Academic literature on the topic 'Teaching of students with social, emotional or behavioural difficulties'

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.

The current study used developmental trajectories to examine the relationship between internalising and externalising behaviours and victimisation over the transition period from primary to secondary school. Data were collected using a self-completion questionnaire four times over 3 years from 3,459 students aged 11–14 years. Students were tracked longitudinally to assess their knowledge, attitudes, mental health and bullying experiences during the transition period. Multilevel modelling was used to examine the relationship between developmental victimisation trajectories and behavioural and emotional difficulties over time of students’ transitioning from primary to secondary school. Males who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms, conduct problems, hyperactivity, peer problems and lower pro-social behaviour than those who had not been victimised. Whereas females who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms and peer problems than those who had not been victimised. The current results highlight the need to prevent the continuation or escalation of chronic victimisation from primary to secondary school and to improve the emotional wellbeing of adolescents. It is recommended that whole-school bullying prevention and intervention programs and social wellbeing programs are implemented during primary school and the transition to secondary school.

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development. Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods References: Abi-El-Mona, I., & Adb-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298–312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x Alamsyah, M. (2019). Kiat jitu meningkatkan prestasi dengan mind mapping (A. Safa, Ed.; 2nd ed.). Mitra Pelajar. Arimbi, Y. D., Saparahayuningsih, S., & Ardina, M. (2018). Meningkatkan Perkembangan Kognitif Melalui Kegiatan Mind Mapping. Jurnal Ilmiah Potensia, 3(2), 64–71. Aykac, V. (2014). An application regarding the availability of mind maps in visual art education based on active learning method. Procedia - Social and Behavioral Sciences, 174, 1859–1866. https://doi.org/10.1016/ j.sbspro.2015.01.848. Balim, A. G. (2013). The effect of mind-mapping applications on upper primary students success and inquiry-learning skills in science and environment education. International Research in Geographical and Environmental Education, 22(4), 337–352. https://doi.org/10.1080/10382046.2013.826543 Batdi, V. (2015). A Meta-analysis Study of Mind Mapping Techniques and Traditional Learning Methods. The Anthropologist, 20(1–2), 62–68. https://doi.org/10.1080/09720073.2015.11891724 Berman, R. A. (2007). Developing Linguistic Knowledge and Language Use Across Adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell Handbook of Language Development (pp. 347–367). Blackwell Publishing Ltd. https://doi.org/10.1002/9780470757833.ch17 Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721 Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16(2), 105–120. https://doi.org/10.1177/026565900001600201 Budd, J. W. (2004). Mind maps as classroom exercises. Journal of Economic Education, 35(1), 35–46. https://doi.org/10.3200/JECE.35.1.35-46 Budyawati, L. P. I. (2016). Implementasi Metode Mind Mapping untuk Meningkatkan Kemampuan Bercerita Anak kelas B di PAUD Sarin Rare Mas Ubud. Pancaran, 5(3), 1–16. Buzan, T. (2005). Mind map: The ultimate thinking tool. Thorston. Buzan, Tony. (2005). Buku Pintar Mind Map. Gramedia Pustaka Utama. Buzan, Tony. (2007). Buku Pintar