Young, Julie Lavonne2014-09-182014-09-182014-07https://hdl.handle.net/11299/165848University of Minnesota Ph.D. dissertation. July 2014. Major: Educational Psychology. Advisor: Jim Ysseldyke. 1 computer file (PDF); viii, 92 pages, appendices A-D.A pre-and post-test multiple baseline study was conducted in a suburban middle school to ascertain the utility of Positive Life Changes as a targeted (Tier 2) intervention. Specifically, the study sought to determine whether Positive Life Changes yields a significant increase in (a) academic engagement and (b) social emotional competence for students, and to explore student perceptions of intervention strength related to this potential growth. Participants (N = 10) were divided into three groups and received the intervention curriculum twice a week during lunch-group sessions for five weeks. The intervention led to positive growth in both academic engagement and social emotional competency. Potential mechanisms leading to social emotional growth and implications for practice are discussed.en-USAcademic InterventionInterventionJunior HighMiddle SchoolMultiple-BaselineSocial-emotional LearningThesis or Dissertation