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The purpose of this project is to research the effectiveness of a condensed and modified social and emotional (SEL) learning curricula based on the Strong Kids 3-5 (Merrell, 2007a) materials. The goal is to provide school communities and teams (teachers, school psychologists, principals, and other school-based mental health providers) with an evidence-based, condensed SEL curricula that is easy to administer and still effectively targets key social and emotional learning skills. This goal will be met by researching SEL curriculums and garnering feedback from a pilot study to develop a condensed, modified curriculum that addresses the five core SEL competencies. In addition to addressing these core competencies and condensing the lessons, this project will also increase the opportunity for students to learn the concepts via hands-on activities, thereby aiding student learning and practice. The six-week modified group SEL curriculum is created for school psychologists and special education program specialists to utilize at their school sites. Also provided as part of the project are the following materials: Parental consent form (English and Spanish versions), child assent form (English and Spanish versions), Strong Kids Symptoms test, Strong Kids Knowledge test, and informal pre- and post- test qualitative teacher feedback form. Genre/Form: Academic theses.
Recently, more schools have been turning to social-emotional learning (SEL) curricula to develop social and emotional skills and reduce conflict among students. The purpose of this study was to examine the relationship between teachers' perceptions of social-emotional learning and classroom conflict. Perceptions of social-emotional learning were broken down into three
Social emotional learning (SEL) promotes self-awareness, self-management, social awareness, positive relationships, responsible decision-making, and improved attitudes about self, others, and school. It is a critical component of education because social emotional competencies are a strong predictor of academic achievement and success beyond school. The purpose of this project is to create a professional development training that will aid teachers at a local elementary school implement the SEL program Second Step to support their students' social emotional development. Data was collected a survey on teachers' knowledge of SEL and the Second Step program. Participation was voluntary and twenty-three of the thirty classroom teachers at H. Allen Hight Elementary School responded. Results of this survey were analyzed and used to design a professional development (PD) training for those teachers to support their knowledge of SEL, and specifically, their implementation of the Second Step program. Seven of the thirty teachers attended the PD and provided verbal feedback at the end of the training. There was consensus amongst the participants that behavior was a serious issue at the school and that many students needed social and emotional support, however they had differing opinions for why behavior was a serious issue. Some participants expressed frustration, first that the type of support and training they received at the PD was not provided by the administration, and second, that more of their colleagues had not attended the PD since most of the staff had stated repeatedly that behavior was a school-wide problem. Several participants requested additional resources such as supplemental materials found on the Second Step website and the literature used to provide an overview of SEL during the PD, and stated that additional training on the subject, or collaborative planning time with colleagues, would be beneficial. Genre/Form: Academic theses. Academic theses.