Supportive Teacher-Student Relationships: Promoting the Social and Emotional Health of Early Adolescents with High Incidence Disabilities

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.

Download Full-text

Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions

Early Childhood Education Journal ◽

10.1007/s10643-016-0800-3 ◽

2016 ◽

Vol 45 (3) ◽

pp. 427-435 ◽

Cited By ~ 15

Author(s):

Maria S. Poulou

Keyword(s):

Preschool Teachers ◽

Social And Emotional Learning ◽

Emotional Learning ◽

Student Relationships ◽

Teacher Student Relationships ◽

Social And Emotional ◽

Teacher Student ◽

Teachers And Students

Download Full-text

Socio-emotional empowering through mediation to resolve conflicts in a civic way

London Review of Education ◽

10.18546/lre.12.3.02 ◽

2014 ◽

Author(s):

Sara Ibarrola-García ◽

Concha Iriarte

Keyword(s):

Conflict Resolution ◽

Civic Education ◽

Affective Dimension ◽

Student Relationships ◽

Teacher Student Relationships ◽

Moral Improvement ◽

Teacher Student ◽

The Social ◽

Wide Range

Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher–student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 ( x =15.27 and s=1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.

Download Full-text

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

Council review ◽

10.1177/001440290306900203 ◽

2003 ◽

Vol 69 (2) ◽

pp. 163-179 ◽

Cited By ~ 27

Author(s):

Sharon M. Kolb ◽

Cheryl Hanley-Maxwell

Keyword(s):

Social Skills ◽

Emotional Development ◽

Social And Emotional Development ◽

Social And Emotional ◽

Parental Views ◽

The Social ◽

Parental Perspectives ◽

High Incidence ◽

High Incidence Disabilities ◽

Critical Social

This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

Download Full-text

Perceptions of kindness in pre-service early childhood teachers

Advances in Developmental and Educational Psychology ◽

10.25082/adep.2021.01.002 ◽

2021 ◽

Vol 3 (1) ◽

pp. 90-96

Author(s):

Maria S. Poulou ◽

Keyword(s):

Early Childhood ◽

Personal Development ◽

Early Childhood Teachers ◽

Student Relationships ◽

Healthy Relationships ◽

Teacher Student Relationships ◽

Social And Emotional ◽

Teacher Student ◽

School Based ◽

Scant Attention

Research evidence on Social and Emotional Learning implementation at schools has long been recognized. Most of the research however, has been focused on cultivating explicit social and emotional skills and relatively scant attention has been given to those positive human qualities or virtues such as kindness. Current study aims to illuminate pre-service early childhood teachers’ conceptualization of kindness. Two hundred and nineteen pre-service students described their perceptions of kindness. Kindness was conceptualized as a range of acts and words indicating respect, understanding and emotional support, which promote personal development and healthy relationships. Teachers’ kindness specifically was perceived important in cultivating students’ personality and teacher-student relationships. The findings of the study contribute to the topic of kindness in education which is a promising but undervalued area of school-based programming.

Download Full-text