Studies which examine conflict have identified coping strategies as potent variables for the social competencies of children. To extend these ideas to more specific indicators of social adjustment this study examined emotional impairments and coping strategies of victims and bullies. Inventories measuring emotional impairment: depression, anger, anxiety and self-concept were completed by 103 primary school children aged 9-11. A questionnaire measured five coping strategies: problem solving, social support seeking, distancing, externalising and internalising. Bully and victim nominations identified almost 5 times as many male bullies compared to girls therefore findings which specifically relate to bullying refer to boys only. Emotional impairments were identified as predictory variables for bullying and victimisation particularly for boys where anger was identified as moderating the relationship between externalising and bullying behaviour while anxiety was identified as a mediating variable between problem solving and victimisation. Findings here also suggest that all children learn how to cope with negative emotions through their experiences with adults. For bullies internalisation as a result of poor experiences during problem solving with adults makes problem solving with peers less likely.

Social and emotional competencies have received increased attention as important components of school readiness for young children. Universal programs incorporating social and emotional learning (SEL) instruction for all preschool students are needed given the relation between social and emotional competencies in early childhood and later developmental outcomes. The Strong Start: Pre-K program is a low-cost, developmentally tailored educational curriculum targeting important social and emotional knowledge and skills. Although this program is part of an evidence-based SEL curriculum (Strong Kids), the preschool component lacks empirical investigation. This pilot study used a single group pre-post within-subjects design to investigate the feasibility and acceptability of implementation of Strong Start: Pre-K and the impact of the curriculum on social and emotional knowledge and skills of 39 students in two preschool classrooms. Feasibility and acceptability were evaluated through descriptive data on social validity and treatment integrity. In addition, preliminary evidence of effects was established through analysis of observed child and teacher behavior. Results suggest that teachers and students find the Strong Start: Pre-K curriculum to be highly acceptable and that teachers are able to implement the curriculum with moderate to high levels of fidelity with limited training. Preliminary evidence of effects suggests that children who participated in the Strong Start: Pre-K curriculum demonstrated increases in social and emotional strengths and resiliencies as well as increases in social and emotional knowledge following exposure to the Strong Start: Pre-K curriculum. Direct observations of child behavior also demonstrated increases in pro-social behavior and decreases in disruptive behavior.

Background: Research has shown that attachment has a powerful impact on the developing brain of a child (Lieberman, 2004). Prevention focusing on the earliest signs of mental illness has the greatest potential for decreasing the risk of mental issues in later life (Ammitzbell et al., 2016). Purpose: The purpose of this project was to train nurses working at the Easter Seals Blake Foundation Nurse Family Partnership Program on the Child Behavior Checklist. The study focused on identification of children who are at risk of mental health problems, largely based on attachment problems, and provide early interventions. Design: The initial step of this study consisted of training home visiting Nurses working at a Nurse Family Partnership Program site in Pima County on the Child Behavior Checklist. The Child Behavior Checklist was meant to be implemented into the program as a secondary mental health screening tool if a child who was 18- or 24-months old was found to be “at-risk” using the Ages and Stages Questionnaire-Social and Emotional Tool. The Child Behavior Checklist, served as a more detailed screening tool if a child was found “at-risk.” Results: During this project, a training on the Child Behavior Checklist was performed. Seven nurses participated in the initial survey, which assessed their thoughts on the current protocols at the Nurse Family Partnership Program. Then their client charts were reviewed to determine if the Child Behavior Checklist was utilized. Lastly, a post survey was sent out to inquire about their thoughts and potential for implementing the Child Behavior Checklist. Implications: From the post survey, it was determined that most nurses thought the Child Behavior Checklist is a great, detailed tool to use if a child is found to be “at-risk.” However, most nurses also stated they did not need to use it due to lack of children having an “at-risk” score using the Ages and Stages Questionnaire-Social and Emotional tool.

The Social and Emotional Aspects of Learning (SEAL) initiative for secondary schools was launched in England in 2007 as part of the Secondary National Strategy for School Improvement. Designed as a universal, whole-school approach for the development of key social and emotional skills, SEAL was expected to improve behaviour, attendance, attainment and the emotional health and well-being of all members of the school community (DfES, 2007a). Research studies examining the implementation of school-based interventions have revealed, however, that they are rarely implemented as intended by the programme developers (Berman and McLaughlin, 1976) and that this is likely to negatively impact upon the achievement of the expected outcomes (Durlak and DuPre, 2008). Implementation is typically variable between settings due to local adaptations or modifications (Blakely et al, 1987) and challenges to implementation at a range of levels, including programme, classroom and school (Greenberg et al, 2005).This longitudinal study examined the processes of implementation of SEAL in five case study schools in the north-west of England. The primary aims were to: (i) identify both positive and negative factors affecting implementation so that any necessary improvements to SEAL may be made prior to its broader dissemination; (ii) support future practitioners in the implementation of SEAL by highlighting effective strategies and potential challenges; (iii) expand understanding of the processes of implementation of school-based interventions in English educational contexts. Schools were visited five times during the first two years of the implementation of SEAL; lessons were observed, relevant documents reviewed and interviews conducted with a range of staff, pupils and Local Education Authority representatives. Data was analysed thematically using a combination of a priori and emergent themes. As anticipated, implementation was variable between schools; this was in the detail of implementation, however, and broader convergences were seen in the barriers presented and the non-implementation of key processes and elements. None of the schools were able to fully implement SEAL. Challenges to implementation were identified at all levels examined (programme, classroom and school) and included programme characteristics, staff resistance, insufficient training, lack of time and competing initiatives. The interaction of negative and positive factors both within and between levels suggested, however, that no one factor may be considered dominant. This study concluded that until programme level issues and shared contextual factors such as initiative overload are addressed, then the full implementation of SEAL in secondary schools is unlikely to be achieved.

