Download or read book How Do Empathy Effortful Control and Middle School Students Perceptions and Feelings about School Affect Their Aggression Examining Moderation and Mediation Models of Social emotional Learning and Behavior written by Milena Dentcheva Batanova and published by . This book was released on 2014 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the social and emotional learning (SEL) prevention framework, individual core competencies, the school environment, and students' attachment or connectedness to the school play various roles in reducing their risky or problem behaviors, such as aggression. The current dissertation involved two studies testing various components of the SEL framework. Specific constructs of interest included individual competencies of social awareness (empathic concern and perspective taking) and self-management (effortful control), four mostly interpersonal aspects of school climate (perceived friction, cohesion, competition, and satisfaction with classes), school connectedness, and both overt and relational forms of aggression. Data were drawn from an existing prospective study of early adolescents, comprised of two waves with one year between each wave. Total participants were 500 10- to 14-year old students (54% female; 78% European American) who completed the first wave of a self-report survey in 6th and 7th grades. The first study examined the unique and interrelated effects of the individual competencies and perceptions of school climate on both subsequent forms of aggression across the one-year period. Study findings indicated that across gender, empathic concern was the only competency to reduce both overt and relational aggression one year later. None of the school climate perceptions made a unique contribution to subsequent aggression, nor did they show protective functions. Rather, several instances of cumulative advantage were observed, whereby positive school climate perceptions only reduced aggression for students who already had high levels of empathic concern. Unexpectedly, high levels of perceived cohesion among students contributed to higher levels of overt aggression for boys already high in effortful control. The second study then sought to examine school connectedness as a mediator that could further explain how students' competencies and perceptions of school climate contribute to both forms of aggression. Although there were no mediation effects across gender, post-hoc analyses confirmed some hypotheses but raised questions regarding the direction and temporality of associations for others. Overall, the findings of both studies provide general support for some of the proposed relationships by the SEL framework and highlight the need for nuanced investigations when seeking to reduce different forms of aggression during middle school.
Download or read book The Role of Empathy Anger Management and Normative Beliefs about Aggression in Bullying Among Urban African American Middle School Children written by Layla Elise Esposito and published by . This book was released on 2007 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used binary logistic regression analysis to examine the role of empathy, anger management, and normative beliefs about aggression on overt bullying, relational bullying, and prosocial behavior in urban African-American middle school children. Participants included 177 African-American sixth, seventh and eighth grade students from two public, urban middle schools in a large city in the Southeast United States. The results of this study indicated that binary logistic regression models including empathy, anger management, and normative beliefs about aggression predicted prosocial behavior, and marginally predicted relational bullying. Nonnative beliefs about aggression had a significant moderating effect, such that for participants who endorsed higher normative beliefs about aggression, low levels of empathy significantly increased the likelihood of being classified as a relational bully. Participants in this study reported highly aggressive behavior, with 24% of the sample being identified as overt bullies. Significant gender differences were also identified in this study. Boys reported more relational aggression than girls, and girls reported higher levels of empathy, and prosocial behavior. Implications for future research and intervention programs for bullying among middle school children are discussed.
Download or read book The Effect of Second Step on Acceptance of Aggression and Perceived Social emotional Competence of Middle School Students written by Kimberly Barnette Greene and published by . This book was released on 2006 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine and evaluate the effectiveness of Second step: a violence prevention curriculum, on a middle school's predominantly inner-city students' acceptance of aggression and perceived social competence. Second Step is designed to teach necessary social skills to resolve conflicts peacefully through empathy training, impulse control, and anger management. Results for the first-time intervention application for this study's middle school participants showed no effects or significant values on the total sample population (n=649, p. 49), or on individual grade levels (6th, 7th, and 8th), genders (male and female), or ethnicities (black, white, or other). However, results revealed an increased acceptance of aggressive reactions (not a desired result) and an increased perceived social-emotional competence (a desired result). The case study was conducted at an inner-city public middle school in western North Carolina.
