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
Emotional & Behavioural Difficulties
Short Title:
Emotional & Behavioural Difficulties
Format:
Journal Article
Publication Date:
2013/01/01/
Pages:
3 - 23
Sources ID:
90021
Notes:
Accession Number: EJ1010776; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Elementary Secondary Education; Reference Count: 64; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2014Accession Number: EJ1010776; Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals; Language: English; Education Level: Elementary Secondary Education; Reference Count: 64; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2014
Visibility:
Public (group default)
Abstract:
(Show)
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.)