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Dissertations / Theses on the topic 'Emotional Resilience'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Mills, Michelle M. "The resilient child : emotional space." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45302.

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Green, Pauline Catherine. "Emotional resilience and the professional capabilities framework : identifying what emotional resilience is, in the context of social work education, training and practice." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/620591.

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In 2009, the Government introduced measures to improve social work training and practice in response to having analysed findings from Serious Case Reviews in the aftermath of a series of child deaths. One of the most significant of these improvements was the introduction of a new training framework, entitled the ‘Professional Capabilities Framework’ (The College of Social Work, 2012d). Emotional resilience was, for the first time, identified as a required capability within the ‘Professionalism’ domain of the framework. The aim of this research was to identify what emotional resilience was in t

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Davis, Sarah Kate. "Multidimensional pathways to adolescent resilience : the case for emotional intelligence." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/multidimensional-pathways-to-adolescent-resilience-the-case-for-emotional-intelligence(80fa6787-a439-466b-8720-eadb8e2fd0e3).html.

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Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether

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Waldbuesser, Caroline. "Extending Emotional Response Theory: Testing a Model of Teacher Communication Behaviors, Student Emotional Processes, Student Academic Resilience, Student Engagement, and Student Discrete Emotions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1556573843625795.

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Pert, Kirsty. "Enhancing resilience among disadvantaged children through universal social and emotional learning." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/enhancing-resilience-among-disadvantaged-children-through-universal-social-and-emotional-learning(b7ea3220-61e4-4b37-8df9-54cfc4f707a8).html.

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Socio-economic disadvantage has been empirically established as being a risk factor that contributes to poorer outcomes, including children's mental health and/or academic achievement (Bradley & Corwyn, 2002; Department for Eduction, 2013; Green, McGinnity, Meltzer, Ford, & Goodman, 2005; Hetzner, Johnson, & Brooks-Gunn, 2010). Given the longer term consequences of these negative outcomes, exploring ways to buffer the negative effects of socio-economic disadvantage is an important area for education research (Collishaw, Maughan, Goodman, & Pickles, 2004). Universal social and emotional learnin

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Wahlund, Thomas. "Emotional resilience in humans as an effect of hippocampal pattern separation." Thesis, Högskolan i Skövde, Institutionen för biovetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19925.

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Pattern separation is the means by which the brain discriminates similar experiences. It enables retrieval of individuated memories without confusing them with other memories. It is the reason one remembers where one parked the car today and does not mix it up with where one parked it previously. Adult neurogenesis refers to the ongoing production of neurons in the mature brain. One of the likely roles of adult neurogenesis in the hippocampus is facilitating pattern separation. Induced reduction of adult neurogenesis in non-human animals is associated with depression- and anxiety-like behavior

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Zolkoski, Staci M. "Resilience Among Graduates From Alternative Education Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699937/.

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Research has shown that students with emotional and behavioral disorders (EBD) typically have poor life outcomes. Students with EBD who are placed in an alternative education setting are likely to continue a path toward failure without carefully designed effective services. Existing studies have independently examined resilience in children and youth and alternative education settings. However, there is a gap in research examining resilience in students who have graduated from alternative education settings. Using semi-structured interviews, the present interpretive and descriptive qualita

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Malik, Aiysha. "Resilience and emotional distress in young people : risk, promotive and cultural factors." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6e035fb1-ca6a-4fab-a462-c8cb989af1a1.

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Resilience, as a trait, process or outcome, is the negation of an undesirable outcome or of an expected maladjustment in the context of an adversity. Young people represent a developmental stage in which there is a vulnerability to experience deleterious outcomes during adversity. The literature on risk and promotive factors for resilience in youth is compounded by narrative reviews which have not applied a rigorous search methodology and which have failed to operationalise resilience. To date, the majority of research in resilience for emotional distress has focussed on data collected in high

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Stockton, Susan L. "Resilience among elementary educators as measured by the personal and organizational quality assessment-revised and the emotional quotient i nventory short /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4416.

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Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 8, 2007) Includes bibliographical references.

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Goloway, Stephanie. "Happily Ever Resilient: A Content Analysis of Themes of Resilience in Fairytales." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4518.

