wish to perform well. In addition to excellent interpersonal and stress management skills, they need to be able to handle their own and patients' emotions well. These skills can be referred to as emotional intelligence competencies. Emotional intelligence is a relatively new concept with many possibilities if applied correctly. This study involves 114 employees, their colleagues and supervisors in two health-care organisations. The 360° Emotional Competency Profiler was used together with the internal performance evaluation scores, and statistical techniques such as t-tests and discriminant analysis were utilized. It was found that certain emotional intelligence dimensions and work performance are related to a certain extent. However, other factors also need to be considered if one wants to make predictions in this regard. / Die gesondheidsorgomgewing het unieke uitdagings en stresfaktore omdat werknemers op 'n baie persoonlike vlak met mense werk. Die uitsluitlik klientgesentreerde omgewing verg spesiale vaardighede indien werknemers goed wil presteer. Buiten uitstekende interpersoonlike- en streshanteringsvaardighede, moet hulle ook in staat wees om hulle eie en huile pasiente se gevoelens te kan hanteer. Hierdie vaardighede kan na verwys word as emosionele intelligensievaardighede. Emosionele intelligensie is 'n relatief nuwe konsep wat baie toepassingsmoontlikhede het indien dit reg aangewend word. Hierdie studie betrek 114 beskikbare werknemers en hulle kollegas en toesighouers in twee gesondheidsorgorganisasies. Die 360° Emotional Competency Profiler is saam met die interne prestasie-beoordelingstellings gebruik en daar is gebruik gemaak van statistiese tegnieke soos f-toetse en diskriminantontleding. Daar is bevind dat sekere emosionele intelligensie dimensies in 'n sekere mate 'n onderlinge verband toon met werksprestasie. Ander faktore moet egter ook in ag geneem word indien mens 'n voorspelling in hierdie verband wil maak. / Industrial and Organisational Psychology / MCOM (Industrial and Organisational Psychology)

In a rapid changing environment mining companies have to change the way in which they do business, while employees have to manage their careers and ensure they are multi-skilled. Organisations are looking to employ individuals who are career driven, highly adaptable and flexible and display the necessary employability skills. The main purpose of this study was to determine if any relationship exists between the different factors of graduate employability and work performance in the mining industry in South Africa. A cross-sectional quantitative research approach was followed. A simple random sample was drawn from graduate male and female employees between the ages of 18 – 30 years with any post-matric qualification employed in the mining industry in South Africa. Through the process of exploratory factor analysis, six graduate employability factors and four work performance factors were identified. The graduate employability factors included career self-management drive, cultural competence, career resilience, emotional literacy, career literacy and self-efficacy. The work performance factors included the supervisor role, employee role, recognition and organisation support. Correlation and regression analyses were conducted. The results indicated a relationship between graduate employability and work performance. Strong, positive correlations were found between graduate employability and work performance with career self-management drive being the strongest predictor of work performance. Recommendations for the mining industry focused on how employability could be enhanced to improve work performance. / Human Resource Management / M. Com. (Human Resource Management)