Relevant bibliographies by topics / Students with emotional disturbance

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Students with emotional disturbance'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Students with emotional disturbance"

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Davis, C. R. (Bob), and Kay Sather Bull. "Emotionally disturbed, gifted/talented students in rural schools." Rural Special Education Quarterly 8, no. 4 (December 1987): 15–22. http://dx.doi.org/10.1177/875687058700800404.

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This paper examines the concept of the emotionally disturbed gifted/talented student in rural areas. Areas examined include: definitions of emotional disturbance (ED) and intellectually gifted/talented (G/T), factors related to growing up rural and/or gifted which can cause conflict which may lead to emotional disturbance, school-related sources of conflict for rural gifted students, the teacher's role in climate setting and intervention to reduce conflict and to ameliorate problems of emotional disturbance, and an example of where and when to get additional help (when the teacher is not equipped to intervene).
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Cullinan, Douglas, and Michael H. Epstein. "Comorbidity among Students with Emotional Disturbance." Behavioral Disorders 26, no. 3 (May 2001): 200–213. http://dx.doi.org/10.1177/019874290102600301.

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Cullinan, Douglas, Susan Osborne, and Michael H. Epstein. "Characteristics of Emotional Disturbance Among Female Students." Remedial and Special Education 25, no. 5 (September 2004): 276–90. http://dx.doi.org/10.1177/07419325040250050201.

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Malmgren, Kimber W., and Joseph C. Gagnon. "School Mobility and Students with Emotional Disturbance." Journal of Child and Family Studies 14, no. 2 (June 2005): 299–312. http://dx.doi.org/10.1007/s10826-005-5058-0.

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Conte, Hope R., Robert Plutchik, Katherine V. Wild, and Peter Buckley. "Medical School Stressors and Emotional Disturbance." Psychological Reports 57, no. 3_suppl (December 1985): 1192–94. http://dx.doi.org/10.2466/pr0.1985.57.3f.1192.

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Responses of 21 medical students requesting psychiatric evaluation at a personnel clinic were compared on a 33-item measure of stress with those of 25 medical students who had never been involved in psychiatric treatment. Items distinguishing clinic and comparison groups related to general psychological problems such as anxiety and difficulty concentrating on work rather than to problems related to the medical school experience per se, such as dealing with very sick people or worry over having to make life and death decisions.
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Cullinan, Douglas, Chan Evans, Michael H. Epstein, and Gail Ryser. "Characteristics of Emotional Disturbance of Elementary School Students." Behavioral Disorders 28, no. 2 (February 2003): 94–110. http://dx.doi.org/10.1177/019874290302800201.

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The five characteristics of emotional disturbance (ED) as stated in the IDEA definition and a variable called socially maladjusted, were investigated. Participants were African American and European American elementary school boys and girls, 336 with ED and 548 without ED. Variables were measured with the Scale for Assessing Emotional Disturbance. Students with ED exceeded those without ED on all characteristics. Student category and race interacted for all characteristics in various ways. There were also interactions of category and gender. Among students with ED, one form of comorbidity was more prevalent among girls than boys, but there were no differences by race. Results clarify how students with ED exhibit the five characteristics associated with having ED and the socially maladjusted condition and show the need to consider all five characteristics in understanding the ED disability.
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McQuillan, Kathleen, George J. DuPaul, Edward S. Shapiro, and Christine L. Cole. "Classroom Performance of Students with Serious Emotional Disturbance." Journal of Emotional and Behavioral Disorders 4, no. 3 (July 1996): 162–70. http://dx.doi.org/10.1177/106342669600400303.

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Costenbader, Virginia, and Margery Reading-Brown. "Isolation Timeout Used with Students with Emotional Disturbance." Exceptional Children 61, no. 4 (February 1995): 353–63. http://dx.doi.org/10.1177/001440299506100404.

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This 1-year-long study investigated the use of isolation timeout as a behavioral control intervention in a special educational facility. Subjects were 156 students with emotional disturbance. The relationship of timeout to demographic variables was examined for a subsample of 73 students. Results indicate that 13,000 separate timeouts occurred over the academic year. Average time in isolation was 23 hr per student. Older students in more restrictive placements were found to spend significantly more time in isolation than were other groups, though much of this difference was due to voluntary timeouts. Alternatives to timeout as a behavior control measure are discussed.
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Nickerson, Amanda B., Amy M. Brosof, and Valerie B. Shapiro. "Predicting Positive Outcomes for Students With Emotional Disturbance." California School Psychologist 9, no. 1 (January 2004): 39–49. http://dx.doi.org/10.1007/bf03340906.

