Master of Education
Elizabeth A Nowicki
In school-aged children, healthy development of socio-emotional processes improves cognitive, social, and psychological well-being and promotes school and life success (Goleman, 1997; Mayer & Cobb, 2000; Greenberg, 2004; Zins & Elias, 2006; Brackett, Rivers & Salovey, 2011; Durlak, Weissberg, Dymnicki, Taylor & Schellinger et al., 2011). However, despite the number of evidence-based socio-emotional programs, issues in implementation and sustainability are present among school boards and districts (Greenberg, Weissberg, O’Brien, Zins, Fredericks, et al., 2003). The purpose of this study was to explore the effectiveness of a socio-emotional skills program on emotional literacy in grade three students. Using applied thematic analysis, results indicated that the Anger Blanket program may increase socio-emotional competencies, but this needs to be explored in future studies with enhanced methodology. Implications of this study highlight the need for the coordinated development and integration of socio-emotional programming across school boards.
Bond, Kathleen Michelle, "Anger is very ugly: Results from a classwide socio-emotional skills program" (2017). Electronic Thesis and Dissertation Repository. 4415.