International Journal of Emotional Education

17 - 30

Authors: Antonella D’Amico and Teresa Guastaferro

The purpose of this study was to analyse adjustment problems in a group of adolescents with a Specific Learning Disorder (SLD), examining to what extent they depend on the severity level of the learning disorder and/or on the individual‟s level of emotional intelligence. Adjustment problems,, perceived severity levels of SLD, and emotional and meta-emotional intelligence were examined in 34 adolescents with SLD. Results demonstrated that emotional beliefs, emotional self-concept and emotional intelligence are very important factors in the psychological adjustment of adolescents with SLD. These results provide evidence for the importance of considering meta-emotional intelligence in both diagnostic and intervention protocols, as well as in the inclusive education of students with SLD.

44 - 58

Authors: Johannes N. Finne and Frode Svartdal

Social Perception Training (SPT) is a program focused on changing the perceptual and cognitive processes involved in suboptimal social interactions. It is administered with whole class of pupils over ten weeks. No previous studies have evaluated its efficacy. The present study investigated the outcome benefit of the program in 18 primary and secondary classes in a Norwegian municipality (aggregated N = 332), using multiinformant instruments administered in a pre-post research design. Pupils reported on cognitive distortions and the learning environment, parents on social skills and problem behaviour, and teachers on classroom performance. Results indicate overall positive differences, especially for pupils‟ cognitive distortions. Increased social skills and reduced problem behaviours were also reported, as well as improved peer relations and perceived emotional support from teachers. Overall SPT appears to be a promising and cost-effective intervention program.

72 - 89

Authors: Maria S. Poulou

This study investigates how teachers‟ perceptions of Emotional Intelligence (EI), Social and Emotional Learning (SEL) skills, and teacher-student relationships relate to students‟ emotional and behavioral difficulties. We examined teachers and students‟ perceptions of students‟ emotional and behavioral difficulties and the degree of agreement between them. Ninety-eight elementary teachers from state schools in central Greece completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Student-Teacher Relationships Scale - Short Form (STRS-SF), and the Strengths and Difficulties Questionnaire (SDQ, teacher version) for 617 students, aged between 6 and 11 years. Three hundred and eight 11 year old students completed the Strengths and Difficulties Questionnaire (SDQ, student version). Regression analysis revealed that teachers‟ perceptions of EI and SEL skills were not related to students‟ emotional and behavioral difficulties, while teacher-student conflictual relationships were mainly linked to these difficulties. This finding was common both to teachers and students‟ perceptions. We found low agreement between teachers and students‟ perceptions of these difficulties. We discuss these findings and their implications for research and practice.

100 - 109

Authors: Valeria Cavioni, Ilaria Grazzani and Veronica Ornaghi

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and self-esteem, and externalized and internalized behavior problems. The relationship between social and emotional learning programmes and learning disability is then discussed, underlining the benefits of social and emotional learning for students with LD. The paper concludes by highlighting the need for universal social and emotional learning as a vehicle for the academic and social inclusion of students with LD.

20 - 36

Authors: Caroline M. Pittard, Patrick Pössel and Timothy Lau

Depressive symptoms affect around half of students at some point during college. According to the hopelessness theory of depression, making negative inferences about stressful events is a vulnerability for developing depression. Negative and socioemotional teaching behavior can be stressors that are associated with depression in school students. First-time college freshmen completed the Cognitive Style Questionnaire (CSQ), Teaching Behavior Questionnaire (TBQ), and Center for Epidemiological Studies Depression Scale (CES-D). While completing the TBQ, participants reported on a teacher from prior education to college. Multiple regression analysis found significant effects of the independent variables (four teaching behavior types, inferential style, and interactions between the four teaching behavior types and inferential style) on the dependent variable (depressive symptoms). More specifically, negative and socio-emotional teaching behavior were positively associated with depressive symptoms and instructional and organizational teaching behavior were negatively associated with depressive symptoms. Both organizational and negative teaching behavior interacted significantly with inferential style. Organizational and negative teaching behavior shared different relationships with depressive symptoms depending upon an individual‟s level of inferential style. Promotion of instructional and organizational teaching behavior in school as well as the reduction of negative teaching behavior may be useful in reducing students‟ depressive symptoms.

54 - 70

Authors: Gerardo Moreno, Mickie Wong-Lo and Lyndal M. Bullock

The functional behavioral assessment (FBA) has been a hallmark practice amongst educators working with students demonstrating challenging behaviors. Although the process has been mandated in special education since the Individuals with Disabilities Education Act of 1997, the FBA varies in form and implementation across the United States of America (USA). Using a survey format, educators from Midwestern USA were asked to share their experiences as to how FBAs are conducted. Results indicated educators were strongly assured on FBA form and implementation but indicated reservations on culture as a factor on behavior. Discussion on results and suggestions for future research are offered.

85 - 98

Authors: Jocelyn Reeves and Lucy Le Mare

We examined the beliefs and experiences of three elementary school teachers who, over one school year, participated in bi weekly, guided discussions of attachment and care theories that introduced them to relational pedagogy as a way of supporting students‟ positive social, emotional, and academic growth. Teachers‟ beliefs about the aims of education were assessed at the beginning and end of the study and for the duration of the study they each kept a journal to document and reflect on their classroom interactions. Findings revealed teachers‟ understandings of the aims of education reflected a more relational perspective at the end of the study than the beginning. Seven themes emerged from the journals capturing the teachers‟ commitment to fostering caring relationships in their classrooms; their hesitancy to fully implement relational pedagogy as well as missed opportunities to do so; the frustration they experienced leading to abandoning relational pedagogy; awareness of their “mistakes”; their feelings of isolation as they realized relational pedagogy required a supportive school environment and their successes. Implications for pre- and in-service teacher education are discussed.

121 - 124

Authors: Paula Beer, Fiona Hallet, Claire Hawkins and Dawn Hewitson

Short Research Report