"Esy, Egw, Emeis, mia omada pou mporei": Sxediasmos, efarmogi kai apotelesmatikotita programmatos koinonikis kai synaisthimatikis agwgis sti sxoliki taxi

Postgraduate Thesis uoadl:2279686 681 Read counter

Κατεύθυνση Εφαρμοσμένη Ψυχολογία στην Εκπαίδευση
Library of the School of Education
Deposit date:
Glymitsa Efthimia
Supervisors info:
Επιβλέπουσα καθηγήτρια: Γαλανάκη Ευαγγελία, καθηγήτρια ΠΤΔΕ, ΕΚΠΑ
Συνεπιβλέποντες καθηγητές: Μαλαφάντης Κωνσταντίνος, καθηγητής ΠΤΔΕ, ΕΚΠΑ
Μπαμπάλης Θωμάς, Αναπληρωτής Καθηγητής ΠΤΔΕ, ΕΚΠΑ
Original Title:
" Εσύ, Εγώ, Εμείς, μια ομάδα που μπορεί": Σχεδιασμός, εφαρμογή και αποτελεσματικότητα προγράμματος κοινωνικής και συναισθηματικής αγωγής στη σχολική τάξη
Translated title:
"Esy, Egw, Emeis, mia omada pou mporei": Sxediasmos, efarmogi kai apotelesmatikotita programmatos koinonikis kai synaisthimatikis agwgis sti sxoliki taxi
In the present essay the design, implementation and effectiveness of a Social and Emotional Education program for school year 2016-2017 is presented. The program was designed based on the needs of two Elementary school classes (B' and C'), where increased skirmishes and aggressiveness were observed and measures had been suggested by the teachers and school principle. The intervention is based on the principles of Systemic Approach, Positive Psychology and Social Learning and includes a composition from the following known programs: Social and Emotional Education in School (Chatzichristou, 2011), Buddies (Psillou & Zafeiropoulou, 2012), Program for the Control of Skirmishes (Triliva & Chimienti, 2008), The Garden of Emotions (Kantzou, Damilaki, Labrinea & Kanellopoulos, 2009), Think Right - Feel Good (Stallard, 2006), Steps for Life (Kourmousi, 2014) and Skills for Children in Elementary School (KE.TH.E.A., 2003). The side goals of the intervention are: a) Recognition and management of emotions b) Re-enforcement of self-esteem and acceptance of diversity c) Obtaining communication and cooperation skills and d) Conflict management. During the implementation of the program, music- kinetic activities, conversations, filling-out of worksheets, games, poetry and fairytale reading, constructions and dramatizations were performed. As a check of the effectiveness of the program, before and after its implementation, an adaption of the Early School Age Personal and Social Pupil Skills Evaluation Scale (Koutras, Markogiannakis & Kourmousi, 2013) was administered by the teachers of the two classes for each pupil. The pupils were requested to draw a sketch with the theme " Draw yourself in school", as well as give answers to questions/scenarios concerning conflict management. The quantitative and qualitative data analysis showcased the positive effect of the program and the achievement to a great extent of the previously mentioned goals.
Social and Emotional Education in School, intervention program, recognition and management of emotions, self-esteem reinforcement, diversity acceptance, obtaining communication and cooperation skills, conflict resolution, elementary school pupils
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