A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

Autor/inn/en	Trach, Jessica; Lee, Matthew; Hymel, Shelley
Titel	A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics
Quelle	In: Journal of Emotional and Behavioral Disorders, 26 (2018) 1, S.11-20 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426617742346
Schlagwörter	Emotional Problems; Behavior Problems; Interpersonal Relationship; Group Dynamics; Social Psychology; Literature Reviews; Social Experience; Emotional Development; Behavior Development; Positive Behavior Supports; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendynamik; Sozialpsychologie; Soziale Erfahrung; Gefühlsbildung
Abstract	A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student's emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner's ecological systems theory and Harris's group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP. (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