The Forgotten ‘E’ in EBD

Bowers, Tony

doi:10.4135/9781848608146.n6

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Capern and Hammond (2014) stated, positive student-teacher relationships are important for all students but especially for students with emotional and behavioral disorders (EBD). First, there is a plethora of evidence regarding EBD students' underperformance with respect to academic achievement (Kauffman & Landrum, 2013;Lane, Carter, Pierson, & Glaeser, 2006;Nelson, Benner, Lane, & Smith, 2004;Reid, Gonzalez, Nordness, Trout, & Epstein, 2004;Trout, Nordness, Pierce, & Epstein, 2003) and socio-emotional skills (Bowers, 2006;Cullinan & Sabornie, 2004;Kauffman & Landrum, 2013;Quinn, Kavale, Mathur, Rutherford, & Forness, 1999). Second, it is well known that in the worst-case scenario, EBD can have many long-term consequences for students' lives, for example, ongoing problems with social life and education and difficulties in employment (Bradley et al, 2008;Bradley, Henderson, & Monfore, 2004;Hotulainen & Lappalainen, 2011;Kauffman & Landrum, 2013;Lappalainen & Hotulainen, 2012).…”

Section: Introductionmentioning

confidence: 99%

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

Sointu

Savolainen

Lappalainen

et al. 2016

Educational Psychology

View full text Add to dashboard Cite

Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement Sointu, Erkko T.; Savolainen, Hannu; Lappalainen, Kristiina; Lambert, Matthew C.Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2017). Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37 (4), 457-467. doi:10.1080/01443410.2016 AbstractPositive student-teacher relationships are related to students' academic achievement and behavioral and emotional adjustment. How a student's behavioral and emotional strengths are associated with these relationships and how the relationships influence students' academic performance remains unknown. We examined this framework using a cross-lagged panel model with a group of Finnish students and their parents from

show abstract

Section: Introductionmentioning

confidence: 99%

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

Sointu

Savolainen

Lappalainen

et al. 2016

Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Bowers (2005) draws attention to the forgotten ‘E’ in ‘EBD’, observing that ‘There's nothing essentially “disturbed” about a felt state (emotion); it simply flows from thoughts about people, problems and situations’, inferring that emotional difficulties are allied with ‘disturbed (or difficulty‐inducing) thinking’ (Bowers, 2005, p. 90). He argues, however, that it is not sufficient to focus upon the thinking processes of the child – children need to develop insight into their emotions such that they can begin to understand the motivational forces behind their behaviour: this is precisely the driving force underlying Support Groups.…”

Section: The Nature Of the Problemmentioning

confidence: 99%

The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning

Mowat

2009

Support for Learning

View full text Add to dashboard Cite

This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The article draws upon a case study which evaluates a group work approach devised by the author to support pupils experiencing SEBD within a mainstream secondary school, within a deprived area. The study (N = 69) established benchmark measures relating to pupil attendance, discipline sanctions, attainment and pupil attitudes and followed the progress of the pupils until one to two years after completion of the intervention. The findings indicate that the intervention did not reduce the differential in performance in National Tests between the Support Group pupils and comparator groups but it did impact positively upon dispositions towards learning.

show abstract

“…Systematic learning promotes positive interactions with others coupled with self‐awareness through reflection of others behaviour (Rayner, ). Systematic and cognitive behavioural learning approaches not only persuade pupils to demonstrate good behaviour; they also encourage learning and understanding of themselves and others (Bowers, ; Mowat, ). The use of such learning approaches requires teachers of pupils experiencing SEBD to possess the necessary beliefs and employ suitable pedagogical approaches (Riding and Rayner, ).…”

Section: Introductionmentioning

confidence: 99%

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

O’Leary

Longmore

Medcalf

2014

Research in Spec Educ Needs

View full text Add to dashboard Cite

Research within physical education (PE) utilising the\ud occupational socialisation framework indicates that\ud the childhood phase of socialisation is the most\ud powerful phase of socialisation. However, for most\ud teachers working with pupils experiencing special\ud educational needs (SEN), the childhood phase often\ud lacks direct experience of SEN and thus ceases\ud to exist as a socialising force. Consequently, the\ud higher education and workplace phases form a ‘salvaged’\ud phase upon which to base pedagogical\ud approaches (Pugach). In light of this dichotomy, the\ud aims of this case study were to (1) examine how one\ud PE head of department (HOD) in a specialist social\ud and emotional behavioural difficulties (SEBD) school\ud taught year 9 pupils games; (2) identify factors\ud that led to such instruction and (3) consider the\ud influence of the three phases of occupational socialisation\ud on her pedagogical approaches. Data collection\ud methods consisted of formal and informal\ud interviews and lesson observations. The data were\ud inductively analysed, and themes were drawn from\ud this process. Using a systematic learning approach,\ud lessons were game orientated based around pupil\ud decision-making and limited technical practice.\ud Factors influencing this practice were her exploratory\ud outdoor activity experiences and the nature of\ud the pupils. In contrast to Pugach, this research indicates\ud that the childhood phase of socialisation can\ud provide an ‘apprenticeship of observation’ for those\ud teaching PE to pupils experiencing SEBD. That such\ud perceptions can be strongly held suggests that prior\ud examination of the childhood biographies of those\ud recruited to PE teacher training and/or PE teachers\ud teaching pupils who experience SEBD appears\ud warranted

show abstract

The Forgotten ‘E’ in EBD

Cited by 4 publications

References 0 publications

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement

The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning

The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education

Contact Info

Product

Resources

About