Depressive Adolescents at Risk of Social Exclusion: The Potentials of Social-Emotional Learning in Schools

Autor/inn/en	Reicher, Hannelore; Matischek-Jauk, Marlies
Titel	Depressive Adolescents at Risk of Social Exclusion: The Potentials of Social-Emotional Learning in Schools
Quelle	In: Improving Schools, 22 (2019) 1, S.43-54 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480218763845
Schlagwörter	Depression (Psychology); Adolescents; At Risk Students; Peer Relationship; Social Development; Emotional Development; Social Isolation; Incidence; Prevention; Coping; Stress Management; Problem Solving; Intervention; Gender Differences; Mental Health; Health Promotion; Foreign Countries; Austria + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Soziale Entwicklung; Gefühlsbildung; Soziale Isolation; Vorkommen; Prävention; Vorbeugung; Bewältigung; Stressmanagement; Stressbewältigung; Problemlösen; Geschlechterkonflikt; Psychohygiene; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Ausland; Österreich
Abstract	Depressive adolescents are a challenging and vulnerable group in schools. Specific developmental features such as irritability and comorbid behavioural disorders complicate the recognition of their emotional problems for peers, teachers and even parents. Our research shows that teachers tend to overlook depressive feelings in adolescents; however, even peers are not able to recognize depressive feelings appropriately. Emotional problems can result in underachievement, the inability to learn and problems building satisfactory interpersonal relationships. Our review of research findings detects a complex interplay between social dynamics of exclusion and depression. Educational intervention and prevention efforts with respect to evidence-based social-emotional learning (SEL) programmes are summarized. It can be concluded that the implementation of systematic SEL concepts in schools has the potential to recognize depression-related problems early, to prevent exclusion and to reduce the burden of depressive disorders. (As Provided).
Anmerkungen	SAGE Publications. 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