NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ832616
Record Type: Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 144
ISBN: N/A
ISSN: ISSN-0741-9325
Cultivating Caring Relationships between Teachers and Secondary Students with Emotional and Behavioral Disorders: Implications for Research and Practice
Mihalas, Stephanie; Morse, William C.; Allsopp, David H.; Alvarez McHatton, Patricia
Remedial and Special Education, v30 n2 p108-125 2009
Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal compared to other students. Certainly, there is much to learn about achieving positive outcomes for students with EBD. This article examines the potential role that caring teacher--student relationships have in achieving better outcomes for students with EBD within their current educational contexts. A rationale for why developing caring teacher--student relationships is important to improved outcomes for students with EBD is presented based on the current literature on caring teacher--student relationships. Potential barriers are delineated, followed by a summary of practices that serve as starting points for developing caring relationships between teachers and students with EBD. Last, research implications are suggested.
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A