Download or read book Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement During Early Adolescence written by Joy Wang and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the mediation and moderation effects of classroom peer norms (CPN) on the associations of teacher support with student engagement and aggression during sixth grade (first year of middle school). Current literature suggests that early adolescence is a critical developmental period with many changes occurring, including a peak in aggression, decreased academic engagement, increased peer influence, and decreased teacher support. Despite these challenging changes, teachers often serve as a powerful yet “invisible hand” (Farmer, Lines, & Hamm, 2011) that can influence student behaviors directly or indirectly via CPN. However, these two routes of teacher influence have rarely been examined simultaneously. The current study investigated these two routes by examining the partial mediation and moderation effects of CPN on the associations of teacher support with four student behaviors (overt and relational aggression, involved and disruptive behavior) among a diverse sample of 312 students from 32 classrooms across the fall and spring of sixth grade. Students self-reported teacher support (academic, emotional) and engagement (involved, disruptive behavior) and peer-nominated aggression (overt, relational). CPN was computed as a class average of a certain behavior (aggression or engagement). Multilevel modeling was used to test the mediation and moderation effects, considering the nested nature of the data (i.e., students nested within classrooms). Results indicated full mediation effect of CPN on the relations of fall teacher support with spring overt aggression, relational aggression, and disruptive behavior, and a moderation effect on spring involved behavior. Interestingly, the average classroom perception of teacher support showed a significant direct negative effect on relational aggression and disruptive behavior, and a direct positive effect on involved behavior, all of which became smaller and non-significant when CPN was taken into consideration (i.e., when the indirect or mediation effect was considered). In terms of the mediation effects, classes which had high levels of average perception of teacher support in the fall tended to have low disruptive behavior CPN, which was further associated with low levels of individual student disruptive behavior in the spring. The same mechanism applied to overt and relational aggression, except that the significance level of the relations of CPN with overt and relational aggression was marginal (i.e., p
Download or read book Empathy and Its Development written by Nancy Eisenberg and published by CUP Archive. This book was released on 1990-08-31 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of empathy from developmental, biological, clinical, social and historical perspectives, covering topics such as developmental changes and gender differences in empathy, the role of cognition in empathy, the socialization of empathy, its role in child abuse and the measurement of empathy.
Download or read book Preventing Bullying Through Science Policy and Practice written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-09-14 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has long been tolerated as a rite of passage among children and adolescents. There is an implication that individuals who are bullied must have "asked for" this type of treatment, or deserved it. Sometimes, even the child who is bullied begins to internalize this idea. For many years, there has been a general acceptance and collective shrug when it comes to a child or adolescent with greater social capital or power pushing around a child perceived as subordinate. But bullying is not developmentally appropriate; it should not be considered a normal part of the typical social grouping that occurs throughout a child's life. Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Composition of peer groups, shifting demographics, changing societal norms, and modern technology are contextual factors that must be considered to understand and effectively react to bullying in the United States. Youth are embedded in multiple contexts and each of these contexts interacts with individual characteristics of youth in ways that either exacerbate or attenuate the association between these individual characteristics and bullying perpetration or victimization. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences.
Download or read book Using Social Emotional Learning to Prevent School Violence written by Allison Paolini and published by Taylor & Francis. This book was released on 2022-06-15 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using Social Emotional Learning to Prevent School Violence is an essential resource that seeks to close the existing gap in literature on ways to mitigate school violence, as well as to advocate for the integration of social emotional learning in schools. In an effort to create culturally responsive, student-centered, and secure school environments, this book outlines strategies that highlight the importance of collaboration between critical stakeholders in identifying and mitigating bullying, assisting students struggling with relationship building skills, grief and loss, and anger; particularly those that demonstrate the need for power and control or the desire for retaliation. Mental health issues are also taken into consideration. Proactive responses and best practices are exemplifed in order to equip struggling students with resources that foster their well-being and success. Dr. Paolini draws upon extensive research in her depiction of school violence in America’s education system and designs lesson plans and activities that address and align with each of the social emotional learning core competencies for both elementary and secondary school counselors. This book will be of interest to critical stakeholders in P-12 settings as well as those in higher education, particularly as a resource for graduate students training to become transformative school counselors.
