Transition-Related Social Support of High School Students with Emotional and Behavioral Disorders

Autor/inn/en	Yeager, Kristopher Hawk; Morgan, Joseph John; Brown, Monica R.; Higgins, Kyle; Jackson, Iesha
Titel	Transition-Related Social Support of High School Students with Emotional and Behavioral Disorders
Quelle	In: Preventing School Failure, 64 (2020) 3, S.230-239 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeager, Kristopher Hawk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2020.1732283
Schlagwörter	Emotional Disturbances; Behavior Disorders; Special Education; Males; Self Contained Classrooms; Student Centered Learning; Social Support Groups; Student Attitudes; High School Students; Teacher Student Relationship; Caring; Parent Child Relationship; Individualized Transition Plans; School Districts; Mentors; Counselors; Measures (Individuals); Family Relationship; Peer Relationship + Suchen Sie Ihr Suchwort? Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Male; Männliches Geschlecht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Social support; Soziale Unterstützung; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; School district; Schulbezirk; Counselor; Counsellor; Counsellors; Berater; Messdaten; Peer-Beziehungen
Abstract	This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most support from teachers and close friends even though support from parents was rated as most important. Additional themes emerged from interviews, including the overarching theme that students tended to prefer support from individuals who were caring, motivational, and personal. In many cases, students had negative perceptions or limited interaction with potential transition team members. Implications for practice and future research related to student-centered planning and stakeholder coordination are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01