Publication Date

2017

Document Type

Dissertation/Thesis

First Advisor

Wickman, Scott A.

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Counseling, Adult and Higher Education

LCSH

Education||Educational counseling||Educational leadership||Secondary education||Curriculum planning

Abstract

A decade ago, Devaney, O'Brian, Resnik, Keister, and Weissberg defined social and emotional learning (SEL) as the process of acquiring skills to identify and manage thoughts, emotions, and behaviors, develop caring, respectful relationships, make responsible decisions, and effectively solve challenging problems. The purpose of this study was to: (a) explore how one high school district utilized existing educational frameworks and practices to implement SEL, (b) understand participants' perspectives regarding the process of SEL implementation as well as its impact, and (c) understand the perceived role of school counselors in SEL implementation. Findings are organized around four key areas: (a) curriculum, instruction, and assessment practices, (b) school culture, (c) school counselors' role in SEL implementation, and (d) factors identified by participants as most successful and most challenging. Findings suggest that SEL standards can be deeply embedded into educational practices at the high school level. Implications and recommendations are also discussed.

Comments

Advisors: Scott A. Wickman.||Committee members: Laura R. Johnson; Toni Tollerud.||Includes bibliographical references.

Extent

x, 196 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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