Download or read book Becoming Who We Are written by Mary K. Rothbart and published by Guilford Press. This book was released on 2012-09-12 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This definitive work comprehensively examines the role of temperament in the development of personality and psychopathology. Preeminent researcher Mary Rothbart synthesizes current knowledge on temperament's basic dimensions; its interactions with biology, the social environment, and developmental processes; and influences on personality, behavior, and social adjustment across the lifespan. In a direct and readable style, Rothbart combines theory and research with everyday observations and clinical examples. She offers new insights on "difficult" children and reviews intervention programs that address temperamental factors in childhood problems. This book will be invaluable to developmental psychologists; personality/social psychologists; child clinical psychologists and other mental health practitioners. It will also serve as a text in graduate-level courses
Download or read book Social Emotional Learning Activities For Middle School written by Dianne Schilling and published by Innerchoice Publishing. This book was released on 2022-05-16 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social and emotional skills are recognized as vital for improving student academic performance, emotional development and positive behavior. With these ready-to-use, student centered activities you'll be able to easily weave SEL into your busy classroom or counseling program. This collection of the most popular and effective activities for middle school offered by Innerchoice Publishing aligns with CASEL's five core SEL competencies: Self-awareness, Self-management, Social Awareness, Relationship Skills, and Responsible Decision-making. Within these units engaging activities, Sharing Circles and reproducible student pages address topics such as: Recognizing how thoughts and feelings affect behavior Identifying emotions and how they affect others Regulating and controlling anger Demonstrating honesty, reliability, and respect Considering the consequences of different actions Making positive choices and decisions Identifying individual strengths and weaknesses Examining prejudices and biases Learning effective stress management strategies Setting and attaining short and long-term goals Establishing and maintaining healthy relationships Making positive connections with others Empathizing with others Taking the perspective of others Accepting and appreciating differences in others Recognizing value in diversity Making and keeping friends Using effective communication skills Being aware of group dynamics Identifying peaceful conflict management strategies Listening with empathy and understanding And more Written and designed for clarity and ease of implementation, each activity includes behavioral objectives, step-by-step instructions, and thought-provoking discussion questions formulated to elicit higher-level thinking and reflection. Engage your students in these enjoyable and effective social and emotional learning skills that will serve them throughout their lives.
Download or read book Social Emotional Learning in Middle School written by Jeffrey A. Rosen and published by RTI Press. This book was released on 2022-07-14 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students
Download or read book The Impact of a Social Emotional Learning Program on Middle School Student Behaviors and Perceptions of School Climate written by LaDonna Braswell and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed to analyze the impact a social-emotional learning program had on middle school behavior and stakeholder perception. An SEL program was implemented at a middle school as an intervention program to strengthen self-awareness, self-management, responsible decision-making, social awareness, and relationship-building. SEL programs provide coping strategies to all students, especially those that have experienced trauma. The participants in this study were sixth, seventh, and eighth-grade students from an inner-city middle school in Tennessee. The participants completed a pretest before implementing Second Step's social-emotional learning program. The treatment school implemented the SEL program weekly for ten weeks. The researcher compared the pretest and posttest scores using the Tennessee State Climate Survey for students and staff to analyze the results.
Download or read book Relationships Between a Social emotional Learning Program and Emotional Intelligence in Middle School Students written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships between a social-emotional learning program and the 5 dimensions of emotional intelligence and whether the relationships were moderated by gender. The problem addressed in the study was the lack of research focused on the development of emotional intelligence at the middle school level. The participants included 28 middle school students from a southeastern state who engaged in a 36 hour social-emotional learning program facilitated by a public university. The BarOn EQ-i:YV was administered pre and post. Demographic data including age, gender, race, and school type were also gathered. Data were analyzed using a one-way repeated measure MANOVA in which gender served as an attribute variable. The independent variables for this study included the attribute variable of gender and the treatment variable (IMPACT program). The dependent variables were the 5 dimensions of the EQ-i:YV (intrapersonal, interpersonal, stress management, adaptability, and general mood). The MANOVA found no interaction between the treatment and gender, but it did show a significant main effect for the treatment. Separate univariate tests showed significant relationships between the treatment and four of the five dimensions of emotional intelligence: interpersonal, stress management, adaptability, and general mood. Specifically, the findings revealed that the IMPACT program significantly increased participants' emotional intelligence in these four areas. The MANOVA also showed a significant effect for gender. The univariate tests showed one significant gender difference relating to the interpersonal dimension; females scored significantly higher than did males on both the pre- and post-tests with a moderate effect size. While not significantly different, females also scored higher than did males in three other dimensions (intrapersonal, stress management, and general mood) on both the pre- and post-tests. As there is hardly any research that focuses on both the effectiveness of social-emotional learning programs with middle school students and the role of gender, further related research is recommended. Additionally, further research should examine the effectiveness of condensed versus traditional one year delivery models for social-emotional learning programs.
