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dc.contributor.authorHarris, Kelly
dc.date.accessioned2016-06-24T03:35:56Z
dc.date.available2016-06-24T03:35:56Z
dc.date.issued2013-05
dc.identifier.urihttp://hdl.handle.net/20.500.11803/263
dc.description.abstractThe purpose of this study was to investigate current research on social-emotional learning to determine if it could support the academic success of students in high socio-economic populations in the greater Vancouver area. According to research, there is abundant evidence of both academic and behavioral outcomes to support the inclusion of social and emotional learning in kindergarten to grade 7 affluent student populations. Research shows that students of affluence are not immune to social and emotional disturbances and could benefit from programs, which support their social-emotional development. Currently research on affluent student populations was found exclusively to study those populations from the United States. It is recommended that future studies examine the specific social-emotional needs of affluent Canadian student populations.en_US
dc.language.isoenen_US
dc.subjectStudent socio-economic statusen_US
dc.titleA Justification for Social and Emotional Learning in High Socio-Economic Status Student Populations in the Vancouver Areaen_US
dc.typeThesisen_US
thesis.degree.disciplineSchool Counselingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educationen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteVancouver, BCen_US
cityu.site.countryCanadaen_US


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