Integrating Social Studies and Social Skills for Students with Emotional and Behavioral Disabilities: A Mixed Methods Study

Morris, Thomas D.; McGuire, Margit E.; Walker, Bridget

doi:10.1016/j.jssr.2017.04.001

Cited by 9 publications

(13 citation statements)

References 25 publications

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“…This knowledge is relevant because the majority of students with EBD (67%) self-report little to no community involvement as young adults (Sanford et al, 2011). Social studies instruction in school is the primary means through which content knowledge such as civic engagement is obtained (Morris et al, 2017; Scruggs et al, 2008). This meta-analysis also contributes knowledge to the field by revealing which interventions can be considered for use in the classroom to assist students with enhancing achievement in this academic subject that is often included in high-stakes assessments and required for graduation (Heafner & Fitchett, 2018; Scruggs et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…The importance of preparation in this area is particularly salient when one considers recent concerns with the civic well-being of the United States and the display of maladaptive, if not antisocial, behavior by those in leadership positions and the effect of these behaviors on society (see Graham & Weingarten, 2018; MacSuga-Gage, Ennis, Hirsch, & Evanovich, 2018). Social studies and civics education is, therefore, critical because students with EBD need to understand the rights and responsibilities of citizenship and how their actions can influence communities (McCoy, 2005; Morris, McGuire, & Walker, 2017).…”

Section: Importance Of Social Studies and Civics Educationmentioning

confidence: 99%

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Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

et al. 2019

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The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect ( g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Importance Of Social Studies and Civics Educationmentioning

confidence: 99%

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

et al. 2019

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“…The examination of these processes in children with social-emotional challenges is at the heart of this present study. In addition, this study contributes to the body of evidence that addresses young children’s (aged 5-6 years) social-emotional learning through stories and narratives (e.g., Morris, McGuire, & Walker, 2017; Wallbaum, Ananthanarayan, Borojeni, Heuten, & Boll, 2017) by (a) exploring the interconnectedness of narratives and play, and (b) examining the children’s performance in imagined situations, which necessitate social-emotional problem-solving.…”

Section: Introductionmentioning

confidence: 98%

Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence

Koivula

Turja

Laakso

2019

Journal of Early Intervention

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This study investigated the use of a playful, narrative, vignette-based method, called Story Magician’s Play Time (SMPT), in supporting children’s social-emotional reasoning and in helping children practice their social skills. We set out to examine (a) in what ways children use SMPT sessions to explore social interaction situations and to practice social skills, and (b) what story content and narrative play behavior during the SMPT sessions reveal about the social-emotional competence of children, in terms of acquisition and performance skills. The data were collected during SMPT storytelling sessions where 5- to 6-year-old children narrated stories of familiar but challenging daily situations and enacted their story in play. The data were analyzed using thematic analysis. The results suggest that the children had knowledge of socially responsible behaviors, but that they also had difficulties executing these behaviors in play. SMPT enabled the children to participate, experiment, and reflect on the emotions and strategies needed for developing socially sustainable solutions.

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“…A área da Psicologia Organizacional e do Trabalho (POT), por sua vez, destaca-se como um campo de investigação dos mais profícuos no que se refere a esse tema. Nesta perspectiva, as Habilidades Sociais (HS) apresentam-se como um tópico de estudo passível de diálogo com a POT, já que, esse conceito vem sendo utilizado em organizações (MORENO-JIMÉNEZ et al, 2014;VELOSO-BESIO et al, 2015;SEKIGUCHI;HOSOMI, 2017;YUN et al, 2017), mesmo se tratando de uma aplicação tradicionalmente feita na área da Psicologia Clínica e Escolar (VERA et al, 2017;POULOU, 2017;MORRIS;MCGUIRE;WALKER, 2017;TUCKER, 2017 ESCRIBANO, 1999;INOCENTE;GUIMARÃES, 2004;BOLSONI-SILVA et al, 2006;BANDEIRA et al, 2009;FISHER;MORIN, 2017;MORRIS;MCGUIRE;WALKER, 2017;PEREIRA-LIMA;LOUREIRO, 2017;LAUGEN et al, 2017) e para o desenvolvimento de lideranças de equipes de alto desempenho (FAGOULIS;PHILLIPS, 2011;HURRELL;SCHOLARIOSPUKK, 2014;CUADRA-PERALTA et al, 2017). Desta feita seriam importantes investigações que trouxessem mudanças positivas para a realidade no contexto do trabalho e do trabalhador.…”

Section: Introductionunclassified

Habilidades Sociais no Contexto da Psicologia Organizacional e do Trabalho

et al. 2018

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Resumo: Este artigo investiga a utilização do conceito de Habilidades Sociais (HS) no contexto da Psicologia Organizacional e do Trabalho (POT). Inicialmente, foram pontuados aspectos históricos do mundo do trabalho e da POT como campo de estudo e, a partir disso, discute-se o conceito de HS. A questão de pesquisa é: qual o estado da discussão da aplicação de HS para a POT? A pesquisa se justifica, pois o trabalho como um fator constitutivo do homem, fomentou pesquisas e discussões no tempo que marcam a relevância das HS para o trabalhador; a POT, por sua vez, se destaca como um campo de investigação dos mais profícuos da área. Nesta perspectiva, as HS se apresentam como um tópico de estudo passível de diálogo com a POT, pois, esse conceito está sendo utilizado, mesmo se tratando de uma aplicação tradicionalmente feita na psicologia clínica e escolar. O objetivo da pesquisa é investigar a aplicação do conceito de HS para a POT. Utilizou-se de uma análise documental de natureza exploratória que tem quadro de referência na compreensão. Percebeu-se que, a aproximação das HS com a POT pode se consolidar como prática no trabalho. No entanto, requer esclarecimentos, devido ao percurso teórico do conceito de HS e pela facilidade com que os profissionais utilizam o treinamento de habilidades sociais na área organizacional. A POT tem seus desafios e também é diversa/abrangente, portanto, deve-se atentar ao fato de um novo conceito que possa somar a estes desafios. Palavras-chave:Habilidades Sociais. Psicologia Organizacional e do Trabalho. Treinamento de Habilidades Sociais. Social Skills in the Context of Organizational and Work PsychologyAbstract: This article investigates the use of the concept of Social Skills (SS) in the context of Organizational Psychology and Work (OPW). Initially, historical aspects of the world of work and OPW were analyzed as a field of study and, from this, the concept of HS is discussed. The question of research is: what is the state of the discussion of the application of HS to OPW? The research is justified, since work as a constitutive factor of man, fomented researches and discussions in the time that mark the relevance of SS for the worker; the OPW, in turn,

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Integrating Social Studies and Social Skills for Students with Emotional and Behavioral Disabilities: A Mixed Methods Study

Cited by 9 publications

References 25 publications

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

Using the Storytelling Method to Hear Children’s Perspectives and Promote Their Social-Emotional Competence

Habilidades Sociais no Contexto da Psicologia Organizacional e do Trabalho

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