Download or read book Everyday SEL in Middle School written by Carla Tantillo Philibert and published by Routledge. This book was released on 2016-06-17 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this new book from educational consultant Carla Tantillo Philibert, you’ll gain practical strategies for teaching social-emotional learning (SEL), mindfulness, and movement to help your middle school students maintain positive relationships, assume responsibility, become bodily aware, and grow into productive, contributing citizens. You’ll find out how to lead students through games, simple yoga poses, breathing techniques, and other activities that are easy to incorporate and help you manage your classroom. Topics include: Empowering your students to understand their emotions, improve their focus, manage stress, and regulate their behavior through structured activities Introducing your students to the concept of SEL and setting up your own SEL classroom Engaging your students in activities to strengthen peer-to-peer communication, community-building, and leadership skills Allowing your students to test their SEL skills through interactive stories and class discussions Honing your own SEL competency through professional development sessions so your students can get the most out of their SEL experience The book also offers a Professional Development Facilitator’s Guide to help you and your colleagues master the core concepts of SEL and implement them effectively in the classroom. The appendix provides additional strategies for overcoming common difficulties when first beginning your school’s SEL journey.
Download or read book The Relation of Social and Emotional Learning to Empathy and Critical Thinking Development in Middle School Students written by Amy Orfield Jacques and published by . This book was released on 2017 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The study involved an intervention with 18 seventh-grade students (ages 12-13) intended to increase critical thinking and empathy skills. Researchers met with students three mornings each week (for a total of about two hours each week) for seven weeks to conduct interactive psychology-based activities. Students completed pretest and posttests on empathy and critical thinking. Results indicated there was not an increase in empathy. The only critical-thinking scale that demonstrated a significant change was scholarly rigor. There were no significant correlations between the change in empathy and the change in critical thinking on any of the five subscales. Despite the small sample size and lack of control group, this study points to a possible connection between a school intervention in psychology-based activities in social and emotional learning (SEL) and one aspect of critical thinking indicating value in exploring this further."--Page 7
Download or read book BASC 2 written by Kimberly J. Vannest and published by . This book was released on 2008 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assesses children's emotions and behavior for evaluation, diagnosis and treatment of developmental, learning and behavior disorders.
Download or read book Waging Peace in Our Schools written by Linda Lantieri and published by Beacon Press. This book was released on 1998-07-01 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the largest and most successful school initiatives in social and emotional learning in the country-The Resolving Conflict Creatively Program, now active in more than 350 schools nationwide-comes a powerful, practical guide for teaching young people to empathize, mediate, negotiate, and create peace. The authors address everything from minor schoolyard conflicts to violent outbursts, and offer educators and parents proven strategies for enhancing children's emotional, social, and conflict resolution skills.
Download or read book Create a Culture of Kindness in Middle School written by Naomi Drew and published by Free Spirit Publishing. This book was released on 2017-10-02 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical, research-based lessons for middle school educators to teach students pro-social attitudes and behaviors to prevent bullying. Create a Culture of Kindness in Middle School focuses on positive and pro-social attitudes and behaviors that build a respectful and compassionate school environment, while also addressing the tough issues of prejudice, anger, exclusion, and bullying. Through role-playing, perspective-taking, sharing, writing, discussion, and more, students develop the insights and skills they need to accept differences, resolve conflicts peacefully, stop bullying among peers, and create a community of kindness in their classrooms and school. Based on survey data gathered by the authors from more than 1,000 students, the book’s research-based lessons are easy to implement and developmentally appropriate. Digital content includes student handouts from the book.
