Abstract
| Language | English |
|---|---|
| Title of host publication | Transforming Troubled Lives |
| Subtitle of host publication | Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties |
| Editors | Professor John Visser, C. Cole, H. Daniels |
| Place of Publication | London |
| Publisher | Emerald Publishing Limited |
| Pages | 251-272 |
| Number of pages | 22 |
| ISBN (Print) | 9781780527109 |
| Publication status | Published - 19 Apr 2012 |
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Keywords
- inclusion
- social and emotional competencies
- school discipline
- behavioural difficulties
- self-regulation
- self-responsibility
- social and emotional behavioural difficulties
Cite this
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"It wasnae (only) me" - the development of self-regulation and self-responsibility in pupils experiencing social and emotional behavioural difficulties (SEBD). / Mowat, Joan.
Transforming Troubled Lives: Strategies and Interventions for Children with Social, Emotional and Behavioural Difficulties. ed. / Professor John Visser; C. Cole; H. Daniels. London : Emerald Publishing Limited, 2012. p. 251-272.Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed)
TY - CHAP
T1 - "It wasnae (only) me" - the development of self-regulation and self-responsibility in pupils experiencing social and emotional behavioural difficulties (SEBD)
AU - Mowat, Joan
PY - 2012/4/19
Y1 - 2012/4/19
N2 - This chapter focuses upon the development of self-regulation as it pertains to pupils experiencing social and emotional behavioural difficulties (SEBD) within the context of a case study evaluating an intervention, designed and implemented by the author, to support such pupils within a Scottish secondary school situated in an area of multiple deprivation. The paper examines the extent to which pupils participating within the intervention developed the capacity to regulate their behaviour with good judgement in a range of contexts, identifying variables which fostered or impeded progress. The study is principally qualitative but draws also from quantitative data. It focuses upon four cohorts of support group pupils (N = 69), inclusive of six case studies. The findings indicate that the intervention had impacted positively upon the capacity of the young people to self-regulate their behaviour, if to varying extents, and that pupil outcomes were highly context related.
AB - This chapter focuses upon the development of self-regulation as it pertains to pupils experiencing social and emotional behavioural difficulties (SEBD) within the context of a case study evaluating an intervention, designed and implemented by the author, to support such pupils within a Scottish secondary school situated in an area of multiple deprivation. The paper examines the extent to which pupils participating within the intervention developed the capacity to regulate their behaviour with good judgement in a range of contexts, identifying variables which fostered or impeded progress. The study is principally qualitative but draws also from quantitative data. It focuses upon four cohorts of support group pupils (N = 69), inclusive of six case studies. The findings indicate that the intervention had impacted positively upon the capacity of the young people to self-regulate their behaviour, if to varying extents, and that pupil outcomes were highly context related.
KW - inclusion
KW - social and emotional competencies
KW - school discipline
KW - behavioural difficulties
KW - self-regulation
KW - self-responsibility
KW - social and emotional behavioural difficulties
UR - http://www.amazon.com/Transforming-Troubled-Lives-Interventions-International/dp/1780527101
M3 - Chapter (peer-reviewed)
SN - 9781780527109
SP - 251
EP - 272
BT - Transforming Troubled Lives
A2 - Visser, Professor John
A2 - Cole, C.
A2 - Daniels, H.
PB - Emerald Publishing Limited
CY - London
ER -