Mind Map untuk Anak. Gramedia Pustaka Utama. Chang, Y. H., Chang, C. Y., & Tseng, Y. H. (2010). Trends of science education research: An automatic content analysis. Journal of Science Education and Technology, 19(4), 315–331. https://doi.org/10.1007/s10956-009-9202-2 Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375–387. Chow, J. C., & Jacobs, M. (2016). The role of language in fraction performance: A synthesis of literature. Learning and Individual Differences, 47, 252–257. https://doi.org/10.1016/j.lindif.2015.12.017 Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. Contemporary Educational Psychology, 29(3), 248–263. https://doi.org/10.1016/j.cedpsych.2003.09.001 Clegg, J., Law, J., Rush, R., Peters, T. J., & Roulstone, S. (2015). The contribution of early language development to children’s emotional and behavioural functioning at 6 years: An analysis of data from the Children in Focus sample from the ALSPAC birth cohort. Journal of Child Psychology and Psychiatry, 56(1), 67–75. https://doi.org/10.1111/jcpp.12281 Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62, 279–301. https://doi.org/10.1007/s10734-010-9387-6. DePorter, B., & Hernacki, M. (2015). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Kaifa. Dhieni, N. (2008). Metode Pengembangan Bahasa. Universitas Terbuka. Dhindsa, HS., M., K., & Anderson, OR. (2011). Constructivist-visual mind map teaching approach and the quality of students’ cognitive structures. Science Education Technology, 20, 186–200. https://doi.org/10.1007/s10956-010- 9245-4. Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856. https://doi.org/10.1111/jcpp.12378 Farrand, P., Fearzana, H., & Hennessy, E. (2002). The efficacy of the mind map study technique. Medical Education, 36, 426–431. Hapidin, H., Pujianti, Y., & Juniasih, I. (2019). The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment. JPUD - Jurnal Pendidikan Usia Dini, 13(1), 172–186. https://doi.org/10.21009/10.21009/jpud.131.13 Hendarwati, E. (2015). Peningkatan Kemampuan Bahasa Melalui Mind Mapping pada Anak TK Aisyah 29 Surabaya. Jurnal Didaktis, 12(1). Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238 Holley, C. D., Dansereau, D. F., McDonald, B. A., Garland, J. C., & Collins, K. W. (1979). Evaluation of a hierarchical mapping technique as an aid to prose processing. Contemporary Educational Psychology, 4(3), 227–237. https://doi.org/10.1016/0361-476X(79)90043-2 Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn. G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77, 95–111. Hulme, C., Nash, H. M., Gooch, D., Lervåg, A., & Snowling, M. J. (2015). The Foundations of Literacy Development in Children at Familial Risk of Dyslexia. Psychological Science, 26(12), 1877–1886. https://doi.org/10.1177/0956797615603702 Indriyani, M. P., Wirya, I. N., & Parmiti, D. P. (2013). Penerapan metoda mind mapping berbantuan media. Jurnal Pendidikan Anak Usia Dini Undiksha, 1(1), 1–10. Jalongo, M. R. (2014). E arly Childhood Language Arts (6th ed.). Pearson Education, Inc. Jones, B. D., Ruff, C., Tech, V., Snyder, J. D., Tech, V., Petrich, B., Tech, V., & Koonce, C. (2012). The Effects of Mind Mapping Activities on Students ’ Motivation. International Journal for the Scholarship of Teaching and Learning, 6(1). Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327 Keles, O. (2012). Elementary teachers’ views on mind mapping. International Journal of Education, 4(1), 93–100. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research : JSLHR, 52 6, 1401–1416. Lestari, N. G. A. M. Y. (2020). Penerapan Metode Mind Map Dalam Pengembangan Kreativitas Anak Usia Dini. Pratama Widya: Jurnal Pendidikan Anak Usia DIni, 5(1), 35–42. Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: Implications for the early years and beyond. International Journal of Language & Communication Disorders, 37(1), 3–15. https://doi.org/10.1080/13682820110089911 Madu, BC., & Metu, IC. (2010). Effect of mind map as a notetaking approach on students’ achievements’ in economics. Journal of Emerging Trends in Economics and Management Sciences (JETEMS), 3(3), 247–251. McGillion, M., Pine, J. M., Herbert, J. S., & Matthews, D. (2017). A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry, 58(10), 1122–1131. https://doi.org/10.1111/jcpp.12725 Meier, PS. (2007). Mind-mapping. Social Research, 52, 1–4. Merchie, E., & Van Keer, H. (2016). Mind mapping as a meta-learning strategy: Stimulating pre-adolescents’ textlearning strategies and performance? Contemporary Educational Psychology, 46, 128–147. https://doi.org/10. 1016/j.cedpsych.2016.05.005 Mona, IA., & Khlaick, FA. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298–312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knjowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press. O‟Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71–86. Olivia, F. (2013). 5—7 Menit Asyik Mind Mapping Kreatif. Elex Media Computindo. Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly,46, 112–125. https://doi.org/10.1016/j.ecresq.2018.04.001 Padang, J. S. M., & Gurning, B. (2014). Improving Students’ Achievement in Writing Descriptive Text through Mind Mapping Strategy. Register Journal of English Language Teaching of FBS-Unimed, 3, 1–11. Patmonodewo, S. (2000). Pendidikan Anak Pra Sekolah. Rineka Cipta. Paxman, CG. (2011). Map your way to speech success! Employing mind mapping as a speech preparation technique. Communication Teacher, 25(1), 7–11. https://doi.org/10.1080/17404622.2010.513994 Riswanto, & Putra, P. P. (2012). The Use of Mind Mapping Strategy in the Teaching of Writing at SMAN 3 Bengkulu , Indonesia. International Journal of Humanities and Social Science, 2(21), 60–68. Saed, H. A., & AL-Omari, H. A. (2014). The Effectiveness of a Proposed Program Based on a Mind Mapping Strategy in Developing the Writing Achievement of Eleventh Grade EFL Students in Jordan and Their Attitudes Towards Writing. Journal of Education and Practice, 5, 88–109. San Risqiya, R. (2013). The Use of Mind Mapping in Teaching Reading Comprehension. ELTIN Journal, 1, 32–43. Serig, D. (2011). Beyond brainstorming: The mind map as art. Teaching Artist Journal, 9(4), 249–257. Somers, MJ., Passerini, K., Parhankangas, A., & Casal, J. (2014). Using mind maps to study how business school students and faculty organize and apply general business knowledge. The International Journal of Management Education, 12, 1–13. Warsidi, Burhanuddin, A., & Mustafa, M. (2014). A Collaboration Of Mind Mapping And Organizational Pattern To Improve Students ’ Essay Writing Ability. Jurnal Pasca Unhas, 11, 1–12. Whitehurst, G. J., & Fischel, J. E. (1994). Practitioner Review: Early Developmental language Delay: What. If Anything. Should the Clinician Do About It? Journal of Child Psychology and Psychiatry, 35(4), 613–648. https://doi.org/10.1111/j.1469-7610.1994.tb01210.x Williams, M. H. (2012). Physical webbing: Collaborative kinesthetic three-dimensional mind maps. Active Learning in Higher Education, 13(1), 35–49. https://doi.org/10.1177/1469787411429185 Willis, C. L., & Miertschin, S. L. (2006). Mind maps as active learning tools. Journal of Computing Sciences in Colleges, 21(4), 266–272. Yunus, M. M., & Chien, C. H. (2016). The Use of Mind Mapping Strategy in Malaysian University English Test (MUET) Writing. Creative Education, 07(04), 619–626. https://doi.org/10.4236/ce.2016.74064

