International Journal of Emotional Education

26 - 41

Authors: Pam Gershon and John Pellitteri

This paper compares four selected social-emotional learning (SEL) curricula that have empirical support for preschool students (Preschools PATHS, Incredible Years, Al’s Pals, and Preschool RULER). First, meta-analytic studies of SEL programs in schools and research on emotional intelligence (EI) of preschool children are reviewed as a background for understanding the four programs. Preschool EI research is examined as it relates to outcome variables such as school engagement, social adjustment, emotion regulation and academics. The programs are critiqued and compared on the particular SEL areas of focus, context of delivery, structure of delivery, and intervention strategies. Research on cross cultural adaptation of programs is also examined. Areas for future directions in EI preschool curricula research are identified.

59 - 76

Authors: László Kasik, Kornél Guti, Zita Gál, Csaba Gáspár, Edit Tóth and József Balázs Fejes

Most questionnaires construe avoidance as resulting from a problem-solving process and analyse only a few, single-factor and mostly non-adequate, forms of avoidance. The aim of the present study was to develop a multi-dimensional questionnaire to measure avoidance among adolescents. We tested the Avoidance Questionnaire for Adolescents (AQA) with 12-, 15- and 18-year-olds to measure most forms of avoidance in social problem-solving as well as to shed light on the relationships between the sub-processes of social problem-solving. Exploratory factor analysis (EFA) was employed to examine the measure’s factor structure, while confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to support the theoretical process model of avoidance. The convergent and discriminative validity of the AQA was tested in relation to the Social Problem-Solving Inventory–Revised (SPSI–R). Two versions (a long version of 42 items and a short version of 23 items) of the 11-factor AQA were developed in accordance with the results. The long and short versions were found to be valid measures of problem-solving with regards to negative thoughts, feelings and physical symptoms; negative self-efficacy/insolvability; prevention; annulation; ignoring the problem; expectation/diversion; mulling; procrastination/rethink; stopping/subordination; external pressure; and asking for help. The factors show positive or negative correlations with the SPSI–R factors. The results of the SEM support the original process model. Based on earlier Hungarian research carried out with the SPSI–R, avoidance shows a tendency to increase in adolescence. In contrast, the results of the AQA show that the earliest age differences occur in the ignoring the problem, procrastination, stopping, diversion and expectation factors.

93 - 110

Authors: Gerardo Moreno and Michael Scaletta

In August 2016, Illinois Senate Bill 100 (SB 100) restricted the use of zero tolerance disciplinary practices within public schools when addressing student behavior. In efforts to make school discipline less exclusionary and more effective, SB 100 mandated educators exhaust all means of interventions prior to suspending or expelling a student. Additionally, SB 100 recommended faculty professional development on effective classroom management, which is critical considering the majority of exclusionary discipline cases resulted from referrals by classroom educators for subjective deportment concerns and not from student possession of contraband. Using an online survey instrument, a sample of licensed educators in northeastern Illinois were asked to self-rate their preparedness in classroom management and indicate their awareness of zero tolerance policies. Results demonstrated significant difference of self-rated preparedness between general and special educators when addressing classroom deportment behaviors, while there was no difference in more intense behaviors (e.g., verbal threats, possession of contraband). Discussion on results and suggestions for future research are offered.

118 - 121

Authors: Helen Cowie

This post script to an article originally written in 2011 takes account of changes that have occurred since then in the ways that children and young people use the social media. Although the fundamental message of the original article remains the same, the post script discusses key ways in which the article would differ if it were being written today. The focus here is on i) young people’s need for connectedness which is increasingly met in online digital communities; the problems occur when young people are excluded or humiliated within these online communities; ii) the increase in moral disengagement on the part of bystanders in situations where humiliating messages and videos are widely circulated amongst the peer group; iii) changes in laws concerned with online harassment and abuse, and how these affect young people. The influence of the wider culture is also discussed.

131- 138

Authors: Andrew V. Dane, Anthony A. Volk & Prarthana Franklin

This study extended previous research published in this journal in which parental monitoring knowledge was negatively associated with tolerance of antisocial behavior in adolescents with temperamental deficits in self-regulation. In the current study, parental control (i.e., adolescent permission seeking) and adolescent self-disclosure were negatively associated with attitudinal tolerance of antisocial behavior, Additionally, Honesty-Humility and Emotionality were negatively related to antisocial attitudes, and parental control was related to tolerance of antisocial behavior only when Honesty-Humility was low. In both studies, parental behavioral control was related more strongly to antisocial attitudes when adolescents had traits that predisposed them to antisocial behavior.

146 - 153

Authors: Maria S. Poulou

This postscript describes studies which address teachers’ personal and professional characteristics, teacher-student relationships and students’ social and emotional skills, in an attempt to investigate potential predictors of students’ emotional and behavioral difficulties. Based on preschool, primary and secondary teachers and students’ perceptions, the studies indicated that teachers’ perceptions of emotional intelligence, social and emotional skills implementation, and teaching efficacy were indirectly linked to students’ emotional and behavioral difficulties, through teacher-student relationships. The paper suggests new insights into the interpretation of students’ adjustment at schools, and underscores the importance of teacher-training in helping teachers to develop personal and professional skills.

159 - 162

Authors: Simona Scaini and Marcella Caputi

Short Research Report