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The Role of School Psychologists in Social-Emotional Learning Programs

Flynn, Lauren
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833

Abstract Details

2014, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Parents’ and educators’ concern for children’s mental health and emotional competency has grown over the past few years as violent incidents are placed in the spotlight. Adequate social and emotional skills enable students to succeed academically, develop positive relationships, and be prepared for the workplace following graduation. Schools can help students develop these skills through the use of social-emotional learning programs. Social-emotional learning programs explicitly teach students skills such as emotional awareness and conflict resolution. Though several studies have supported the efficacy of social-emotional learning programs, few have examined school-based professionals’ use and perceptions of SEL programs. The present study examined school psychologists’ perceptions of SEL programs in schools and the role practicing school psychologists play in SEL programs. Participants were also asked about what barriers they experienced or would anticipate in implementing social-emotional learning programs. Thirteen school psychologists were interviewed in a focus group format to gain insight into their perspectives and use of social-emotional learning programs. The results provide a better understanding of school psychologists’ stance on using social-emotional learning programs and what barriers they have experienced in the implementation of these programs. The school psychologists discussed how social-emotional learning is an important component of students’ education, that there should be a push to integrate social-emotional learning in schools, and that several barriers exist to implementing a social-emotional learning program. The most frequently mentioned and discussed barriers were time, teacher comfort, and buy-in. Suggestions are made for future research and how school psychologists can advocate for social-emotional learning programs.
Elana Bernstein (Committee Chair)
Susan Davies (Committee Member)
Kelly Jo Arndt (Committee Member)
Curricula; Curriculum Development; Education; Educational Psychology; Psychology; Social Research

Recommended Citations

Citations

  • Flynn, L. (2014). The Role of School Psychologists in Social-Emotional Learning Programs [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833

    APA Style (7th edition)

  • Flynn, Lauren. The Role of School Psychologists in Social-Emotional Learning Programs. 2014. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833.

    MLA Style (8th edition)

  • Flynn, Lauren. "The Role of School Psychologists in Social-Emotional Learning Programs." Electronic thesis or dissertation, University of Dayton, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1406724833

    Chicago Manual of Style (17th edition)

dayton1406724833
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© 2014, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.