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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Public schools in most urban and rural districts are often consumed with meeting the standards for school grading and academic performance. They are limited in their ability to provide interventions that address the emotional needs of parents and their children. The present study considered the affective personal and social domains of child development, the unique needs of Haitian-American families and their elementary school-aged children, and the benefits of an emotional intelligence intervention administered by a counselor in the public school setting to address the socio-emotional needs of Haitian-American families to support the healthy development of self-concept in the children. The driving and restraining forces in the student and educational cultures were identified and discussed as they related to administering an effective emotional intelligence intervention to Haitian-American families.
Participants in the present study were Haitian-American parents and their children who had immigrated to the United States from Haiti within the last five years. A third party, who is a trained counselor, delivered a 30-hour emotional intelligence intervention to parents and their third-, fourth-, and fifth-grade children attending an urban public elementary school located in southeast Florida. Once parents and children successfully completed the emotional intelligence intervention, the Piers-Harris Children’s Self- Concept Scale (1996) was administered to all children in the treatment and control groups. The researcher analyzed the data using a simple t-test to determine the effect of an emotional intelligence intervention administered to Haitian-American families on the self-concept of the children.
Results indicate that, if implemented, an emotional intelligence intervention that increases the emotional awareness of Haitian-American families does have an effect on the children’s self-concept and can potentially yield successful outcomes in the areas of emotional development. An independent-samples t-test was significant, t (58) = 2.41, p < .05, in that children in families that received the intervention scored significantly higher (M = 58.77, SD = 11.68) on the Piers-Harris Children’s Self-Concept Scale than children in families that did not receive the intervention (M = 52.10, SD = 9.70). Based on the examination of the literature and empirical results of this study, these results indicate that public schools and their students could benefit from an emotional intelligence intervention to Haitian-American families.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2010.
- Bibliography:
- Includes bibliographical references (leaves 84-89).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright David O. Guss. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- BF576.G87 2010_GussDavid ( BU-Local )
- Classification:
- BF576.G87 2010 ( lcc )
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