Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

Table 16 includes the intervention booklist. Books listed under the General
Emotions subheading discuss both positive and negative emotions. These titles were
chosen over other available books with similar content because they include short
rhyming verses for several positive and negative emotions and because they include rich,
colorful illustrations depicting each emotion. Books listed under the Teaching About
Emotions and Social and Relational Skills subheadings were included for the purpose of
teaching children about positive and negative emotions resembling the four basic
emotions of happy, sad, angry, and afraid (Denham, 1998) and teaching children about
acceptable and unacceptable social norms. These books are marketed specifically for
these purposes. These titles were chosen over other available books with similar content
because they include several events depicting common emotion-eliciting events (e.g.,
feeling proud of one‘s artwork, feeling scared when mother leaves the child at school)
and because they discuss specific emotions and ways to manage the experiences of these
emotions. Books listed under the Emotional Storybook Content subheading were
included to achieve ecological validity because they contain emotion-laden content but
are not marketed for teaching children about emotions. These titles were chosen over
other available books with similar content because they include issues of developmental
significance to preschool-age children: losing an attachment object (D.W.’s Lost Blankie),
experiencing a bad day (Alexander and the Terrible, Horrible, No Good, Very Bad Day),
being teased (Chrysanthemum), and transitioning to kindergarten (Kindergarten Rocks!).
Although these books feature events triggering negative emotions, three (D.W.’s Lost
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