This research sets out to examine the Learning Support Zone (LSZ) initiative, introduced in Maltese state secondary schools to promote the inclusion of secondary students exhibiting social, emotional and behavioural difficulties (SEBD). A mixed-methods research design was employed with the purpose of exploring the level of application and implementation of LSZ provisions across colleges in Malta, as well as eliciting the students’ views about their experience of the service and the influence this initiative has had on their life at school. The participants included in this study consisted of 18 LSZ co-ordinators and nine secondary students exhibiting SEBD. The findings stemming from this research indicate that a significant number of state secondary schools in Malta have subscribed to the LSZ initiative, and have thus assimilated this provision in their respective schools. The students enrolled in LSZs highlighted the pivotal role such provisions occupy in their education. They also emphasized the effective contribution LSZs are providing to students exhibiting SEBD, in terms of the support that is offered in coping with the difficulties they experience, in mainstream educational settings.

This study explores the experiences of students with social, emotional, and behavioural difficulties (SEBD), both in mainstream schools and residential school settings. The subjects are 29 students attending a New Zealand residential special school for boys with SEBD. Through voicing their views on their schooling experiences and suggesting ideas for improvement, the boys provided educators and policymakers with a better understanding of ways in which the schooling experience of boys with SEBD can be more positive and successful. A qualitative research design was utilised to gain the students’ insights into the salient features of their mainstream and residential schooling experiences. In order to highlight student voices in the research process and thesis writing, a phenomenological approach was utilised to shape the core methodology. Interviewing was chosen as the primary method of data collection for the analysis. In-depth, semi-structured interviews raised a number of salient features of the boys’ schooling experiences. The findings are summarised and merged into three main themes; the mainstream school experience, the residential school experience, and boys’ suggestions and recommendations for school improvement. The findings suggest a considerable degree of consistency between the boys concerning the difficulties experienced in mainstream schools. They highlight the importance of cultivating strong, positive student-teacher relationships and relationships among peers; the need for more effective disciplinary practices; the need to recognise the learning needs of students with SEBD as a priority; and the need to address bullying issues more effectively. The findings also provide valuable insights into some of the ways in which placement in a residential school for boys with SEBD are perceived to be effective for these students. The benefits of a residential school programme identified by the boys included improved learning and behaviour, improved relationships with others, and a greater capacity to deal with difficult feelings. The factors enabling these improvements were identified and included positive relationships with teachers, effective behavioural management based on fair sanctions and rewards, small classes, teachers’ instructions, the availability of academic support, better relationships with peers, and an effective anti-bullying policy.

This Interpretative Phenomenological Analysis (IPA) explores the lived experience of students who present with Social Emotional Behavioural Difficulties (SEBD) during their Mathematics lesson at school. Hence, it attempts to give them a voice with regards to their learning experience in the subject. The aims of the research were to (i) explore how students presenting with SEBD experience learning in the Mathematics classroom; and (ii) suggest educational strategies and interventions that could help in offering students presenting with SEBD with a more engaging learning experience. The participants of this study were four students exhibiting with SEBD aged between 12 and 13 years old. The data was collected over a period of 12 weeks. The main data sources included recorded video diaries and semi-structured interviews. The main research findings indicate that the behaviour of students exhibiting with SEBD in the Mathematics classroom is linked to the curriculum, emotions, relationships, consequences and appraisals.

This thesis reports on a small scale action research study conducted within the mathematics classroom of a special school in England, categorized as catering for students with Behavioural, Emotional and Social and Difficulties (BESD). In the UK, more students are identified as having BESD than any other category of Special Educational Need and yet students identified in this way experience some of the poorest educational outcomes. This study sought to explore how one class of six Year 10 students (aged 14 -15) viewed and experienced their learning of mathematics. It aimed to identify whether particular pedagogical approaches could provide improved opportunities for learning. Instead of focusing on strategies and sanctions to manage behaviour, this research concentrated on better understanding the specific learning needs of this small but diverse group of students. The study was informed by theories of learning that emphasise the importance of social and cognitive processes in the learning of mathematics. In order to encourage peer communication and social interaction, the teacher adopted the role of facilitator, increasing opportunities for students to engage in dialogue and learn from each other. The curriculum area of measurement estimation was chosen as the focus of the intervention. As this is an area of mathematics that does not necessarily lead to a single correct answer, it reduced the risk to students of getting it ‘wrong' which could further exacerbate issues of low self-esteem and confidence. Data were gathered at each phase of the action research cycle and included: audio recordings made during and after each of the seven learning activities that comprised the intervention; notes from the teacher-researcher's research journal and copies of students' work. As the study aimed to capture the students' perspective of their mathematical learning, they each took part in an individual, semi-structured interview during the reconnaissance phase and a focus group discussion following the intervention stage. Data collected from the reconnaissance stage were analysed using a process of thematic analysis and informed the development of the intervention. The study poses a number of challenges for those interested in improving the opportunities for mathematical learning amongst students identified as having BESD. Although all six students within this study initially expressed a preference for working alone, pedagogical approaches based on active and participatory learning were found to be motivating and engaging for the majority of learners. Although most students demonstrated an increased capacity to work together cooperatively, some struggled to learn collaboratively. The study highlighted that, in developing social constructivist approaches to learning mathematics, students' social competence and trust in each other, needs to be nurtured. Finally, the teacher's role in stimulating ‘talk' was identified as a key factor in increasing opportunities for students to learn mathematics.

