ERIC Number: EJ1148511
Record Type: Journal
Publication Date: 2017-Aug
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: N/A
An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance
Lind, John; Poppen, Marcus; Murray, Christopher
Career Development and Transition for Exceptional Individuals, v40 n3 p186-191 Aug 2017
Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher-student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher-student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher-student relationships and self-determination.
Descriptors: Teacher Student Relationship, Self Determination, Adolescents, Emotional Disturbances, Disabilities, Goal Orientation, Intervention, Meetings, Data Collection, Progress Monitoring, Transitional Programs, College Readiness, High School Students, Postsecondary Education
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 - Descriptive
Education Level: High Schools; Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A