Dissertation/Thesis Abstract

Social-Emotional Learning Interventions: Familiarity and Use among NYS Elementary School Principals
by Ervin, Brad Robert, Psy.D., Alfred University, 2018, 146; 13422180
Abstract (Summary)

As defined by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012), social-emotional learning (SEL) involves the acquisition of skills necessary to: identify and manage one’s emotions, relate to and establish relationships with others, and make positive and healthy decisions. With only 40% of kindergarten students demonstrating the social-emotional skills needed to be both academically and socially successful upon school entrance (Yates et al., 2008), explicit instruction targeting SEL is needed. As this instruction requires systems-level implementation and decision-making practices, members of these decision-making bodies can include several different school personnel, who may have varying levels of familiarity and previous use of SEL programs. Because the school principal is responsible for overseeing the implementation of school-wide programs (NYS Education Department, 2014), obtaining information regarding their familiarity and use of SEL programs, as well as their decision-making practices is needed. Consequently, the present study examined the extent to which principals participate in SEL decision-making practices; the selection procedures and decision making methods they use to select SEL programs; and their levels of familiarity, past use, and current use of CASEL approved SEL programs. The relationship between principal demographic characteristics and familiarity and use of SEL programs was also evaluated using survey methods. Analysis of descriptive statistics, frequency data, and three multiple regression analyses indicated that most NYS elementary school principals participate in SEL program decision-making. Additionally, they use a variety of methods for learning about programs and deciding upon programs. Overall, however, NYS elementary school principals have little familiarity, past use, or current use with CASEL-approved programs, suggesting a need for increased dissemination and professional development regarding these programs and resources.

Indexing (document details)
Advisor: O'Connell, Lynn
Commitee: Burch, Andrea, Curtin, Kevin, Wilkie, Pam
School: Alfred University
Department: Counseling and School Psychology
School Location: United States -- New York
Source: DAI-B 80/04(E), Dissertation Abstracts International
Subjects: Educational administration, Education, Early childhood education, Educational psychology, Psychology
Keywords: Casel programs, Elementary principals, Familiarity, Interventions, Social-emotional learning
Publication Number: 13422180
ISBN: 978-0-438-73167-7
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