‘They are out of control’: self‐perceptions,risk‐taking and attributional style of adolescents with SEBDs

Fifty‐six secondary school students with and without social emotional and behavioural difficulties (SEBDs) completed self‐report measures of their strengths and difficulties, self‐concept and social identity, cognitive attributional style and participated in computer‐based tests of risk‐taking and impulsivity. Contrary to common understanding, the students with SEBDs made realistic estimations of their difficulties and were as able to make attributions as their peers without SEBDs; though they tended to attribute negative events internally significantly more often than did students without SEBDs. No differences were found between the two groups in terms of risk‐taking as measured on a computer‐based test. Implications of these findings for identification of and working with students with SEBDs are considered.     

Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial

European Journal of Psychology of Education - The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing...     

Students with special educational needs: transitions from primary to secondary school

This article looks at the experiences of young people with Statements of special educational needs prior to and following moves from primary to secondary school. Pam Maras and Emma-Louise Aveling of the University of Greenwich, London, used interviews to develop six qualitative case studies focusing on the transition process. Findings from these case studies reveal that the young people varied in their expectations and needs during the transition to secondary school, and that schools differed in the quality and efficacy of the support systems they provide. Parents' and carers' responses suggest that additional support services were not necessarily the most beneficial way to provide for all of the young people. What did appear to be beneficial was continuity of support throughout the transition to a new school, and the provision of a dedicated space within the school, such as a special needs unit. Several of the young people adapted easily alongside their peers without special educational needs, while others required more structured support. Pam Maras and Emma-Louise Aveling suggest that effective communication between support services, the young person, and their parents can facilitate successful transitions by allowing support to be tailored to individual students' needs.