Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social–Emotional Learning Lens

2020 ◽  
pp. 004208592093334
Author(s):  
Charity Brown Griffin ◽  
DeLeon Gray ◽  
Elan Hope ◽  
Isha W. Metzger ◽  
Dawn X. Henderson
Keyword(s):  
High School Students ◽  
Racial Identity ◽  
School Adjustment ◽  
Cognitive Strategy ◽  
Active Coping ◽  
Strategy Use ◽  
Emotional Learning ◽  
School Students ◽  
Coping Responses ◽  
School Valuing

This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( Mage = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth’s school adjustment.

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

ANXIETY AND COPING IN THE CONTEXT OF A SCHOOL EXAMINATION

1999 ◽  
Vol 27 (3) ◽  
pp. 319-330 ◽  
Author(s):  
Izabela Sorić
Keyword(s):  
High School Students ◽  
Trait Anxiety ◽  
State Anxiety ◽  
Social Evaluation ◽  
School Students ◽  
Coping Responses ◽  
The Social ◽  
Before And After ◽  
Before School ◽  
Additional Support

Cognitive appraisal and state anxiety of 137 high school students were examined immediately before school examination, immediately after the examination and immediately after the announcement of grades (one week later). Situational coping responses were assessed immediately after the examination. Social evaluation trait anxiety was measured two weeks before the examination in an unstressful (neutral) situation. The results show that the social evaluation trait anxiety predicts state anxiety both before and after the school examination and, in addition to this, an important role is played by the perception of threat and uncontrollability in this situation. The use of specific strategies of coping was also determined by both the personality and the perception of the examination situation, wherein the different strategies were determined by different sets of variables. Success in the examination was best predicted by the social evaluation trait anxiety, by problem focused coping and by coping through imagination-rumination (negative relation). In general, the results of the present study provide additional support for the interactional model of stress and anxiety.

Power 2

1995 ◽  
Vol 26 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Gordon W. Blood
Keyword(s):  
High School Students ◽  
Behavioral Treatment ◽  
Cognitive Behavioral Treatment ◽  
School Students ◽  
Coping Responses ◽  
Training Techniques ◽  
Game Therapy ◽  
Treatment Package ◽  
General Communication

This article describes a cognitive-behavioral treatment package for relapse management in adolescents who stutter. The package includes training techniques in problem solving, general communication skills, and assertiveness, as well as coping responses for stuttering episodes and realistic expectations for fluency and relapse. Three high school students were included in a multiple baseline across subjects design used to evaluate the treatment package. All subjects met the criterion of ≤ 3% disfluencies and positive changes in attitudes and feelings at the 12-month follow-up phase. Implications for the use of a game therapy for counseling/relapse prevention are discussed.

Looking to near peers to guide student discussions about race

2018 ◽  
Vol 99 (5) ◽  
pp. 51-55
Author(s):  
Donna Rich Kaplowitz ◽  
Jasmine A. Lee ◽  
Sheri L. Seyka
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Racial Identity ◽  
Cooperating Teachers ◽  
Change Agents ◽  
School Students ◽  
Early Results ◽  
Racial Issues ◽  
Facilitation Skills

The authors describe a promising approach to engaging high school students in intergroup dialogues, relying on “near peers” — in this case, local college students — to facilitate a series of classroom discussions about racial identity, differences, and opportunities to connect. Early results suggest that the approach had significant benefits for all participants. The high school students deepened their ability to think critically about racial issues and listen actively to others’ opinions, and the college students reported increased compassion, efficacy, and confidence as change agents. Further, even though their role was just to observe the dialogues, the cooperating teachers reported that they learned new facilitation skills and became more willing to address racial issues in the classroom.

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