The difficulties that looked-after children and children adopted from care (LA/A children) face in school are highlighted in a range of government statistics and include a high prevalence of social, emotional and behavioural difficulties (SEBD). These needs can be understood in relation to the negative early experiences the majority of LA/A children have had when living with their birth families, drawing on attachment theory. Attachment theory also suggests that relationships with key adults in school are central to supporting these pupils. Teaching assistants (TAs) are often employed to provide additional one-to-one support for children with SEBD, including LAJA children. However relatively few studies explore how T As make sense of their role and experiences. This thesis reports on qualitative research which explored the experiences of six T As who work one-to-one with LA/A children with SEBD in mainstream primary schools. It focuses on how they perceive their role and relationships with pupils, what challenges they face and what they find supportive. Semi- structured interviews were carried out and analysed using Interpretative Phenomenological Analysis (IPA). Findings are discussed in relation to the existing literature and to attachment and systems theories. They corroborate with and extend existing research findings relating to the importance of: the relationships between TAs and pupils; TAs having an understanding of the issues that underpin pupils' behaviour; and positive relationships between staff. The way T As conceptualised their role is understood as 'being an attachment figure' to pupils with aims including developing pupils' trust in adults and their self-esteem. Systems theory was used to explore how this role was understood by and integrated with the wider school system. Positive relationships with colleagues were suggested as providing T As with a 'secure base', helping them manage the emotional impact of the role. Implications for Educational Psychology (EP) practice and practice in schools are discussed.

D.Ed. (Psychology of Education)
Behavioural Emotional and Social Difficulties (BESD) is a significant impediment in the effective learning in secondary schools in England. Legislation includes BESD. within the range of Special Education Needs (SEN). In-schooJLearning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term learning programmes, followed by the mandatory, often failed, reintegration of learners into mainstream education. The research focused on the reintegration experiences of these learners in the London Borough of Waltham Forest. A qualitative research approach in two phases through a generic phenomenological enquiry within an interpretivist-constructivist paradigm was pursued. Data collection included participant writing activities; analysis of documents and records; a qualitative parent questionnaire; participant interviews; teacher participant feedback and professionals' interviews. A purposive sample of 13 reintegrated learners with BESD (aged 11 - 14 years) from four secondary schools was used. The findings indicated that learners experienced incongruity between promotive and risk factors within the themes of emotional experiences, relationships and the reintegration process. The contribution of this new understanding to existing knowledge win support practitioners, teachers and education policy makers to adjust their reintegration practices in order to support the sustained .improvement of inclusive education provision to learners with BESD. A new perspective theoretical through the amalgamation of Bioecological Theory and Resilience Theory contributed to Positive Psychology and supported our understanding of the learners' reintegration experiences. From this a resilience-based reintegration programme to provide practitioners and policy makers with a tri-strand programme to develop emotional competence, facilitate skills in promotive relationships and a reintegration route, was developed. The RRP has potential on a wider field as it can be adjusted to be included in the policies that guide practitioners in the way they provide support to enhance inclusive education in similar situations internationally.

