Towards the development of self-regulation in pupils experiencing social and emotional behavioural difficulties (SEBD)

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The paper 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.
Original languageEnglish
Pages (from-to)189-206
Number of pages8
JournalEmotional and Behavioural Difficulties
Volume15
Issue number3
Early online date8 Jul 2010
DOIs
Publication statusPublished - 2010

Fingerprint

Pupil
Self-Help Groups
Self-Control

Keywords

  • social behavioural difficulties
  • agency
  • inclusion
  • school discipline
  • self-regulation
  • self-responsibility
  • emotional behavioural difficulties
  • social competencies
  • emotional competencies

Cite this

@article{42c61328cde74c48bef80c8d99b801be,
title = "Towards the development of self-regulation in pupils experiencing social and emotional behavioural difficulties (SEBD)",
abstract = "The paper 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.",
keywords = "social behavioural difficulties, agency, inclusion, school discipline, self-regulation, self-responsibility, emotional behavioural difficulties, social competencies, emotional competencies",
author = "Joan Mowat",
year = "2010",
doi = "10.1080/13632752.2010.497658",
language = "English",
volume = "15",
pages = "189--206",
journal = "Emotional and Behavioural Difficulties",
issn = "1363-2752",
number = "3",

}

TY - JOUR

T1 - Towards the development of self-regulation in pupils experiencing social and emotional behavioural difficulties (SEBD)

AU - Mowat, Joan

PY - 2010

Y1 - 2010

N2 - The paper 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 - The paper 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 - social behavioural difficulties

KW - agency

KW - inclusion

KW - school discipline

KW - self-regulation

KW - self-responsibility

KW - emotional behavioural difficulties

KW - social competencies

KW - emotional competencies

UR - http://www.tandfonline.com/loi/rebd20

U2 - 10.1080/13632752.2010.497658

DO - 10.1080/13632752.2010.497658

M3 - Article

VL - 15

SP - 189

EP - 206

JO - Emotional and Behavioural Difficulties

JF - Emotional and Behavioural Difficulties

SN - 1363-2752

IS - 3

ER -