UBC Graduate Research

The Calm Curriculum : Theories that inform practice Sidhu, Kiran


This capstone project examined theories and literature regarding social and emotional learning and self-regulation, and aimed to provide a link in how they support, and translate into the practice strategies of a curriculum already developed called, the CALM Curriculum (Sidhu & Elliott, 2013). The review of the literature of this project was guided by the following two questions: What is the theoretical framework that informs the CALM Curriculum, and, how do these theories translate into practice when implementing the CALM Curriculum? I developed the CALM Curriculum in response to the increase in referrals for children with self-regulation issues in the community of Chilliwack, B.C., and to help educators conceptualize self-regulation through a workshop and a curriculum that provided training and concrete practical strategies for the classroom. In this paper I provide the theory and literature regarding social and emotional learning that focus on the domains of biological, emotional, cognitive, social, and prosocial self-regulation that make up the CALM Curriculum. The CALM Workshop, presented in Chapter Three connects the research to the practice strategies of the CALM Curriculum and helps solidify educator’s conceptualization of self-regulation. The findings of this project revealed that the CALM Curriculum is substantiated by solid theoretical underpinnings and current research. Recommendations for future research include a CALM 2 grounded in theory and research and including the motivational domain of self-regulation.

Item Citations and Data


Attribution-NonCommercial-NoDerivatives 4.0 International