The study aimed to examine the extent of indigenous play or teret-teret, as a psychotherapeutic technique to assist young adolescents in their adjustment from socio-emotional and behavioural difficulties. Following a mixed-methods, the study was conducted in three phases. The qual then QUANT in the main study followed by QUANT - QUANT and finally qual was employed. Two hundred ninety-nine participants, with 13 in Phase 1; 221 in Phase 2, and 65 in Phase 3, were involved in the study. Thirteen participants were purposively selected based on their experiences and merits for Phase 1, while 221 were selected through multilevel probability sampling techniques for Phase 2. Among the 65 participants for Phase 3, five were selected randomly whereas 60 were selected purposely. Three data-gathering instruments, comprising in-depth interviews, archive analysis, and questionnaires were employed. This design explored the quality of 62 manifestations of indigenous teret-teret for use in psychotherapy. The qualitative phenomenological study confirmed teret-teret as a relevant psychotherapeutic technique, practised in Ethiopia for the adjustment of young adolescents who experience socio-emotional and behavioural difficulties. The intervention study revealed statistically significant differences between the participants who received teret-teret psychotherapy and those who did not receive teret-teret psychotherapy. It was found that teret-teret psychotherapy advanced the socio-emotional and behavioural competencies of the participants. The cross-sectional survey study verified a 43% prevalence rate of composite SEBD, with 50% being anxiety/depression, 45% somatic complaints, 44% attention problems, 43% delinquency, and 42% aggression, respectively. Implications were discussed about applying indigenous child-friendly stories, teret-teret, as psychotherapeutic techniques to help young adolescents who display socio-emotional and behavioural difficulties at schools and in community settings.
Inhloso yocwaningo kwabe kukuhlola izinga lomdlalo weshashalazi kumbe i-teret-teret, njengendlela yokusoconga ingqondo (psychotherapeutic technique)ukunceda abantu abasha abasesigabeni sobujongosi (adolescents) nokulawula isimo sabo ukusukela kwizinkinga zenhlalakahle yabantu ngokwemizwanangendlela yokuziphatha. Uma kulandelwa uhlelo lwezindlela ezivangene (mixed-methods design), ucwaningo lwenziwe ngokwehlukaniswa izigaba ezintathu: Isigaba soku-1: Uhlelo lwengxoxo (Qualitative)–idizayini yefenomenoloji (phenomenological design), Isigaba sesi-2: Uhlelo lwamanani (Quantitative) – idizayini yesaveyi (survey design) kanyeneSigaba sesi-3: Uhlelo lwamanani (Quantitative) – idizayini engenelelayo. Abadlalindima abangamakhulu amabili namashumi ayisishiyagalolunye, ngesigaba se 13 eSigabeni soku-1; 221 kuSigaba sesi-2 naku 65 eSigabeni sesi-3,zonke zazibandakanyekile ocwaningweni. Abadlalindima abayishumi nantathu babekhethwe ngenhloso ngenxa yolwazi lwabo kanye nomsebenzi wabo oncomekayo eSigabeni soku-1, kanti aba-221 babekhethwe ngokusebenzisa indlela yesampuli ebizwa nge-multilevel probability sampling techniques kwiSigaba sesi- 2.Hlangana nabadlalindima abangama 65 beSigaba sesi-3, abahlanu bakhethwe kuyo yinoma kuphi kanti aba60 bakhethwe ngenhloso. Amathuluzi amathathu okuqoqa idatha, aqukethe izinhlolovo ezijulile, ukuhlaziywa kwama-akhayivu, kanye nemibhalo equkethe imibuzo yizinto ezisetshenzisiwe. Le dizayini beyihlola izinga lemisebenzi engama 62 eveziwe yendabuko teret-teretngokusetshenziswa kuhlelo