The development of intrapersonal intelligence in pupils experiencing social, emotional and behavioural difficulties

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5 Citations (Scopus)

Abstract

This article draws from an evaluative case study of a group work approach –
Support Groups – designed by the author to support pupils perceived as having
Social and Emotional Behavioural Difficulties within a Secondary school situated
in an area of multiple deprivation in Scotland. The study, which is principally
qualitative, draws from the accounts of 69 pupils who participated within the
intervention during its first four years of inception and from a range of stakeholder accounts – parents, Support Group Leaders, class teachers and senior managers. The intervention focused upon collaborative, discussion-based activities designed to foster reflection, understanding and thinking skills. The study utilises data drawn from attendance, attainment and discipline statistics, comparing the Support Group population to wider comparator groups, in addition to questionnaires (open and closed), scheduled interviews and focus group discussion. This article focuses specifically upon the extent to which pupils developed intrapersonal intelligence. The findings indicate that the majority of pupils had, to at least an extent, developed greater understanding of their behaviour and that these outcomes were still in evidence up to two years after intervention.
Original languageEnglish
Pages (from-to)227-253
Number of pages27
JournalEducational Psychology in Practice
Volume27
Issue number3
Early online date7 Oct 2011
DOIs
Publication statusPublished - 14 Oct 2011

Keywords

  • multiple intelligence theory
  • intrapersonal intelligence
  • support groups
  • social and emotional behavioural difficulties
  • constructivist theories of learning
  • thinking skills
  • inclusion

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