The present study evaluated the effectiveness of an interdependent group contingency commonly referred to as the “good behavior game” (GBG) on reducing disruptive behaviors in a dedicated classroom for students with emotional behavioral disorder (EBD). The participants were four eighth-grade middle school students, with a primary diagnosis of EBD. The intervention targeted inappropriate and disruptive behaviors during two class periods (math and science), as well appropriate alternative behaviors. The class was divided into two teams, with the four participants divided evenly amongst both teams. If a team met the criterion for both inappropriate and appropriate behavior during experimental sessions, each team member received an edible reinforcer (candy). In addition, teams that met the weekly goal of winning the most games earned a trip to a classroom with younger peers to participate in a social activity (pizza party, movie and popcorn, etc.). The results indicated a decrease in inappropriate behaviors, as well as an increase in appropriate behaviors. The results suggested that the GBG is a beneficial group interdependent contingency that can be implemented in many classroom settings, including an alternative EBD middle school classroom. .

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.

Thesis advisor: Raquel Muniz Castro / Researchers and educators recognize the benefits of developing students’ social and emotional competencies, but there is little research about the impact of leadership practices on the social and emotional competencies of adults in schools. The purpose of this qualitative case study was to investigate the relationship between leadership practices (i.e., what leaders think and do) that promote SEL opportunities, and how they shape the work of mental health staff (MHS) — defined in this study as, school counselors, and nurses. Findings indicated that school-based leaders promoted SEL opportunities for MHS when they (1) provided time to meet, (2) provided resources for professional development, (3) provided feedback through dialogue, (4) accessed MHS’ expertise through dialogue, and (5) provided coaching. These leadership practices shaped the work of MHS proactively. These findings suggest that principals should use social awareness to diagnose issues within the school, engage in responsible decision-making to set direction, and promote relationship-building to convince MHS to implement a plan. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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The intent of this thesis is to explore the perceived discrepancies between individual scores of psychopathy, particularly the division of primary and secondary psychopathy, and how such scores may moderate the relationship of one's emotional experiences with the corresponding emotional expression. There is evidence to consider that a person's working memory ability and/or volitional suppression of expression may also moderate this relationship and result in constricted emotional expression, a trait often found in primary psychopathy. Undergraduate participants completed the study online, and after exclusions, a final sample size of 126 participants (62.7% women) was used in analyses. An initial linear regression found that primary psychopathy severity showed a negative relationship with performance on a visuo-spatial n-back test of working memory. While age did not relate to expression, women reported a greater strength of expression for both negative and positive emotions than men. Using hierarchical linear regressions, a significant four-way interaction was found between primary psychopathy severity, working memory performance, degree of volitional expression suppression, and internal emotional experience, in predicting the strength of expressing negative emotions. Analysis of simple effects revealed that, for participants scoring higher in primary psychopathy (n = 63), there was a significant three-way interaction for experience of negative emotions, the use of emotional suppression, and working memory performance in predicting the strength of expressing negative emotions. Simple effects of this interaction showed that for a subgroup who were higher in primary psychopathy and volitional suppression of emotional expression (n = 25), there was significant negative relationship between the frequency of experiencing negative emotions and the strength of expressing those emotions. There were no significant interactions involving secondary psychopathy severity or variables relating to positive emotions in any regression. The findings of this study could be useful for future research on psychopathy as it relates to understanding the characteristics and functioning of individuals with psychopathy.

The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)

The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)

Paper One: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems. Section One Introduction 1.1 Purpose Personal, social and emotional development is as much a concern as academic development in children. Research suggests that social and emotional skills are needed to succeed in school (Thompson, 2002) to establish and sustain relationships, reduce aggressive behaviour (Nagin & Tremblay, 1999) and create an ideal learning and teaching environment. The objective of this research is to determine whether the school’s personalised EL programme (NA) produces favourable behavioural outcomes in children. Paper Two: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems.