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This study was an examination of responses to a standardized assessment of social-emotional behaviors and correlation with speech and language development in young children with cleft palate and/or lip. Twenty-eight participants aged 14-35 months with nonsyndromic cleft palate and or lip were included in this study. The Infant-Toddler Social and Emotional Assessment (ITSEA) was used to identify emerging social and emotional behaviors. Descriptive analysis of ITSEA results was completed. Pearson correlation coefficient and effect size estimates were calculated between ITSEA domain raw scores and measures of speech and language development. A small proportion of participants (14%) showed ITSEA scores beyond the test cut-off scores across all domains ; 43% demonstrated concerns at the subdomain level. Correlational analysis indicated significant relationships between Externalizing, Dysregulation, and Competence Domains and speech accuracy and language measures. Interpretation of the outcomes suggests that early social emotional behaviors are emerging simultaneously with speech and language skills during early communicative development.

Numerous studies demonstrate the many benefits of Social Emotional Learning (SEL). However, existing SEL literature is primarily concerned with SEL program implementation in elementary schools. Moreover, the teacher’s role is often presented as delivering stand-alone SEL lessons from a prepackaged curriculum. Research indicates this approach is less effective with high school students. Consequently, high school teachers desire more SEL professional learning opportunities that consider the needs of their specific student population. In response, this phenomenological inquiry explores high school teachers’ experience of engaging students in SEL to better understand what supports high school teachers need. Data gathered from close phenomenological observations and interviews with three high school teachers in mathematics and physical education afforded the opportunity to orient, interpret, and describe the phenomenon of SEL-in-action. Rich descriptions of SEL-as-it-is-lived were generated and analyzed in relation to van Manen’s reflections on pedagogy and curriculum. The curriculum documents incorporating SEL into subject area frameworks were used to understand the curriculum-as-plan, and the teacher participants shared their lived experiences of engaging students in SEL in their classrooms to allow for analysis of their experience of SEL curriculum. Findings reveal that SEL manifests in pedagogical actions such as pacing their subject area curriculum to meet student needs, building student-teacher relationships, and in interactions involving caring for students. Teachers experienced SEL as living curricula, regardless of what subject was being taught, and often in moments where the curriculum-as-plan was disrupted. This suggests teachers would benefit from teacher education opportunities that allow them to develop the relational sensitivities attributed to adult SEL, mirrored in van Manen’s sense of pedagogical tact. Experiential opportunities to understand SEL within the context of secondary teacher education are recommended for teacher education and ongoing professional development.

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Parent emotion socialization (ES), the process through which caregivers influence the development and expression of emotions in their children, needs to be interpreted within a socio- cultural context. Given that current research has primarily been conducted in Western cultures, it is critical to examine parent ES among families from Eastern cultural backgrounds. The current study aimed to acquire empirical knowledge on ES goals, beliefs, and practices during early childhood (i.e., with toddlers and preschoolers) using parent-report and observational measures among urban Indian parents and White parents in the United States (US). Data was derived from two samples. Study 1 includes 77 parent-toddler dyads in the US (New York; n = 39) and India (Chennai, n = 38); study 2 includes 217 parents of preschoolers residing in India (native Indian parents, n = 98) and the US (White parents, n = 119). As hypothesized, Indian parents of toddlers and preschoolers endorsed more balanced (i.e. with collectivistic and individualistic components) socialization goals, had differing beliefs on the value and function of emotions, and exhibited some ES practices (i.e., minimization reactions and expressive encouragement) that differed in utility and functionality, compared to White families in the US. Results highlight the need for considering the specific settings in which emotions are expressed when examining ES in Indian contexts, and the importance of considering cultural diversity in examining parent ES beliefs and practices and their impact on child outcomes. The current study contributes to the emerging body of literature on ES during early childhood among urban Indian populations. Findings will facilitate more effective early intervention supporting young children's development in an Indian cultural context, setting them up for success in social, emotional, and academic domains. / Doctor of Philosophy / Parent emotion socialization (ES), the process through which caregivers influence the development and expression of emotions in their children, needs to be interpreted within a socio- cultural context. Current research on this topic has been primarily conducted in Western cultures and as such, it is critical to examine parent ES among families from Eastern cultural backgrounds. The current study explores ES-related goals, beliefs, and practices during early childhood among urban Indian parents and White parents in the United States (US). Overall, Indian parents endorsed more balanced socialization goals (goals that aim to inculcate independence and autonomy along with maintaining interpersonal harmony). Indian parents also had differing beliefs on the value and function of emotions and exhibited some parenting practices (i.e., minimizing the child's emotional response and validating the expression of emotions) that differed in how they affected children's emotional and social outcomes, compared to White families in the US. The current study contributes to the emerging body of literature on ES during early childhood among urban Indian populations. Findings will facilitate more effective early intervention supporting young children's development in an Indian cultural context, setting them up for success in social, emotional, and academic domains.

Thesis advisor: Raquel Muniz / There is an abundance of research that both supports teachers’ developing the social and emotional competencies (SEC) of students and acknowledges that doing so positively impacts students’ academic and life success, as well as improving general well-being. As of 2020, Massachusetts required teachers to provide social emotional learning (SEL) opportunities for students, but district and school leaders have done little to develop teachers' own SEC.  Yet, the literature shows that teachers’ SEC matter, both to the successful implementation of SEL programs in classrooms and to teachers’ own ability to manage their emotions and handle stress. Teaching is stressful and high emotional stress can lower resilience and impact job performance. This qualitative case study examined the practices of school-based leaders in one Massachusetts public school district to determine which leadership practices developed and supported the resilience and well-being of school-based staff and how those practices promoted SEL opportunities for staff. Data was gathered from leaders and school-based staff through semi-structured interviews, questionnaires, and document review. Findings revealed that leaders developed and supported staff resilience and well-being when they provided opportunities for collaboration, recognized and provided feedback to staff, included staff in decisions related to their work, and supported work-life balance and self-care. Engaging in these leadership practices allowed leaders to promote SEL opportunities for staff and often modeled SEC for staff. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.