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One in 4 children in the United States lives in a family impacted by the chronic, heritable disease of substance use disorder (SUD), also known as alcoholism or addiction. Recent research has demonstrated that resilience is a key protective factor against developing the disease in adolescence and adulthood and that the neurological roots of resilience lie in the child's experiences in early childhood. In spite of this, few resources related to family SUD or current models of resilience are included in preservice teacher preparation for early childhood educators. This study examined whether key

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Vincent, Erin Carr. "Gender differences in protective factors associated with educational, emotional and dual domain resilience." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274246.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2815. Adviser: Thomas Huberty. Title from dissertation home page (viewed Mar. 28, 2008).

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Haeussler, Stephanie. "Emotional regulation and resilience in educational organisations : a case of German school teachers." Thesis, Northumbria University, 2013. http://nrl.northumbria.ac.uk/16049/.

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This thesis investigates how the regulation of emotions contributes to the resilience of a school’s workforce in Germany, so that teachers develop and maintain the ability to handle obstacles as they occur, while emphasising the role of the organisation in supporting this process. Two areas of literature, around resilience and emotions, respectively emotion regulation, are reviewed and critically discussed. Additionally literature on stress in the teaching profession is reviewed in order to provide the context of this study. It is found that no research has investigated to date which emotion r

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Harris, Laura Elizabeth. "Evaluating the impact of therapeutic storywriting on childrens' resilience and emotional and behavioural adjustment." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/359840/.

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A range of different intervention programmes exist in schools in the UK to promote the learning and development of children with social, emotional and behavioural difficulties (SEBD). Surprisingly, there is little systematic evidence which has evaluated the effectiveness of these programmes at enhancing the protective processes associated with resilience. A systematic review of existing literature was conducted to examine the impact of both universal and targeted school-based intervention programmes on the resilience of children with SEBD. Results suggested that the most effective programmes f

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Dahling, Jason J. "SUPPRESSING POSITIVE EMOTIONAL DISPLAYS AT WORK: AN ANALYSIS OF THE INDIVIDUAL AND ORGANIZATIONAL CONSEQUENCES AMONG NURSES." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1195068338.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2007.<br>"December, 2007." Title from electronic dissertation title page (viewed 03/21/2008) Advisor, James M. Diefendorff; Committee members, Robert G. Lord, Rebecca J. Erickson, Rosalie J. Hall, Aaron M. Schmidt; Department Chair, Paul E. Levy; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Tobin, Donna. "Socially and Emotionally Competent Leadership: Promoting Staff Resilience and Well-being Through SEL Opportunities." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108824.

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Thesis advisor: Raquel Muniz<br>There is an abundance of research that both supports teachers’ developing the social and emotional competencies (SEC) of students and acknowledges that doing so positively impacts students’ academic and life success, as well as improving general well-being. As of 2020, Massachusetts required teachers to provide social emotional learning (SEL) opportunities for students, but district and school leaders have done little to develop teachers' own SEC. Yet, the literature shows that teachers’ SEC matter, both to the successful implementation of SEL programs in classr

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Sarkissian, Meliné. "Building Spiritual Capital: The Effects of Kundalini Yoga on Adolescent Stress, Emotional Affect, and Resilience." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/229.

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In order to integrate a mind, body, spirit approach in school settings, yoga programming such as Y.O.G.A. for Youth was introduced to one public and two charter schools in Los Angeles area urban neighborhoods. The study examined the effectiveness of the overall program and its effect on adolescent stress, emotional affect, and resilience. A survey was administered to measure the three dependent variables and informal interviews were conducted to determine the overall effectiveness of the program. The results of the mixed method approach indicated that the overall program was effective in creat

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Sarkissian, Meline Sadanand Ghazar. "Building Spiritual Capital| The Effects of Kundalini Yoga on Adolescent Stress, Emotional Affect, and Resilience." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561861.

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<p>In order to integrate a mind, body, spirit approach in school settings, yoga programming such as Y.O.G.A. for Youth was introduced to one public and two charter schools in Los Angeles area urban neighborhoods. The study examined the effectiveness of the overall program and its effect on adolescent stress, emotional affect, and resilience. A survey was administered to measure the three dependent variables and informal interviews were conducted to determine the overall effectiveness of the program. The results of the mixed method approach indicated that the overall program was effective in cr

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Armstrong, Andrew R., and n/a. "Why EI matters : the effects of emotional intelligence on psychological resilience, communication and adjustment in romantic relationships, and workplace functioning." Swinburne University of Technology, 2007. http://adt.lib.swin.edu.au./public/adt-VSWT20070926.131639.

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This thesis investigated the relative importance of six emotional intelligence (EI) abilities comprising the Swinburne University Emotional Intelligence Test (SUEIT) in the prediction of (1) psychological resilience to negative life events, (2) romantic relationship adjustment and communication behaviour, and (3) employability skills. In Study 1, the strength of relationship between negative life events and distress varied across three latent classes, reflecting vulnerable, average, and resilient profiles. Graduated EI scores, in terms of emotional self-awareness, ability to express, and self

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Fong-Hong, Lee. "Relationship Between Emotional Intelligence and Resilience Among Newly Licensed Registered Nurses Transitioning to the Professional Role." Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809129.

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<p> <b>Background:</b> With the current nursing shortage there are fewer experienced nurses and more newly licensed registered nurses (NLRNs) in the workplace. This shortage may be due in part to inconsistencies between role expectations learned in school and the practice environment. These inconsistencies may make it challenging to transition from nursing school into professional healthcare organizations. Nurses with certain person-level traits, including resilience and emotional intelligence, may be more likely to make a successful transition into practice. Findings may improve our understan

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Marselle, Melissa. "Growing Resilience through Interaction with Nature (GRIN)." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/10116.

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Well-being is fundamental for health. However, health and well-being are under threat by increased prevalence of depression and physical inactivity. Interaction with the natural environment may prevent these critical health issues, as research has shown that walking outdoors contributes to better well-being than walking indoors. The aim of this thesis was to investigate outdoor group walks as a potential public health intervention to enhance positive mental and emotional well-being, reduce stress, and foster resilience. This thesis evaluated Walking for Health, a national group walking program

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O'Riordan, Zoe. "The experiences and support of school-leavers with social, emotional and behavioural difficulties." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-and-support-of-schoolleavers-with-social-emotional-and-behavioural-difficulties(698484b8-a53e-40ad-8f1f-0662dc2baa0a).html.

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Times of transition offer the greatest potential for changing direction, for better or worse in young people’s lives. Yet it seems that many young people with social, emotional and behavioural difficulties (SEBD) fail to make the most of this window of opportunity as they make the transition out of school into adult life. Existing research into the transitional experiences and outcomes of school-leavers with SEBD reveal that they experience high levels of unemployment, drug and alcohol abuse, mental health problems and involvement in criminal activity, with the consequent costs, social and eco

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Petsagourakis, Despina. "Tier Change Profiles: A Longitudinal Examination of Strengths and Risks in an Integrated Student Support Intervention." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109168.

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Thesis advisor: Mary E. Walsh<br>Poverty negatively impacts health, emotional wellbeing, and educational outcomes for children and creates an opportunity gap between children living in poverty and their wealthier peers (American Academy of Pediatrics, 2016). To close the opportunity gap, schools are encouraged to adopt a systemic approach that addresses both academic and non-academic barriers to learning (Adelman 2018). Integrated Student Support (ISS) models have emerged as one of the most effective systemic school-based interventions (Moore et al., 2018). ISS interventions use various strate

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Harlacher, Jason E. "Social and emotional learning as a universal level of support : evaluating the follow-up effect of Strong Kids on social and emotional outcomes /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10225.

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Marvin, Luke Andrew. "Resilience and Internalizing Symptoms among Adolescent Girls in Residential Treatment: An Evaluation of Strong Teens." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6279.

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Strong Teens is an evidence-based social and emotional learning (SEL) curriculum designed to target internalizing disorders by promoting emotional resilience and social competence. In this study, Strong Teens was implemented among 36 adolescent girls during group therapy in a residential treatment center (RTC). A non-equivalent, quasi-experimental wait-list control group design was used. The curriculum was evaluated by tracking the girls' social and emotional knowledge, internalizing symptoms, and resilience from the perspectives of the girls, group therapists, and a supervisor who was blind t

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Blattner, Meghan CC. "The Socio-emotional Climates of Out-of-School Time Programs." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107698.

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Thesis advisor: Anderson J. Franklin<br>The differential effects of the achievement gap on lower-income youth persist in this country (National Association of State Boards of Education, 2013). Recognition of the role of Out-of-School Time (OST) factors contributing to achievement differences has been growing (Gordon, Bridglall, & Meroe, 2005). As a result, OST programs have been gaining popularity; however, program efficacy varies. Socio-emotional climate represents one area of quality that likely influences student outcomes. Socio-emotional climate was assessed through a custom observatio

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Vance, Angela Marie. "Teachers' Perceptions of their Resilience as they Teach a Social and Emotional Program: A Narrative Case Study." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/368171.

