Whilst previous research has explored women's experiences of disclosing symptoms of postnatal depression (PND) to health professionals, very little qualitative research exists on women's experiences of disclosing to people in their personal support networks. Research has shown that some mothers with PND find it difficult to disclose to professionals and prefer to seek support from partners, family and friends. Aim: The current study aimed to explore the overall process mothers go through to disclose PND - to people with whom they have personal relationships, as well as health professionals. Method: Five women who experienced and disclosed PND participated in semi-structured interviews. Verbatim transcripts were analysed using Interpretative Phenomenological Analysis. Results: The analysis produced four super-ordinate themes: 'Trying to cope whilst making sense of experiences', 'Deciding whether to disclose: Facilitative and inhibiting factors', 'The two-way interpersonal nature of disclosure', 'Disclosure as part of a transformative process'. Conclusions: This study highlighted the influence of internalised expectations of motherhood and stigma surrounding PND on how mothers try to cope with their initial symptoms and on their decisions about whether or not to disclose. The participants described a cautious approach to disclosure in which they had to deal with setbacks. Consequences of disclosing were considered alongside how the disclosure process was influenced by recovery from PND.

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 Muñiz / Due to opportunity and achievement gaps in schools, leaders face the challenge of monitoring student expectations related to academic rigor and emotional health. As a result, social and emotional learning (SEL) has gained traction for students in the field of education. However, SEL competencies are rarely developed with the adults who work with these students. In this dissertation in practice, interviews, observations and questionnaires were used to collect data about the practices of school-based leaders in a qualitative case study at the elementary and middle school levels. Research revealed what leadership practices modeled SEL competencies, practices such as those involving time and resources, relationship building and sharing of expertise; and how they shaped the ways in which adults collaborate, including honest and authentic dialogue, adult learning, and the improvement of practices. This is important due to the many leadership practices employed in schools that influence adult behaviors. The findings suggest that socially and emotionally competent leadership considers both an awareness of self and other, as it cultivates individual capabilities, collaborative relationships, and a greater capacity in the schools in which it exists. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

No description available.

At a time where technology is easily accessible, emotions are high, and students are dealing with more and more as they earn a basic education, in-person and cyberbullying add to students' stress. As 21st century students have easy access to technology, adolescents have multiple ways to encounter bullying and cyberbullying. The purpose of this study was three-fold: (a) to identify the relationship between bullying and cyberbullying and student engagement; (b) to identify the impact of school culture and climate on the incidences of bullying and cyberbullying; and (c) to identify how the integration of social and emotional learning (SEL) skills into the curriculum could mitigate the negative effects of bullying and cyberbullying. The five SEL core competencies are self-regulation, self-awareness, self-management, responsible decision-making, and relationship skills. In this mixed methods study, district discipline data, a culture and climate survey, and focus groups were utilized to examine how each SEL competency impacted classroom engagement and school climate and culture and mitigated any negative effects of bullying and cyberbullying. Findings showed that a positive school culture and SEL can increase student engagement. In addition, SEL was shown to improve classroom engagement as well as mitigate the negative effects of bullying and cyberbullying among the studied participants.

Strong Kids is a social-emotional curriculum designed to reduce students' externalizing and internalizing symptoms. Strong Kids has shown promise in elementary school, but this was the first study to evaluate the newly updated version of the intervention in a middle school setting. The curriculum was implemented by two general education teachers with students at-risk for emotional and behavioral disorders. A mixed method design was used to evaluate outcomes with eight middle school students. Overall findings suggest that Strong Kids was effective at improving students' social emotional knowledge and internalizing symptoms; however, there were no significant changes in students' externalizing symptoms. Teachers were able to implement the curriculum with fidelity. Teachers and students also found the curriculum to be predominantly positive. Future studies should include a larger sample size, control group, and follow up data points.

No description available.

No description available.

The purpose of this study was to examine the academic, social, and emotional effects of COVID-19 on 11th- and 12th-grade students. There has been little documentation regarding the specific change that the pandemic has had on these students; it is imperative that we look at the effects of COVID-19 on the students who experienced COVID-19 pandemic. Data collection was completed through individual interviews. Analysis of data occurred in three phases: (a) categorization of data under the four organizational factors, (b) building the explanation in a phenological form, and (c) re-examination of the data. The analysis of the narrative study was based on the theoretical proposition that the teachers were focused on the whole child and not just academic standards. The humanistic theory framework was established as teachers examined the influences in their classrooms based on the well-being of their students. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, establishment of a chain of evidence, and member checking. The results revealed that the main concerns were students attending school and getting the credits needed to graduate through both in-person classes and online learning. The themes that emerged were classroom management, relationship building, communication, social-emotional learning, trauma-informed learning, and the effects of COVID-19.

No description available.