lokusocongwa kwengqondo. Ucwaningo olugxile kwifenomenoloji yengxoxo iqinisekise umdlalo we teret-teret njengendlela efanele yokusocongwa kwengqondo, okuyingqubo elandelwa ezweni lase-Ethiopia ngenhloso yokushintsha isimo sabantu abasha abasesigabeni sobujongosi abahlangabezana nobunzima kwinhlalakahle yabantu ngokwemizwa kanye nezinkinga ezimayelana nokuziphatha. Ucwaningo olungenelelayo luveze ngokwamanani imehluko egqamile phakathi kwabadlalindima abafumene ukusocongwa ngokomqondo ngomdlalo we teret-teret kanye nalabo abangakaze bathole ukusocongwa ngokomqondo ngeteret-teret. Kutholakele ukuthi ukusocongwa komqondo ngeteret-teret kuthuthukise inhlalakahle yabantu nangezimpawu ezikhombisa ukuziphatha kahle kwabadlalindima. Ucwaningo olubizwa nge-cross-sectional survey lufqinisekise 43% yezinga lokutholakala kwezinkinga zenhlalakahle yabantu ngokwemizwa nangokuziphatha (SEBD),okuyi-50% yezinga lentukuthelo/ingcindezi yengqondo, i-45% yezikhalo, i-44% yezinkinga ezidinga ukuxazululwa, i-43% yezinga lokuphambana nomthetho kanye ne-42% yokuba nolunya,kanjalo nje. Okuchazwayo lapha kuxoxiwe mayelana nokusebenzisa izindatshana zendabuko ezijabulisa izingane, teret-teret, zisebenza njengamasu okusoconga ingqondo ukunceda abantu abasha abasesigabeni sobujongosi abakhombisa izinkinga ezimayelana nenhlalakahle yabantu ngokwemizwa nangokuziphatha ezikoleni kanye nasezindaweni zemiphakathia.
Die doel van die studie was om ondersoek in te stel na die mate waarin inheemse spel of teret-teret, as ʼn psigoterapeutiese tegniek ingespan word om jong adolessente by te staan in hul aanpassing van sosio-emosionele en gedragsprobleme af. ʼn Gemengde-metodes-ontwerp is gebruik en die studie is in drie fases uitgevoer: Fase 1: Kwalitatief–fenomenologiese ontwerp, Fase 2: Kwantitatief – opname-ontwerp enFase 3: Kwantitatief – ʼn intervensie-ontwerp. Twee-honderd-nege-en-negentig deelnemers, met 13 in Fase 1; 221 in Fase 2 en 65 in Fase 3,is by die navorsing betrek. Dertien deelnemers is doelgerig gekies op grond van hul ervarings en meriete vir Fase 1, terwyl 221 deur meervlakkige waarskynlikheidsteek proefnemingstegniekegekies is vir Fase 2. Uit die 65 deelnemers vir Fase 3, is vyf ewekansig gekies, terwyl 60 doelbewus gekies is. Drie instrumente is ingespan vir data-insameling, naamlik diepte-onderhoude, argiefontleding, en vraelyste. Hierdie ontwerp het die gehalte van 62 manifestasies van inheemse teret-teret vir gebruik in psigoterapie ondersoek. Die kwalitatiewe fenomenologiese studie het bevestig dat teret-teretʼn relevante psigoterapeutiese tegniek is wat in Etiopië beoefen word vir die aanpassing van jong adolessente metsosio-emosionele en gedragsprobleme. Die intervensiestudie het statisties beduidende verskille getoon tussen die deelnemers wat teret-teret-psigoterapie ontvang het en dié wat nie teret-teret-psigoterapie ontvang het nie. Daar is bevind dat teret-teret-psigoterapie die sosio-emosionele en gedragsvaardighede van die deelnemers verbeter het. Die deursnee-opname het ʼn 43%-voorkomskoers van saamgestelde sosio-emosionele en gedragsprobleme (SEBD) getoon,met 50% daarvan angs/depressie, 45% somatieseklagtes, 44% aandagprobleme, 43% oortredings, en 42% aggressie,onderskeidelik. Implikasies is bespreek met betrekking tot die toepassing van inheemse, kinderviendelike stories, teret-teret, as psigoterapeutiese tegnieke om jong adolessente te help wat sosio-emosionele en gedrags probleme by skole en in gemeenskapsituasies toon.
Psychology of Education
Ph. D. (Psychology of Education)