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Resilience education typically focuses on developing the resilience capabilities of students. Worldwide, classrooms are experiencing rapid change as a response to advances in technology, stronger recognition of prior knowledge of students, instant access to more information than the teacher knows, double-income families, children who have grown up in childcare, and multiple varieties of blended families—to name a few trends dominating contemporary times (Jones, 2006; Skaalvik & Skaalvik, 2011). Research confirms that less resilient students may be at risk of failing or dropping out of school (

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Isava, Duane M. "An investigation on the impact of a social emotional learning curriculum on problem symptoms and knowledge gains among adolescents in a residential treatment center /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882931&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 167-173). Also available for download via the World Wide Web; free to University of Oregon users.

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Myers, Monica M. "High School Experiences of Student Advisory in Fostering Resilience." Ashland University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1628091883398647.

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Castro, Olivo Sara Maria. "The effects of a culturally-adapted social-emotional learning curriculum on social-emotional and academic outcomes of Latino immigrant high school students /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404349111&sid=4&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.

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Snape, Mark Anthony. "An evaluation into how the introduction of Secondary SEAL has impacted upon school climate & pupils' emotional literacy and resiliency levels." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3258.

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This research paper forms the first half of this thesis exploring how the introduction of Secondary SEAL (SSEAL) has impacted on pupils’ emotional literacy and resiliency levels (as measured by the NfER Emotional Literacy Questionnaire and the Resiliency Scales For Children and Adolescents – A profile of personal strengths (RSCA) Questionnaire). The aim of Paper 1 is to explore whether the SSEAL programme is associated with relevant pupil skills, to show resilience with a difficult situation; be more in tune with their emotions and the emotions of those around them. The research questions for

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Mahoney, Emery Brianne. "Early Onset Risk and Resilience Factors Associated With Conduct Problems in Young Children With and Without Comorbid Emotional Difficulties." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/293540.

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Conduct problems are among the most prevalent psychiatric conditions identified in outpatient mental health centers (Frick 1998b; Kazdin, 1995; Loeber, Burke, Lahey, Waters, & Zera, 2000). Despite a long history of examining risk factors associated with conduct problems, many studies have focused exclusively on adolescent onset conduct problems and few studies have sought to examine relationships among risk factors across several domains. Furthermore, few studies have been conducted to examine protective factors thought to mitigate the risk for children who are thought to be at a high risk of

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Goodman, Matthew S. "Targeting Self-Regulation and Disease Resilience in Elementary School Students Through a Mindfulness-Based Social-Emotional Learning Curriculum." Thesis, Alliant International University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10826744.

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<p> The ability to self-regulate cognitive, emotional, and physiological activity is integral to mental and physical health. Teaching these skills in early childhood is a promising preventative health intervention. Mindfulness-based Social Emotional Learning (MBSEL) programs aim to enhance social-emotional competencies and improve academic outcomes in classroom children. Barriers to implementing MBSEL programs include the need to alter existing classroom curricula, and allocating resources towards training classroom teachers or hiring an experienced mindfulness facilitator. Inner Explorer (IE)

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Santos, Alexandre. "MindMasters 2: Targeting Social-Emotional Learning in Elementary School Children: A 3-Month Intervention Evaluation." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36879.

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The purpose of this Master’s thesis was to determine the efficacy of a preventative intervention, MindMasters 2. In order to do so, an outcome evaluation was conducted to explore the extent to which MindMasters 2 impacted specific social and emotional skills in Grade 3 children. Additionally, a process evaluation was conducted to attain teachers’ perspectives on the acceptability of the program in a classroom setting. Teachers also provided suggestions for program improvement. A total of 98 Grade 3 children were recruited and randomly allocated to either a control or experimental group, and ev

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Kennedy, Neil Patrick Martyn. "Employing Cornish cultures for community resilience." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/12641.

