Perceived social support and domain-specific adjustment of children with emotional and behavioural difficulties

The perceived availability of social support has been documented as a protective mechanism among adults and adolescents. However, little research has explored the role of social support among children with emotional and behavioural difficulties (E/BD). The current study sought to investigate the effects of perceived social support from family, friends and teachers on domain-specific adjustment for children with E/BD. Fifty-four teacher-nominated children for E/BD completed questionnaires on perceived social support and behavioural, emotional and social functioning. Results suggest a pattern of intercorrelations between indices of child-rated social support and behavioural, emotional and social indicators of adjustment. Specifically, domain-specific social support was found to predict domain-specific adjustment outcomes for children with E/BD, once demographic variables were held constant. Interventions that are child-centred and domain-specific are suggested.     

Using outdoor learning to augment social and emotional learning (SEL) skills in young people with social,emotional and behavioural difficulties (SEBD)

ABSTRACT

Under-developed social and emotional learning (SEL) skills limit educational progress and make it difficult for children and young people with social, emotional and behavioural difficulties (SEBD) to form effective relationships with peers and ADULTS. This paper focuses on an SEL intervention set within an outdoor learning context. The research was practitioner led and used an action research (AR) approach to implement and evaluate the SEL intervention. Research participants (aged 12–13 years) were recruited from a UK special school and were all considered to have SEBD. The paper provides evidence for the specific SEL skills that participation in outdoor learning can enhance. The evidence suggests that outdoor learning can be an effective approach for educators wishing to augment the SEL skills of young people with SEBD.     

Ritual and free‐throw shooting in basketball

The purpose of this study was to determine the nature and effect of certain highly patterned behaviours utilized prior to free‐throw shooting in basketball. Ten female basketball players comprising the varsity squad of Texas Christian University, Fort Worth, Texas, USA served as subjects for this study. Subjects were filmed with a high‐speed camera and monitored for heart rate during the performance of 10 free throws in each of two conditions: ritual and non‐ritual. For the ritual condition, subjects were given unlimited time and freedom of movement prior to each free‐throw attempt. For the non‐ritual condition, subjects were not restricted by time, but were instructed to shoot the ball without utilizing any movements other than those required to project the ball to the goal. Dependent measures were characteristics of behaviours, physiological changes measured by heart rates, mechanical data (speed, height and angle of release), and number of successful attempts. Condition x trials analyses of variance and low standard deviation concerning characteristics of behaviours indicated that the idiosyncratic behaviours prior to free‐throw shooting were rituals of the auto‐communicative type. Results indicated no significant difference between conditions for free‐throw success. However, partial correlation between dependent measures and successful free‐throw attempts indicated that duration of behaviours was most crucial to free‐throw shooting success.     

Brain disease and the study of learning disabilities in the Netherlands (c. 1950–85)

This paper discusses the role brain disease has played in the discourse and practices of child scientists involved in the study of learning disabilities and behavioural disorders from the 1950s up to the mid-1980s, particularly in the Netherlands as part of a developing international scientific community. In the pre-ADHD era, when child sciences established themselves as academic fields of study and special education expanded quickly, brain-related psychiatric labels like “minimal brain damage” (MBD, later “dysfunction”) were often used for inattentive or hyperactive children. These diagnoses seem to have contributed to the academic status of the developing field of study by connecting neurological research into brain dysfunction with the study of learning problems and their treatment. The increasing differentiation between medical and educational research provided opportunities for those who focused on the development of American-style treatment such as behaviouristic conditioning. By 1980, more than a decade after their Anglo-American colleagues had done so, Dutch child scientists had finally lost confidence in the unspecific and overinclusive MBD label. Its popularity among the larger public, as well as concern about the rapidly growing number of diagnoses, continued to stimulate demand for more research into the nature of learning disabilities and methods of remedial teaching.     

Early intervention in emotional and behavioural difficulties: the role of Nurture Groups

ABSTRACT

This paper reports on the use of Nurture Groups (NGs) in mainstream infant schools as a promising example of an approach to early intervention for children with emotional and behavioural difficulties. The paper describes the philosophy and nature of NGs and offers empirical evidence supporting their effectiveness. It also describes a diagnostic tool designed to assist in the identification and monitoring of children requiring placement in NGs. In addition, the paper provides a brief account of an empirical study of staff attitudes towards and beliefs about NGs.     

“道德悖论”研究的现状及走向

从研究趋势来看,道德悖论研究有两个值得关注的方向.一个是思维悖论的方向,一个是行为悖论的方向.这两个研究方向相容互补,必将实现它们的相互融合.今后的主要任务是强化建构道德悖论的推理过程,以进一步的理论创新,探索实践逻辑内涵,吸收道义逻辑的理论成果,建构道德行为逻辑,在道德实践逻辑基础上,建立比较完善的道德悖行理论.     

英国医学院校社会和行为学科教育的现状和未来

在英国,大多数医学院校均为医学生开设了社会和行为科学课程,但是,怎样限定核心内容,以及怎样同预期的学习成果联系起来,仍然是一个有待解决的问题。本文根据问卷调查和研讨会讨论,论述了英国医学院校社会和行为学科教育的现状、问题和未来方向,例如医学课程中社会和行为科学的程度和范围、内容、同一性等。     

Role models,approaches to studying,and self‐efficacy in forensic and mainstream high school students: a pilot study

This study investigated the relationships between role models, approaches to studying, and self‐efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students were assessed using semi‐structured interviews. Approaches to studying and self‐efficacy were measured using the Approaches and Study Skills Inventory for Students and the General Self‐Efficacy Scale, respectively. In the EBD sample, the quantity of personally known role models correlated positively with deep and strategic approaches to studying, while quantity of media role models correlated negatively with a deep approach to studying and general self‐efficacy. In the mainstream sample, no association was found between quantity of role models, on the one hand, and approaches to studying and self‐efficacy, on the other hand. The findings suggest that EBD students would benefit from direct exposure to more interpersonal role models, which would further their chances of selecting and assimilating adaptive attitudes and behaviours.