Date of Award

8-2023

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Brian Daniels

Second Advisor

Sharon Horne

Third Advisor

Songtian Zeng

Abstract

To date, no research on the influence of social-emotional learning (SEL) instruction on school violence and academic performance in the Kyrgyz Republic has been published. However, the current levels of school violence and poor academic performance in Kyrgyz schools warrant action. According to the UNICEF report (2012), 83% of students reported witnessing or experiencing instances of violence at school. Research has shown positive results of SEL instruction on reducing school violence in various countries (Taylor et al., 2017). Therefore, the goal of this study was to pilot the implementation of a Russian translation of the Tuning in to Kids program, an SEL intervention, with teachers in Russian-speaking schools in the Kyrgyz Republic. The current study used mixed methods of analysis over two phases. In phase one, the program was piloted in four second-year classrooms using a multiple-baseline-across-classrooms design. In phase two, feasibility and acceptability of a Russian language adaptation of Tuning in to Kids was assessed through individual interviews with teachers who implemented the program in phase one. The study contributes to the school psychology literature by providing additional data regarding the transferability of evidence-based SEL curricula abroad and includes assessment of acceptability and feasibility of the Tuning in to Kids program in a culture and language completely distinct from those in Western countries. Results of the study inform modifications to the program that may facilitate potential future use as a Tier 1 intervention program in the Kyrgyz Republic.

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