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Employing Cornish Cultures for Community Resilience. Can cultural distinctiveness be used to strengthen community bonds, boost morale and equip and motivate people socially and economically? Using the witness of people in Cornwall and comparative experiences, this discussion combines a review of how cultures are commodified and portrayed with reflections on well-being and ‘emotional prosperity’. Cornwall is a relatively poor European region with a cultural identity that inspires an established ethno-cultural movement and is the symbolic basis of community awareness and aspiration, as well as t

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Skiba, Stephanie Susan. "Evaluation of a Social and Emotional Learning Curriculum Integrated into a Middle School Health Classroom." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6896.

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Although approximately one-fourth of adolescents have a mental health disorder only half of them receive treatment. The goal of this study was to determine if Strong Kids, a social and emotional learning curriculum, implemented over a 4-week period could help decrease internalizing symptoms and increase resilience in middle school students, something not previously investigated. This study also measured social and emotional knowledge as measured by the Strong Kids questionnaire. Additionally, treatment fidelity and social validity were measured. The study used a non-equivalent, control group d

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Cohn, Bradley P. 1983. "Innovations in Strength-Based Social-Emotional Assessment: Factor Analysis, Psychometric Analysis, and Cross-Informant Comparisons with the SEARS-T." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11925.

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xiv, 110 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Many youth under the age of 18 experience high levels of mental health problems, and very few of those youth receive the necessary services to combat those problems. Historically, assessment of behavior and social and emotional functioning and subsequent design of interventions occur using deficit-based measures and tools. Another method of assessing behavior and social and emotional functioning that is receiving more attention over the last decade is

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Armstrong, Andrew Richard. "Why EI matters the effects of emotional intelligence on psychological resilience, communication and adjustment in romantic relationships, and workplace functioning /." Australasian Digital Thesis Program, 2007. http://adt.lib.swin.edu.au/public/adt-VSWT20070926.131639/index.html.

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Thesis (PhD) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2007.<br>Submitted as a requirement for the degree of Doctor of Philosophy, Faculty of Life and Social Sciences, Swinburne University of Technology - 2007. Typescript. Includes bibliographical references (p. 323-373).

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Chen, Tina. "A Pilot Study to Develop a Projective Method to Understand and Measure Resilience." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1220.

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Many factors affect resilience, such as personality traits and environmental support. A projective assessment has many advantages to understand a person as a whole. Up to present, there is no projective assessment for resilience. This dissertation was a pilot study to develop a projective method. Sixty-five college students participated in this study. Participants used words to describe their feelings after hearing an open-ended story with a traumatic event; they also completed the story. In this study, the resilience ratio, defined as the ratio of the number of positive responses divided by t

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Hemmeler, Megan Renee. "Social and Emotional Competency and Exclusionary Discipline." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1301855137.

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Podraza, Dan. "Elementary School Social Workers' Perspectives on the Development of Resilience in Early Childhood." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3719.

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Researchers have stressed the importance of addressing the social/emotional needs of early childhood (EC) children, including the development of resilience; however, some U.S. school personnel focus more on academics than on these needs. When young children possess these skills, they can handle social/emotional challenges later in life. The purpose of this qualitative bounded case study was to explore school social workers' (SWs) perspectives about resilience in EC settings. Research questions focused on knowledge of existing programs, participants' perceptions of the successes and challenges

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Sharpe, Bethany Ruth. "Identifying and meeting the social, emotional and behavioural needs of refugee children in a primary school." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/identifying-and-meeting-the-social-emotional-and-behavioural-needs-of-refugee-children-in-a-primary-school(b99943e7-7bc4-4ef8-a745-3bd8e2d2560a).html.

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Refugee children are at risk of experiencing social, emotional or behavioural needs (SEBN) due to the stressful events they have experienced. These events may have occurred whilst in their country of origin, or when travelling to and seeking asylum in a new country. There are a high number of refugee children in the local authority where the current research takes place. Educational Psychologists (EPs) in the authority have become aware of some of the needs of these pupils through individual case work. However there is an acknowledgement that more detailed information about their needs is stil

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Visser, Willem Alfonzo. "Daily hassles, resilience, and burnout of call centre staff / Willem Alfonzo Visser." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1701.

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Golestaneh, Hamideh. "The Emotional Impact of Forced Migration on Iranian-Americans." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1455342490.

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Du, Preez Melanie. "Kreatiwiteit en emosionele intelligensie as aspekte van psigologiese weerbaarheid by kinders." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9015.