<p>  </p> <p>Conceptions of giftedness have changed since gifted education became a focus for research. Rather than focusing solely on scores such as grades or Grade Point Average, definitions of giftedness have become more inclusive, and giftedness evaluation criteria have become more holistic. Despite the growing research, few studies have specifically investigated school counselors' perceptions of giftedness, and even fewer have examined the perceptions of preservice counselors. This study seeks to address this gap by examining pre-service school counselors by employing a qualitative descriptive approach, supplemented with quantitative information. The study involved 176 Turkish and 56 US survey participants, as well as 13 Turkish and eight U.S. interviewees. After I analyzed the data from these two countries, the primary finding of the research was that the participants demonstrated an insufficient understanding of giftedness, often subscribing to myths that perpetuate in the field. Consequently, the major implication of this study is that there is a pressing need for more comprehensive training and mandatory coursework on gifted education for preservice school counselors.</p>

Loneliness affects Black older adults (BOAs) in different and debilitating ways. BOAs aged 65 years and above make up 7.3% of the Black population and 15.9% of the total population of those aged 65 years and above in Canada. Also, the population of BOAs in Canada has doubled within the last two decades, highlighting the need to understand the unique experience of aging of this population, including their experiences of loneliness and social participation. Contrarily, there exist notable gaps within the loneliness literature on the experience of loneliness and social participation among BOAs living in Canada. This doctoral dissertation addresses these knowledge gaps by providing insight into the factors influencing social and emotional loneliness and lack of social participation among BOAs and proffers ways to address the issues, expressly informing future research, services, and programs targeting this group. This dissertation is comprised of four papers. Paper 1 is a scoping review of 27 articles that reveal the dearth of empirical evidence on the experience of loneliness or subjective social isolation and the contributing factors among BOAs in Canada. The data used for the remaining three papers were collected through 25 narrative interviewing conducted with 13 BOAs living in Hamilton and Windsor, Ontario. Findings from this paper shows that in addition to unavailability of social provisions (relational gains), loneliness among BOAs is exacerbated by socio-economic factors, health-related factors and behaviours, and technology, media device possession and usage. The results also indicate that there is need for inclusion of BOAs in loneliness research in Canada. Following Paper 1, Paper 2 investigates the unique experience of loneliness among BOAs living in Canada and the suitability of the social provision framework in identifying and understanding the experience of loneliness among this group. Findings from this paper demonstrates the significance of social connection, reliable relationships and relational gains in reducing and increasing experience of loneliness among BOAs. Paper 3 analyzes the constellation of factors that contribute to loneliness among BOAs and how they cope with their experience of loneliness. The results from this paper highlight the complex overlapping factors that contribute to the experience of loneliness among BOAs including time, sense of place and belonging, weak socio-personal interaction, and level of exclusions. Paper 4 and final paper uncovers the micro and macro level factors that hinder BOAs from participating in social programs and services and suggests ways to improve their social participation. Specifically, findings from this paper uncovers the need for programs and services that are culturally diverse and sensitive to the unmet needs of racialized and minoritized groups. Collectively, the four papers contribute to knowledge on the experience of loneliness among BOAs and contributory factors and highlight the need for more inclusive research and practice on addressing loneliness among this group. / Thesis / Doctor of Philosophy (PhD) / This research aims to understand how loneliness affects Black older adults (BOAs) living in Canada and how to reduce their loneliness. This is a group that is not usually included in the loneliness literature. The dissertation is organized into six chapters comprising of the introduction, four papers and the conclusion. Paper One analyzes 27 articles describing the factors that contribute to loneliness among Black older adults globally. The 27 papers reveal while loneliness is devastating for BOAs, studies that have examined the experience of loneliness among BOAs in Canada is very scanty. Paper Two, Three and Four all report results from narrative interviews conducted with 13 Black older adults living in Windsor and Hamilton, Ontario. Paper Two explores the unique experience of loneliness among BOAs. Paper Three analyzes the influence of time, place and interaction as factors that contribute to the experience of loneliness among Black older adults and their coping strategies. The final paper explores the significant factors that hinder BOAs from participating in social programs and services and ways to improve their participation. Generally, the results of these papers provide important insights into the ways to address loneliness and the lack of social participation among BOAs. The results show that programs and services targeting loneliness in Ontario need to be made more culturally sensitive and representational of minoritized groups. Lastly, it highlights the need for the inclusion of BOAs in loneliness research among older adults in Canada.

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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.

In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.