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Download full textJennings, Patricia A. – American Educator, 2019
The first step in providing support to children and teens exposed to trauma and adversity is helping them to feel safe at school and demonstrating alternative working models of relationships. By spending time in a supportive classroom, students can learn that school can be a safe place, and that teachers and peers can be caring, thoughtful people…
Descriptors: Trauma, At Risk Students, Classroom Environment, Safety
Direct linkKilburg, Gary M. – Mentoring & Tutoring: Partnership in Learning, 2007
This case study is a continuation of a research project that investigated 149 mentoring teams in four school districts over a two-year period. The primary goal in the first phase of the study was to identify mentoring teams that were regularly encountering problems, introduce intervention procedures, and assess the effectiveness of those…
Descriptors: Mentors, Case Studies, Barriers, Longitudinal Studies
Peer reviewedJoseph, Gail E.; Strain, Phillip S. – Young Exceptional Children, 2003
This article offers suggestions on enhancing emotional vocabulary in early childhood education settings. A schematic of children's emotional literacy is followed by ways to build emotional vocabulary by teaching directly, teaching incidentally, or utilizing special activities. Suggestions also address teaching children to recognize feelings in…
Descriptors: Early Childhood Education, Emotional Development, Emotional Problems, Expressive Language
Peer reviewedGesten, Ellis L.; Weissberg, Roger P. – Special Services in the Schools, 1986
School-based, social problem-solving (SPS) training offers promise both for the prevention and remediation of social maladjustment of disabled children, with emphasis placed on social competence, social skills, and social problem-solving. Strategies for maximizing SPS skills acquisition include repetition, modeling, and role-playing. (CB)
Descriptors: Conflict Resolution, Elementary Secondary Education, Emotional Disturbances, Emotional Problems
Larson, Jim; Lockhman, John E. – Guilford Publications, 2005
A complete, readily applicable guide for schoolbased professionals, this book presents an empirically supported group intervention for 8- to 12-year-olds with anger and aggression problems. The Anger Coping Program has been demonstrated effective in reducing teacher- and parent-directed aggression and enhancing students classroom behavior, social…
Descriptors: Student Behavior, Interpersonal Competence, Intervention, Coping
Root, Pam – 1997
This paper discusses the importance of teaching social skills to children with Fetal Alcohol Syndrome (FAS) or Fetal Alcohol Effect (FAE) and the interrelationship between social skills and academic improvement. Goals and techniques for teaching social skills are identified, including: (1) improving the skill of compliance by setting reasonable…
Descriptors: Academic Achievement, Behavior Modification, Classroom Techniques, Compliance (Psychology)
