Enhancing Social Integration of Immigrant Pupils at Risk for Social, Emotional and/or Behavioural Difficulties: The Outcomes of a Small-Scale Social-Emotional Learning Programme

Autor/inn/en	Doikou-Avlidou, Maro; Dadatsi, Katerina
Titel	Enhancing Social Integration of Immigrant Pupils at Risk for Social, Emotional and/or Behavioural Difficulties: The Outcomes of a Small-Scale Social-Emotional Learning Programme
Quelle	In: Emotional & Behavioural Difficulties, 18 (2013) 1, S.3-23 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2012.675137
Schlagwörter	Social Integration; Immigrants; Program Design; Intervention; Emotional Problems; Behavior Problems; Social Development; Emotional Development; Program Effectiveness; At Risk Students; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students; Foreign Countries; Measures (Individuals); Semi Structured Interviews; Peer Relationship; Sociometric Techniques; Greece; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Soziale Integration; Immigrant; Immigrantin; Immigranten; Programme design; Programmaufbau; Programmplanung; Soziale Entwicklung; Gefühlsbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Ausland; Messdaten; Peer-Beziehungen; Soziometrie; Griechenland
Abstract	The present study aimed to explore the outcomes of a small-scale social and emotional learning (SEL) intervention programme regarding the social behaviour and the social position of pupils from culturally diverse backgrounds. Seven primary and secondary education teachers participated in the study along with the pupils attending their classes; among them there were seven pupils from immigrant or repatriated families who presented social, emotional or behavioural difficulties (target-pupils). The SEL programme was designed to promote target-pupils' social integration. Pre- and post-intervention assessments were conducted with the use of qualitative and quantitative methods. Results indicate a positive interaction during the application of the SEL programme's activities between the target-pupils and their classmates and a few gains in the target-pupils' behaviour and social position following its implementation. The findings are discussed with respect to the need for SEL programmes to enhance immigrant pupils' social integration. Limitations of the study are also discussed. (Contains 3 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10