The School Counselor's Role in Supporting Military-Connected Youth

2021 ◽  
pp. 175-192
Author(s):  
Taqueena Sharell Quintana
Keyword(s):  
School Counselors ◽  
Emotional Development ◽  
Educational Experiences ◽  
Future Research ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Transitional Challenges ◽  
K 12 ◽  
High Degree ◽  
And Training

Throughout their K-12 educational experiences, military-connected youth often face a high degree of uncertainty and mobility due to their parent's service. These transitions often create stressors that impact the academic and social-emotional development of children and adolescents from military families. Because of their position and training, school counselors play an important role in addressing the educational needs of military-connected youth. Within this chapter, the author discusses military culture, describes the transitional challenges in which military-connected youth experience and highlights ways in which school counselors can utilize interventions to support this unique population. Recommendations and suggestions for future research are also explored.

A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children

1992 ◽  
Vol 16 (1) ◽  
pp. 55-72 ◽  
Author(s):  
Laurel Vespi ◽  
Carolyn Yewchuk
Keyword(s):  
Emotional Development ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Learning Disabled ◽  
Future Research ◽  
Gifted Children ◽  
Disabled Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
The Social

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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