Success Stories of Educators with Socially Neglected Students: Perceptions and Support Strategies

Autor/in	Korem, Anat
Titel	Success Stories of Educators with Socially Neglected Students: Perceptions and Support Strategies
Quelle	In: Social Psychology of Education: An International Journal, 22 (2019) 3, S.687-700 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-019-09494-6
Schlagwörter	Social Isolation; Peer Relationship; Social Support Groups; Self Esteem; Interpersonal Competence; Skill Development + Suchen Sie Ihr Suchwort? Soziale Isolation; Peer-Beziehungen; Social support; Soziale Unterstützung; Self-esteem; Selbstaufmerksamkeit; Interpersonale Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Socially neglected students are those who are unnoticed by their peers. Over time, this neglect may have a negative impact on their socio-emotional development. Therefore, the present study aimed to focus on educators' perceptions and support strategies regarding these students. Ten case studies were analyzed, in which educators reported that they had succeeded in supporting a student who was unnoticed by the peers. It was found that prior to the support process, the educators described these students as lacking characteristics common to the peer group. Three objectives were identified in the educators' support strategies: (1) strengthening the student in himself, (2) teaching the student social skills and (3) increasing the student's involvement within the peer group. Success in the support process, however, was perceived by the educators as being primarily connected to achieving of the third objective. This indicates that educators attach great importance to the normative social involvement of socially neglected students. Alongside with these positive findings, some critical aspects regarding the essence of the educational support intervention and its objectives are raised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01