Social skills intervention for students with emotional/behavioral disorders aged six through 12 years

Chen, Kaili; Bullock, Lyndal M.

doi:10.1177/1363275204050369

Cited by 25 publications

(32 citation statements)

References 6 publications

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“…In line with research on educational differentiation effects, it can be expected that differentiating lessons according to pupils' actual learning potential and needs will support their feelings of connectivity to school and will reduce the occurrence of antisocial behaviour, which is conducive to social cohesion in school (Chen, 2006;Collier, 1994). Teachers can differentiate the curriculum, for example, by giving pupils different lesson tasks according to their actual learning level, language level, learning speed and learning questions.…”

Section: Curricular Disciplinary and Violence Characteristics And Momentioning

confidence: 96%

“…Important are proposals and procedures to develop, implement and empirically check early practices to promote prosocial discrimination processes and corresponding social behaviour, and to prevent or reduce the incidence of antisocial behaviour, truancy and the possession and use of weapons and drugs in particular. Chen (2006) and Lim and Deutsch (1996) have provided research overviews to demonstrate that specific social measures may lead to effective improvement of social safety between teachers and pupils.…”

Section: Teachers' Experience Of Violence and Motivesmentioning

confidence: 99%

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Secondary school teachers' personal and school characteristics, experience of violence and perceived violence motives

Mooij

2011

Teachers and Teaching

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Section: Curricular Disciplinary and Violence Characteristics And Momentioning

confidence: 96%

Section: Teachers' Experience Of Violence and Motivesmentioning

confidence: 99%

Secondary school teachers' personal and school characteristics, experience of violence and perceived violence motives

Mooij

2011

Teachers and Teaching

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“…Such skills are critical for their ability to interact with, adapt to, and function within the school and wider environment (Chen, 2006). According to Gresham, Elliot and Black (1987) 8 EBD pupils should be instructed in classroom social skills that are crucial for teacher and peer acceptance.…”

Section: System Of Detection and Interventionmentioning

confidence: 99%

“…Fekkes (2005) pointed out that social skills training also contributed to making pupils more resistant to bullying by other pupils. Chen (2006) concluded that no best practice model for training in social skills is available and that many programmes do not yield the desired results. Evans, Harden, Thomas and Benefield (2003) reviewed four social skills training programmes that yielded positive effects immediately after training, but showed no long-term effects.…”

Section: System Of Detection and Interventionmentioning

confidence: 99%

Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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Authors' BiographiesTon Mooij is a professor of educational technology at the Open University of The Netherlands (Heerlen) and an educational research manager at ITS (Radboud University Nijmegen). His research concerns educational, instructional and ICT conditions required to improve social and cognitive learning processes and outcomes for pupils, teachers, schools, and wider school environments.Ed Smeets is a senior researcher at ITS. His main research interests include special educational needs, learning and instruction, and ICT in education.1 Towards systemic support of pupils with emotional and behavioural disorders AbstractChildren with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social-emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at 12 mainstream primary schools in five different regions in The Netherlands. The results show that the schools focus on providing an adequate social-emotional environment and a corresponding system to detect and manage EBD.However, they lack a coherent pedagogical-didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.

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“…also Chapman & Harris, 2004;Chen, 2006;Dankmeijer et al, 2012;Mooij & Fettelaar, 2013a, 2013bMorin, 1974;Van Wormer & McKinny, 2003).…”

Section: Recommendations For Improving School Practicementioning

confidence: 99%

School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010

Mooij

2016

J Interpers Violence

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Gender and sexual orientation are expressed in heterosexual, lesbian (L), gay (G), bisexual (B), transgender (T), or queer (Q) interests and behavior. Compared with heterosexual persons, LGBTQ persons seem to experience more antisocial behavior including negative discrimination and violence. To assess differences in LGBTQ related discrimination in schools the question for this research is: Do the degrees of violence experienced and feeling unsafe of LGBTQ students and staff in a school differ from those of non-LGBTQ students and staff in the same school? Secondary analysis was carried out on data from a Dutch national digital monitor survey on safety in secondary schools. In 2006In , 2008, participation amounted to 570 schools, 18,300 teaching and support staff, and 216,000 students. Four indicators were constructed at the school level: two Mokken Scale means assessing severity of violence experienced and two Alpha Scale means assessing feeling unsafe. Analysis of mean differences showed that LGB students experienced more violence and felt less safe than non-LGB students; LGB staff felt less safe in school than non-LGB staff. When LGB students experienced more violence at school than non-LGB students, LGB students also felt less safe than non-LGB students for all three years. No such relationships existed for LGB staff, or between LGB staff and LGB students. No significant relationships were found between the four LGB school indicators and contextual school variables. The outcomes and uniqueness of the study are discussed. Limitations are the use of secondary data and the operationalization of LGBTQ. Recommendations are made to improve assessment and promote prosocial behavior of students and staff in schools to reduce LGBTQ discrimination and violence.

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Social skills intervention for students with emotional/behavioral disorders aged six through 12 years

Cited by 25 publications

References 6 publications

Secondary school teachers' personal and school characteristics, experience of violence and perceived violence motives

Secondary school teachers' personal and school characteristics, experience of violence and perceived violence motives

Towards systemic support of pupils with emotional and behavioural disorders

School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010

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