Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders

Cook, Clayton R.; Gresham, Frank M.; Kern, Lee; Barreras, Ramón B.; Thornton, S. Patrick; Crews, S. Dean

doi:10.1177/1063426608314541

Cited by 168 publications

(140 citation statements)

References 51 publications

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“…Algumas qualidades do professor ou características de personalidade como paciência, dedicação, vontade de ajudar e atitude democrática promovem a aprendizagem (Chalita, 2001). Contrariamente, o autoritarismo e a inimizade originam antipatia por parte dos alunos, fazendo com que estes associem a matéria ao professor e respondam de uma forma negativa a ambos (Cook et al, 2008). Deste modo, Santeiro, Santeiro e Andrade (2004) referem que é de extrema relevância o papel do professor no desenvolvimento do potencial criativo de seus alunos.…”

Section: Discussionunclassified

“…É frequente descortinar na literatura da área ligações entre variáveis do ambiente de aprendizagem e o (in)sucesso dos alunos, tanto no campo cognitivo quanto no afectivo, podendo-se considerar como resultados cognitivos as notas alcançadas pelos alunos (Cook, Gresham, Kern, Barreras, Thornton & Crews, 2008). Quando se ponderam os resultados afectivos dos alunos a questão torna-se mais complexa.…”

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Rendimento académico: influência do autoconceito e do ambiente de sala de aula

Paiva¹,

Lourenço²

2011

Psic.: Teor. e Pesq.

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RESUMO -Este trabalho tem como objectivo verificar se o autoconceito dos alunos, avaliado pela escala PHCSCS-2, e o ambiente da sala de aula, analisado pela escala APSA, são relevantes na explicação do rendimento académico. Participaram 217 alunos (112 rapazes e 105 raparigas) do 3.º Ciclo do Ensino Básico, de uma escola pública do norte de Portugal. Para o tratamento dos dados recorreu-se a modelos de equações estruturais. Constatou-se que o autoconceito e o ambiente de sala de aula têm um impacto positivo e significativo no rendimento académico dos alunos (Língua Portuguesa e Matemática), bem como o autoconceito afecta positivamente esse mesmo ambiente. São discutidas implicações educativas dos resultados.Palavras-Chave: Autoconceito, ambiente de sala de aula, rendimento académico, modelos de equações estruturais.Academic Achievement: Influence of Self-concept and Classroom Environment ABSTRACT -The objective of this study is verify whether the self-concept of students, measured by the scale PHCSCS-2, and the classroom environment, assessed with the APSA scale, are relevant factors explaining academic achievement. 217 students (112 males and 105 females) of a public school in north of Portugal participated in this study. Structural EquationModeling was used to analyze the data. The results indicated that self-concept and classroom environment have a significant and positive impact on the language and mathematics achievement of the students and that self-concept positively affects the classroom environment. The educational implications of the results are discussed.Keywords: Self-concept, classroom environment, academic achievement, structural equation modeling. Uma das preocupações actuais das comunidades educativas está centrada na problemática do fracasso escolar e do correspondente abandono precoce. Um dos caminhos para superar esse fracasso escolar passa pela criação de ambientes de sala de aula, através dos quais os alunos aumentem a sua implicação na aprendizagem, desenvolvam um papel de agentes activos e possam evidenciar sinais de informação indispensável para explicar a causa ou o desenvolvimento dos problemas educacionais, adaptativos, entre outros. Assim, como refere Simões (2001), o espaço de sala de aula fornece dados importantes para analisar o autoconceito, onde a escola tem, nos dias de hoje, ocupado uma função importante na vida afectiva dos jovens ao mesmo tempo que facilita elementos para eles se auto-conhecerem.Partindo do princípio que o autoconceito se apresenta como um aspecto essencial da personalidade de cada indiví-duo, regulando as suas acções de forma diferente conforme seja positivo ou negativo, torna-se importante entender como se manifesta diferencialmente em adolescentes, na medida em que poderá permitir uma melhor compreensão de como estes se ajustam aos diversos contextos de vida em que interagem (Paiva, 2004). O autoconceito é um construto que tem causado um grande interesse por parte dos investigadores, onde a literatura revela uma panóplia de definições das quais destacaremo...

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Section: Discussionunclassified

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Rendimento académico: influência do autoconceito e do ambiente de sala de aula

Paiva¹,

Lourenço²

2011

Psic.: Teor. e Pesq.

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“…For students with EBD, the transition is especially difficult because they already struggle with their emotional responses and behavioural patterns, and may not have developed adequate social skills to navigate the transition (Cook et al, 2008). They may also struggle with diagnosed or undiagnosed mental health problems (Hackett et al, 2010).…”

Section: Transitioning To High Schoolmentioning

confidence: 99%

“…In general, students with EBD have been described as lacking in social competence skills (Cook et al, 2008;Desbiens & Royer, 2003;Gresham, 2000), such as forming and maintaining friendships (Al-Hendawi, 2012). The designation of emotional disturbance, a subset of EBD, may in fact be determined "more on the basis of social-behavioral difficulties rather than 'emotional disturbances' " (Cook et al, 2008, p. 131).…”

Section: Socioemotional Characteristicsmentioning

confidence: 99%

Students’ Perceptions of Schooling: The Path to Alternate Education

Pereira

Lavoie

2016

IJCYFS

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Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth's perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.

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“…Different studies (17)(18)(19)(20)(21)(22)(23)(24)(25) have examined the relationship between life expectancy and social intelligence with social adjustment and mediating role of resistance in adolescents. However, the main concern in the present study is to examine whether there is a relationship between life expectancy as well as social intelligence and social adjustment, considering the mediating role of resistance in high school boys in Tehran.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Life Expectancy as well as Social Intelligence and Adaptability to the Mediating Role of Resistance in High School Boys

Padam

Nickname

2017

Razavi Int J Med

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Background: Adolescence is a sensitive stage of life, where adolescents experience considerable emotional, physical, and intellectual changes. Hence, any delay in emotional maturity might be followed by serious problems in interpersonal relationships of adolescents as well as social challenges; the criterion for determination of social growth is the ability to adapt to others. Objectives: The present study aimed to examine the relationships between life expectancy as well as social intelligence and adaptability to the mediating role of resistance in high school boys in Tehran. Methods: It was a correlational descriptive study; the statistical population consisted of all high school boys in Tehran, from whom 250 students were selected by cluster sampling method. Data collection was based on Snyder's et al. Results:The results showed that there is a significant relationship between life expectancy as well as social intelligence and the mediating role of resistance in high school boys in Tehran. It also showed that there is a significant relationship between life expectancy as well as adaptability dimensions (emotional, educational, and social) and the mediating role of resistance in high school boys in Tehran. Finally, it showed that there is a significant relationship between social intelligence well as adaptability dimensions (emotional, educational, and social) and the mediating role of resistance in high school boys. Conclusions: Based on the results, it can be stated that resistance plays an intermediary role in life expectancy and social intelligence with social adjustment.

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Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders

Cited by 168 publications

References 51 publications

Rendimento académico: influência do autoconceito e do ambiente de sala de aula

Rendimento académico: influência do autoconceito e do ambiente de sala de aula

Students’ Perceptions of Schooling: The Path to Alternate Education

Relationship between Life Expectancy as well as Social Intelligence and Adaptability to the Mediating Role of Resistance in High School Boys

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