Building Productive Relationships with Young People with SEBD in Transition: The Role of Identity

Autor/in	O'Riordan, Zoe
Titel	Building Productive Relationships with Young People with SEBD in Transition: The Role of Identity
Quelle	In: Emotional & Behavioural Difficulties, 20 (2015) 4, S.415-431 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2015.1032108
Schlagwörter	Identification (Psychology); Behavior Problems; Emotional Disturbances; Antisocial Behavior; Dropouts; Interviews; Parent Attitudes; Paraprofessional School Personnel; Barriers; Interpersonal Competence; Institutional Characteristics; Individual Characteristics; Resilience (Psychology); Self Esteem; Qualitative Research; Longitudinal Studies; Student Records; At Risk Students; Special Schools + Suchen Sie Ihr Suchwort? Gefühlsstörung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Interviewing; Interviewtechnik; Elternverhalten; Interpersonale Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Self-esteem; Selbstaufmerksamkeit; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerakte; Special school; Sonderschule
Abstract	This article reports a study of the experiences of school leavers with social, emotional and behavioural difficulties (SEBD), which identified supportive relationships as key elements in young people demonstrating resilience through this transitional period. Almost all the young people involved in the study had access to potential helpers, but few managed to establish productive relationships with them. Analysis of interviews, conducted over a 15 month period with a group of 15 school leavers, their parents and those who worked with them, suggested that barriers and facilitators to relationship development existed at two levels: institutional and individual. This article focuses on the individual level, in which identity processes appear to play a key role. These processes are used to explain why some school leavers built productive relationships and thrived, whilst many failed to do so, and struggled. These findings have implications for policy, practice and theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01