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Denny, R. Kenton, Michael H. Epstein, and Ernest Rose. "Direct Observation of Adolescents with Serious Emotional Disturbance and Their Nonhandicapped Peers in Mainstream Vocational Education Classrooms." Behavioral Disorders 18, no. 1 (November 1992): 33–41. http://dx.doi.org/10.1177/019874299201800102.

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The purpose of the present study was to determine whether the behavior of students with serious emotional disturbance differs from that of their nonhandicapped peers in integrated vocational classrooms and to determine whether teachers instruct students with serious emotional disturbance differently than they do students with no handicaps. Eleven pairs of students and their teachers were observed in a variety of vocational settings. Overall, the behavior of the two student groups did not differ significantly, nor did the behavior of teachers differ towards the students. The results are discussed in terms of integrating students with serious emotional disturbance into mainstream vocational education classes.
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Dissertations / Theses on the topic "Students with emotional disturbance"

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Archer, Lori R. "School-based occupational therapy services for students with emotional disturbance." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406030360.

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Tauschek, Kari L. "A comparison between the social and total self-concept of students in a school's emotional disturbance program and students not in the emotional disturbance program." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001tauschekk.pdf.

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Michel, Evan Burton. "Connecting the Dots: Enhancing Outcomes for Students with Emotional Disturbance through Integrated Student Support." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109085.

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Thesis advisor: Mary E. Walsh
Out-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Hoge, Matthew Ryan. "Factors Considered in Determining Educational Setting for Students with Emotional Disturbance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/301560.

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The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews were conducted to identify and understand factors contributing to placement decisions for IEP teams. Qualitative analysis of interviews produced three themes. First, IEP team members' beliefs, knowledge, and attitudes of ED influenced their recommendations for placement decisions. Second, teacher and resource-based factors played as critical a role as student-based factors in where students were placed. Third, needs of school-based stakeholders (i.e. teachers, principals, district officials) competed with those of the student with ED. Previous interview-based research on factors related to the determination of educational setting for students with ED relied predominantly on a single population: teachers. This study extends the research literature by including psychologists and principals as participants. The findings, provided by a cross section of school districts and personnel, highlight challenges related to the provision of high quality educational services for students with ED.
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Strothers, Kimberly. "What Makes Students With Emotional Disturbance Stay in School and Graduate?" Thesis, Long Island University, C. W. Post Center, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3723322.

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The purpose of this qualitative research study was to better understand why students classified with emotional disturbance (ED) were able to graduate from high school and earn high school diplomas. Students classified as having emotional disturbance have a host of deficits in the areas of reading, writing, math, and social and emotional skills. Despite these stumbling blocks, some students who had these deficiencies were resilient and able to graduate from high school, even in an era of school reform and heightened accountability. Using an extensive literature review, this phenomenological study explored reasons why this targeted population remained in school. Graduates were interviewed to determine the motivational factors that influenced and enhanced their decision to stay in an urban alternative high school. The subjects were classified with emotional disturbance over the age of 18 who were well past the age when they could legally withdraw from school and had graduated from a special education alternative high school in an urban setting. A cadre of administrators and teachers who supervised and taught this population during their 11 th and 12th grades were interviewed for comparison to determine what kept these students in school. The theoretical framework of Alderfer’s Existence, Relatedness, and Growth (ERG) theory was used; findings showed that the growth aspect was key in both the teachers’ beliefs as well as the students’ responses.

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Burgos-DeStephanis, Shana Ann, and Shana Ann Burgos-DeStephanis. "Effects of a Self-Determination Intervention on Students with Emotional Disturbance." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625377.

