School districts face unique challenges as they implement social and emotional learning (SEL) initiatives, particularly when choosing or developing a high-quality scale to measure non-academic competencies. Like collaborations with the CORE school districts described by West, Buckley, et al. (2018) and the Washoe County School District described by Davidson et al. (2018), Alpine School District (ASD) partnered with Brigham Young University (BYU) to develop a scale (80 items) that reflected their Vision for Learning framework. In this pilot study, I describe the collaborative and iterative process used to develop a shortened version of the ASD Social and Emotional Well-Being Scale Beta Form A (23 items), which was administered to 461 secondary level students in the Spring of 2021. I implemented a relatively novel approach of comparing the results from exploratory structural equation modeling (ESEM) with target rotation with the results obtained from the more traditional confirmatory factor analysis (CFA) as a part of the iterative process. The scores of the resulting shortened version achieved acceptable fit (CFI = .97, TLI = .96, SRMR = .03, RMSEA = .06), high factor loadings (M = .80, SD = .09), high reliability indices by sub-scale (M = .94, SD = .03), and measurement invariance across gender and school level. I discuss insights that resulted from this novel approach in the development process, and make recommendations for its use, specifically in the field of SEL measurement. I end by encouraging the collaborative efforts between practitioners and researchers as a way of increasing capacities within districts, facilitating larger scale research, and ensuring the usefulness of findings.

The development of interpersonal competence cannot be underestimated for college students. Indeed, it could be the single, most important element that a student can develop. Equipped with interpersonal competence, a student is able to solve problems, lead a group to achieve a common task, and interact successfully in social environments and sensitive situations. In essence, a student has the ability to develop into a productive worker and citizen. Without it, a student may literally fail no matter how valid the student's endeavor or how sincere the effort. The primary purpose of this study was to examine if participation in student government at University of the Pacific (UOP) influences the development of interpersonal competence. Research on interpersonal competence was examined. Skills related to interpersonal competence were clustered together in themes, forming four different scales: Communication Scale, Perceptual Scale, Relational Scale, and Goal Achievement Scale. In conjunction with this literature-based research, studies were completed using student survey instruments, assessing those who participated in student government at UOP over a six-year period. Nine areas of statistical significance were found within the four scales. The data clearly exhibit that participation in student government at UOP positively influences students' interpersonal competence, and that the student government is successfully achieving its anticipated learning outcomes. The student government leadership program is a place where participants gain valuable skill-building traits and significant learning.

Group social skills training (GSST) is an important intervention approach to help children and adolescents with autism spectrum disorder (ASD) to find more success in social engagement and inclusion. However, there is a lack of research using direct behavioral observations, especially in generalization of acquired skills to settings other than the treatment setting. We provided social skills training to 25 adolescents with ASD using a curriculum shown to have positive effects (the UCLA PEERS® curriculum). We also administered the Autism Social Skills Profile (ASSP) and Social Communication Questionnaire – Current (SCQ-Current) to the parents of participants before and after the GSST to ensure it had the intended effect, which showed minor improvements in some areas of social engagement, though not statistically significant. We then provided seven participants and their peers in their community groups with a brief intervention that taught principles of including those with disabilities. We analyzed each of these seven participants’ level of social engagement in their community groups before and after the intervention using a multiple baseline design. Peer inclusion instruction produced mixed results across participants. We discuss the feasibility and future directions for the generalization of acquired social skills.

