The Social and Educational Implications for Children with Emotional and Behavioural Disorders
Holder, Charlotte Ann
Cardiff Metropolitan University
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The purpose of the study was to examine the social and educational implications of emotional and behavioural difficulties (EBD). This involved a single subject case sfudy involving one teenager attçnding a rosidential special school. The method of enquiry was qualitative and involved describing the difhculties the participant demonstrated with his behaviour and learning. Participant observations and the Devereux Scale were used to gather baseline information about the participants emotional and behavioural difEculties. Based on this information the author drew conclusions about the impact of EBD on social and educational development. Observation took pace over a period of one month in academic and physical education lessons. Four academic and fow physical education (PE) lessons were observed over this time, in addition a PE and academic subjeot teacher of the participant completed The Devereux Scale. The results indicated that according to the Deveregx Scale and the author's observations the participant experienced diflrculties socially interacting with peers, teachers and care workers and to also have learning diffrculties. These were evident from the interpersonal problems, inappropriate behaviours, depression and physical symptoms expressed by the participant. The teachers and Learning Support Assistants (LSA's) gave the participant social, emotional and leaming support and used management strategies to facilitate improvement of his emotional and behaviowal difficulties.
BSc (Hons) Sport, P.E. and Recreation
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