An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance

Autor/inn/en	Lind, John; Poppen, Marcus; Murray, Christopher
Titel	An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 3, S.186-191 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
Schlagwörter	Teacher Student Relationship; Self Determination; Adolescents; Emotional Disturbances; Disabilities; Goal Orientation; Intervention; Meetings; Data Collection; Progress Monitoring; Transitional Programs; College Readiness; High School Students; Postsecondary Education + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gefühlsstörung; Handicap; Behinderung; Zielorientierung; Zielvorstellung; Meeting; Tagung; Data capture; Datensammlung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung
Abstract	Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher-student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher-student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher-student relationships and self-determination. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01