Autism spectrum disorder (ASD) is recognized the world over as a major public health issue. Autism is highly prevalent, persists across the lifespan, and is characterized by behaviors that can profoundly impair typical functioning. Interventions based on behavioral strategies have proven effective, but there are significant barriers to care, including cost, intensity of treatment, and access to qualified practitioners. The impact of ASD and obstacles to appropriate care are magnified by systemic limitations in developing countries. Parent training holds promise as a method of disseminating therapy to underserved areas. This study investigated the effectiveness of a pyramidal parent training intervention in Macedonia. Fifteen parents of children with ASD were trained in three specific strategies for promoting prosocial skills: eye contact, compliance, reducing restricted repetitive behaviors (RRB). Parents reported daily ratings of these skills and their own confidence, action or engagement, and family distress. Participants were ethnic Macedonians from the capital of Skopje with at least one child with ASD between the ages of 2 and 13 years. This study utilized a single case research design. Data were collected per and post intervention using an interrupted time series design. Individual response was analyzed visually and Tau U effect sizes were calculated. Moderator and mediator effect was considered following the method initially established by Gaynor and Harris (2008). Effect sizes were small but significant for the group overall for all variables except restricted repetitive behaviors (RRB). The program was especially effective for younger children, those with comorbid hyperactivity, those with low to moderate symptomology, and those with no prior special education services.

No description available.

This research examined the relationship between spirituality and emotional intelligence among Black women in higher education. The hypotheses state that spirituality has a positive effect on emotional intelligence.Twenty-nine questions were administered to 110 participants of various demographics. The survey was used to gather data and examined three areas: level of spirituality, level of emotional intelligence, and academic satisfaction. A specific conclusion drawn from the findings suggest that Black women who identify as spiritual and frequently participate in spiritual activities will also have high emotional intelligence.

Les jeunes, et en particulier ceux qui sont marginalisés, investissent un temps et une énergie considérable dans la construction de leur statut et de leur estime auprès de leurs pairs, ainsi que dans la société plus large. Cette thèse explore les pratiques sociales par lesquelles des jeunes Français noirs, d’origine africaine et antillaise, construisent leur identité ethnique, raciale et genrée, tout en gagnant et négociant leur pouvoir et leur prestige. Examinant la culture populaire noire dans des contextes publics, privés et « virtuels », cette thèse se concentre sur les sociabilités musicales de la scène afro, telles qu’elles émergent dans des boîtes de nuit, des maisons de jeunes, des centres commerciaux, des sites de réseaux sociaux, des maisons et des rues de la région parisienne. Les pratiques sociales et les formes d’interaction de ces jeunes attestent non seulement de leur adaptabilité et leur ingéniosité, mais de leur capacité à se voir du point de vue d’un autre. Cette compétence interpersonnelle sophistiquée est illustrée dans leur habilité à puiser dans, et à alterner entre, une multiplicité des ressources culturelles et de styles comportementaux. C’est au moyen de pratiques sociales telles que le bluff, la frime et le commérage que les jeunes Noirs, tentant de concilier leurs ambitions individuelles avec les contraintes d’une vie relationnelle particulièrement intense, acquièrent et négocient leur statut social. / This dissertation investigates the social practices whereby French young people of African and Caribbean background, both construct distinctive ethnic, racial and gendered identities, and acquire and negotiate power and prestige, in a context of unacknowledged structural racism. These young people often invest considerable time and energy in building status and esteem for themselves, among their peers and in society at large. Examining contemporary Black popular culture in public, private, and “virtual” settings, this dissertation focuses on the musical sociabilities of the afro scene, as they emerge in nightclubs, youth clubs, shopping malls, social media sites, homes and streets in the Paris region. The social practices and patterns of interaction of these young people attest not only to their versatility and ingenuity, but more importantly, to their ability to see themselves from another’s point of view. This refined interpersonal competence is made manifest through their capacity to draw from, and switch between, a multiplicity of cultural resources and behavioral styles. It is by means of social practices such as bluffing, flaunting or gossiping that young Black people, aiming to reconcile their individual ambitions with the constraints of a particularly intense relational life, acquire and negotiate personal standing.

Master´s thesis is focused on managerial competence issue in travel agency INVIA.CZ, Ltd. This company has recently expanded into new markets in Poland, Hungary and Romania. All these subsidiaries are managed from the Czech parent entity. Aim is to identify how the managers´ competence is influenced by this expansion and to propose an improvement of their managing style.

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies)

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills. / Educational Studies / D. Ed. (Didactics and Curriculum Studies)