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The construct of self-regulation has been well researched, however, no comprehensive approach is available for promoting self-regulation as a strength operating in an integrated process, and, furthermore, current research gives limited consideration regarding the role of creativity in the self-regulation process. The objective of this study was to explore the relation between self-regulation and creativity, and to promote self-regulation as a psychological strength by means of a creativity programme in the field of painting in a group of individuals. Self-regulation is described in the literat

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Camacho, Ortiz Carolina. "Generating socio-emotional learning in children and adolescents living in vulnerable conditions: : Perceptions of practices." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97792.

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Many children and adolescents that live under vulnerable social conditions in Latin America and Colombia do not have access to quality programmes that focus on psychosocial education based on socio-emotional learning. Research evidence on practices used by programme facilitators is still underdeveloped in the region. This study explores facilitators’ perceptions of practices that are considered to generate socio-emotional learning in children and adolescents who participate in related programmes in Bogotá-Colombia. The main objective of this exploratory, non-experimental research study is to p

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Afonso, Susete Alexandra Teixeira. "Processos de resiliência, regulação emocional e perspetiva temporal: um estudo comparativo sobre adolescentes institucionalizados vítimas de maus-tratos familiares." Master's thesis, Universidade Portucalense, 2014. http://hdl.handle.net/11328/938.

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Dissertação de Mestrado em Psicologia.<br>O objetivo principal deste estudo consiste em investigar de que modo a vitimização de adolescentes, segundo vários tipos de maus-tratos intrafamiliares, e a subsequente institucionalização determinam o processo de resiliência, a capacidade de regulação emocional e a orientação temporal dos sujeitos. Os participantes integram dois grupos heterogéneos: um grupo de adolescentes institucionalizados (N=30), do sexo masculino e feminino, com idades compreendidas entre os 14 e os 18 anos, estudantes do 6º ao 12º ano de escolaridade, e um grupo de

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Fontes, Arlete Portella 1956. "Estratégias de enfrentamento, regulação emocional e bem-estar subjetivo em idosos, numa perspectiva de resiliência = Coping, emotional regulation, and subjective well-being in aged on aresilience approach." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312506.

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Orientador: Anita Liberalesso Neri<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas<br>Made available in DSpace on 2018-08-28T02:34:17Z (GMT). No. of bitstreams: 1 Fontes_ArletePortella_D.pdf: 2043948 bytes, checksum: 8c335bcc28d9160c7b0d04e18ed764aa (MD5) Previous issue date: 2015<br>Resumo: Resiliência diz respeito a um padrão de adaptação positiva, ou de ausência de adaptação negativa, dependente da eficácia da atuação de recursos pessoais e sociais, na presença de riscos pontuais ou acumulativos ao funcionamento biológico, psicológico e social do ind

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Hutchinson, Jennifer. "Emotional Response to Climate Change Learning: An Existential Inquiry." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602019356792951.

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CASSANO, ANTONELLA. "Attaccamento, emozioni e resilienza. Bambini in contesti d'emergenza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/144.

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Il presente elaborato descrive tre dimensioni quali lo stile d'attaccamento (Bowlby, 1969, 1973, 1980; Ainsworth e coll., 1978), la competenza emotiva (Frijda, 1990; Goleman, 1996, 1998; Grazzani Gavazzi, 2004) e la resilienza (Cyrulnik, 2002), analizzata partendo da un excursus storico del concetto di trauma, dalle prime teorie psicoanalitiche fino a giungere alla categoria diagnostica del DPTS disturbo post traumatico da stress. Viene quindi riportata una ricerca condotta in Sri Lanka su un campione di 70 bambine tra gli 8 e i 10 anni, che hanno avuto esperienza dello tsunami che ha colpit

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CASSANO, ANTONELLA. "Attaccamento, emozioni e resilienza. Bambini in contesti d'emergenza." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/144.

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Il presente elaborato descrive tre dimensioni quali lo stile d'attaccamento (Bowlby, 1969, 1973, 1980; Ainsworth e coll., 1978), la competenza emotiva (Frijda, 1990; Goleman, 1996, 1998; Grazzani Gavazzi, 2004) e la resilienza (Cyrulnik, 2002), analizzata partendo da un excursus storico del concetto di trauma, dalle prime teorie psicoanalitiche fino a giungere alla categoria diagnostica del DPTS disturbo post traumatico da stress. Viene quindi riportata una ricerca condotta in Sri Lanka su un campione di 70 bambine tra gli 8 e i 10 anni, che hanno avuto esperienza dello tsunami che ha colpit

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