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Students with emotional disturbance experience many problems that affect their academic and social success in the school environment, including academic performance, relationships with teachers and peers, and a lack of engagement in the school community (Anderson, Kutash, & Duchnowski, 2001; Villarreal, 2015). Currently, a handful of interventions exist to assist students with behavioral challenges. Many of these interventions aim to increase academic achievement, or to curb disruptive behavior in students with ED so that they can achieve improved school success (Algozzine, Wang, & Violette, 2011). Research with students with emotional disabilities also suggests that improving their self-determination skills and providing opportunities for self-determination are also effective in improving school success (Green, Mays, & Jolivette, 2011; Sebag, 2010; Skerbetz & Kostewicz, 2013). While some research has been conducted with middle and high school students with ED, fewer research studies exist on strategies that promote self-determination in elementary students. This purpose of this study was to explore the effect of a choice-making intervention on the academic engagement and disruptive behaviors of elementary students with ED. Findings revealed a functional relationship between the offering of choice and the students' disruptive behaviors and academic engagement. Students also increased in their work completion and social interactions with one another and with the adults. Social validity data indicated that the teacher viewed the intervention as being feasible and valuable in his classroom.
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McGinty, Thomas J. "Reintegrating Students with Emotional Disturbance from Therapeutic Educational Placements to High Schools: Student and Adult Perceptions." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/McGintyTJ2007.pdf.

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Franz, Lawrence C. "Social Interactions in the Workplace by Former Students Identified as having an Emotional Disturbance." Kent State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=kent1166045961.

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Jenkins, Ruth A. "STUDENT VOICE REFLECTING SCHOOL EXPERIENCES FOR STUDENTS WITH EMOTIONAL DISTURBANCE WHO HAVE EXHIBITED AGGRESSIVE BEHAVIOR IN THE SCHOOL SETTING." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1163100679.

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Pickering, Eric Bradford. "P.A.S.S. processing differences between students with emotional disturbance and non-disturbed students on the cognitive assessment system /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486459267520253.

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Books on the topic "Students with emotional disturbance"

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Euler, Bryan L. EDDT: Emotional Disturbance Decision Tree. Lutz, FL: Psychological Assessment Resources, 2007.

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Stewart, Sheila. Something's wrong! kids with emotional disturbance. Broomall, Pa: Mason Crest Publishers, 2010.

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Epstein, Michael H. Scale for assessing emotional disturbance: Examiner's manual. Austin, Tex. (8700 Shoal Creek Blvd., Austin 78757-6897): PRO-ED, 1998.

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Kellogg, Ann. Educational assessment of emotional disturbance: An evaluation guide. Madison, WI: Wisconsin Dept. of Public Instruction, Division for Handicapped Children and Pupil Services, Bureau for Exceptional Children, Developmental, Behavioral and Learning Impaired Section, 1990.

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D, Grotevant Harold, and Zurcher Louis A, eds. Emotional disturbance in adopted adolescents: Origins and development. New York: Praeger, 1988.

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Forde, Elizabeth. Children in specialised care: changes in behavioural and emotional disturbance. (s.l: The Author), 2003.

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Severe emotional disturbance in children and adolescents: Psychotherapy in applied contexts. New York, NY: Brunner-Routledge, 2004.

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Ann, Reinhart Jo, ed. Interventions for students with emotional disorders. Austin, Tex: Pro-Ed, 1991.

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Students harassing students: The emotional and educational toll on kids. Lanham: Rowman & Littlefield Education, 2008.

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Quackenbush, Marcia. Emotional & mental health. 4th ed. Santa Cruz, Calif: ETR Associates, 2010.

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Book chapters on the topic "Students with emotional disturbance"

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Dombrowski, Stefan C. "Emotional Disturbance." In Psychoeducational Assessment and Report Writing, 349–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44641-3_14.

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Wu, Fan, Lanshin Chang, and Rik Carl D’Amato. "Emotional Disturbance." In Encyclopedia of Clinical Neuropsychology, 1289–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1453.

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Anastassiou-Hadjicharalambous, Xenia, and Nikos Georgiou. "Emotional Disturbance." In Encyclopedia of Child Behavior and Development, 569–73. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_988.

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Chang, Lanshin, and Rik Carl D’Amato. "Emotional Disturbance." In Encyclopedia of Clinical Neuropsychology, 942–43. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1453.

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Wu, Fan, Lanshin Chang, and Rik Carl D’Amato. "Emotional Disturbance." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1453-2.

