The Relationship Factor: Making or Breaking Successful Transitions for Youth at Risk

Autor/inn/en	Powell, Norman W.; Marshall, Amy
Titel	The Relationship Factor: Making or Breaking Successful Transitions for Youth at Risk
Quelle	In: Reclaiming Children and Youth, 20 (2011) 2, S.13-16 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-5701
Schlagwörter	At Risk Students; Altruism; Teacher Student Relationship; Caring; Transitional Programs; Developmental Studies Programs; Change Strategies; Disadvantaged Youth; Youth Problems; Youth Programs; Performance Factors; Integrated Services; Technical Assistance; Interpersonal Relationship; Social Cognition; Kentucky + Suchen Sie Ihr Suchwort? Altruistic behavior; Altruismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lösungsstrategie; Benachteiligter Jugendlicher; Jugendsofortprogramm; Leistungsindikator; Technische Hilfe; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Kognition
Abstract	Whenever educators are asked to identify the major problems they face, behavior management is near the top of the list. Research shows that effective teachers are able to build relationships with students and implement well-developed classroom procedures (Holt, Hargrove, & Harris, 2011, p. 18). Yet schools give scant attention to developing the competence of teachers to connect with students at risk. Positive relationships have particular impact on the academic success of students of low socioeconomic status and those with Hispanic and African American backgrounds (Bergin & Bergin, 2009). A longitudinal study by Hamre and Pianta (2001) showed that relationship problems between African American boys and their kindergarten teacher forecasted behavior problems that occurred during junior high school. When young children show initial behavior and learning problems, the response of the teacher will, in the words of Haim Ginott, either hurt or heal. The Kentucky Educational Collaborative for State Agency Children (KECSAC) provides funding and technical support to state agencies, school districts, and local programs to ensure that children at risk receive an equitable education. KECSAC serves over 22,000 state agency youth in alternative programs for students at risk. These young people face great hurdles in making successful transitions from alternative to regular school settings, and from secondary education to adulthood. In 2009, a year-long study, KECSAC BEST (Building Enhanced Services for Transition), focused on improving transition planning and services for these students. The study shows the need to provide all who work with challenging students the ability to build bonds of respect. (ERIC).
Anmerkungen	Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail: journal@reclaiming.com; Web site: http://reclaimingjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10