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Dombrowski, Stefan C. "Emotional Disturbance." In Psychoeducational Assessment and Report Writing, 221–53. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1911-6_13.

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Neenan, Michael, and Windy Dryden. "Acquisition Of Emotional Disturbance." In Cognitive Behaviour Therapy, 23–24. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-10.

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Neenan, Michael, and Windy Dryden. "Maintenance Of Emotional Disturbance." In Cognitive Behaviour Therapy, 25–26. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-11.

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Neenan, Michael, and Windy Dryden. "Cognitive Vulnerability To Emotional Disturbance." In Cognitive Behaviour Therapy, 19–20. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-8.

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Stolorow, Robert D. "Emotional disturbance, trauma, and authenticity." In The Power of Phenomenology, 71–84. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429448584-5.

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Conference papers on the topic "Students with emotional disturbance"

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Matczak, Tina Marie. "Session 1: Special Education | Building Self-Efficacy and Self-Regulated Learning in Students Identified with Having an Emotional Disturbance through Visual And Graphic Art." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0009.

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Andreeva, Olga Viktorovna. "Emotional intelligence and disturbance interconnection." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111564.

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Setiawati, Denok, and Jianjar Fernia Endrastuty. "Emotional Maturity of Vocational School Students." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.83.

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Koltunovych, Tetiana. "Emotional Intelligence Features Of Students With Different Levels Of Emotional Burnout." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.41.

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Jeong, HyeSun. "Clinical Practice Stress, Emotional Labor, and Emotional Intelligence among Nursing Students." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.9.

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Seraia, T. L. "Learning the emotional sphere of first-graders." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair L. V. Mamedova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-154.

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Шумилов, Сергей Петрович, Елена Аркадьевна Шумилова, and Карина Ильдаровна Ишгарина. "EMOTIONAL-VOLITIONAL ASPECTS OF NEUROSIS IN STUDENTS." In Высокие технологии и инновации в науке: сборник избранных статей Международной научной конференции (Санкт-Петербург, Июль 2020). Crossref, 2020. http://dx.doi.org/10.37539/vt186.2020.30.73.010.

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В работе показано, что у студентов с низким уровнем невротизации был достаточный уровень саморегуляции и высокая мотивационная направленность на получение профессии. У студентов с высоким уровнем невротизации была не сформирована мотивация к получению профессии и низкий уровень саморегуляции. The paper shows that students with a low level of neuroticism had a sufficient level of self-regulation and a high motivational focus on getting a profession. Students with a high level of neuroticism were not formed motivation to get a profession and a low level of self-regulation.
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Stoykov, Anton. "EMOTIONAL INTELIGENCE AND COMMUNICATIVE TOLERANCE IN STUDENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.020.

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Anfimova, Nadezhda. "EMOTIONAL INTELLIGENCE AND ADAPTATION OF FOREIGN STUDENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.017.

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Jayadi, Novianti Rahmawati, and Dewi Rahmawati. "Emotional Intelligence and Independence of Learning Students." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.066.

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Reports on the topic "Students with emotional disturbance"

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Ivanova, E. S. Natural and formed DYNAMICS EMOTIONAL INTELLIGENCE older students. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-003.

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Yorke, Louise, Pauline Rose, Stephen Bayley, Darge Wole Meshesha, and Paul Ramchandani. The Importance of Students’ Socio-Emotional Learning, Mental Health, and Wellbeing in the Time of COVID-19. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/025.

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In this policy brief, we set out the importance of focusing on students’ socio-emotional learning, especially in the context of the ongoing COVID-19 pandemic. We first consider the role of socio-emotional learning in students’ education and development and also their mental health and wellbeing, and then identify specific areas that we suggest have particular importance in supporting students’ education and development during and beyond the COVID-19 pandemic.
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Gandia, Natalia, Josep-Maria Losilla Vidal, and Paz Viguer Seguí. Strategies to assess and promote university students’ socio-emotional competencies in socio-educational and health fields: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2021. http://dx.doi.org/10.37766/inplasy2021.2.0076.

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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The effect of exercise on athlete and non-athlete students’ mental health in physical dimension, anxiety, sleep disturbance, social function, and depression. Siavash Khodaparast Sareshkeh, Vahid Bakhshalipour, June 2018. http://dx.doi.org/10.14526/02_2018_317.

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