This study explores teachers' awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires, and semi-structured interviews carried out with teachers teaching Years 2, 3, and 4. This study revealed that teachers who supported students with SEBD were more aware of strategies to be used in the classroom than those who never supported such students. However, the strategies adopted were largely self-devised. These included establishing a good relationship with the student and keeping daily routines consistent. All respondents expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such challenges more effectively.

Approaches to students with social, emotional, and behavioural difficulties (SEBD) are frequently the subject individual interventions in schools that range from disciplinarian to medical model in flavour. The presumption is that challenging behaviour is foremost a pathology. It is rare for schools and educators to lean towards an ecological lens on SEBD, and even when these are considered ineffective, pedagogy is rarely considered with conviction as a cause for behavioural challenges. This chapter examines how the design of instruction and assessment is in fact a tool that is capable of addressing SEBD by creating meaningful engagement of the students in question within the classroom. Universal design for learning (UDL) in particular provides teachers with simple, user-friendly principles to consider how to rethink engagement for the full spectrum of diverse learners.

This chapter reviews the literature of using the bibliotherapy as a strategy to provide empathy and understanding for diverse behaviors and emotions. Since diverse learners may have difficulties in developing social skills and emotional regulation, the development of a positive and respectful social climate is critical in encouraging all students to be more accepting of individual differences and challenges. Using the Lessac bio-dynamic approach and verbal intonation and dynamic articulation of the text, enriches students' experience and allows students with difficulties to recognize the intention of the character and to interactively participate with movements. The unique model of therapeutic storytelling with Lessac Kinestetis is presented as a teaching strategy for the development of the skills of diverse learners, as well all students in the inclusive classroom.

This chapter draws from the learning from an Australian transnational higher education provider in enhancing adult students' sense of belonging, engagement, and interactions. The literature suggests that student engagement and motivation could be enabled by fulfilling certain needs such as autonomy, competence, and relatedness or involvement. The chapter also explores some strategies that could be adopted by teachers to promote behavioural, cognitive, emotional, and agentic engagement in online adult learners. It is argued that regular customized communication by online teachers using email and learning management systems can promote teaching presence, as well as student engagement and motivation. This approach is in line with the notion of community of enquiry, a social constructivist model of learning process that suggests that educational experience takes place at the intersection of social, cognitive, and teaching presences. Other strategies, namely the effective use of breakout rooms during an online class, the emphasis on reflective learning, and the use of stories in an online classroom, are also discussed.

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

The article examines the results of the study of the socio-psychological consequences of the COVID-19 pandemic, which are felt by participants in the educational process, conducted as part of the research «Overcoming the effects of the COVID-19 pandemic in the psychological service of education.» The rating list of social and psychological problems of the participants of the educational process, which are formed by the participants of the online focused interview from Chernivtsi region, is presented. An anonymous online survey of teachers has identified four main features that create a high level of personal anxiety and worsen the state of mental health, and hence the quality of professional teaching: fear of infection; difficulties with the organization of time in terms of distance learning; inability to perform professional tasks in full; emotional exhaustion. The consequences of the pandemic, quarantine, COVID-19 disease on the emotional burnout of teachers are analyzed. The article specifies the tasks of professional activity of specialists of the psychological service of the education system to overcome the consequences of the pandemic. Strategies strategies and means of psychological assistance to pedagogical workers, parents, students are offered for the purpose of prevention of emotional burnout and overcoming of psych emotional exhaustion after illness in the conditions of distance learning: practical-orientation strategy of preservation of mental health, formation of skills of psych hygiene; practical and constructive strategy of achieving emotional balance and mastering new trajectories of emotional response; personality-facilitative as an emotional support of the teacher in the personal-professional transformation to online learning, self-development. Keywords. mental health, socio-psychological consequences, emotional exhaustion, anxiety, strategies and means of psychological assistance

Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.

The last two years have presented young doctors and residents with a tough challenge to work and study at the same time in conditions of chronic stress associated with the new reality. At the same time, the risks of burnout syndrome (SEB) increased. SEB is included in the ICD-1O Z73 “Problems associated with difficulties in managing one’s life” We noted students’ difficulties in mastering theoretical and practical skills, uncertainty about the future, increased anxiety and frequent depressive reactions associated with the unattainability of the internal standard and blocking negative experiences in themselves. The identified psychological problems among doctors became the reasons for the search for a new social solution. Our author’s methodology – 36 hours of teaching personal therapy in the Balint group, trainings and seminars on mastering mediative techniques and techniques of social psychotherapy. The practical value of this approach lies in the acquisition of new competencies by young doctors. They communicate more easily, express emotions and feelings more freely, analyze their internal conflicts, find a constructive way out of situations, and, as a result, receive professional satisfaction, increase their self-assessment. Those who have gone through Balint group therapy deal with the medical history of the disease with the obligatory application of the acquired psychotherapeutic knowledge and techniques. Such an integrated approach gives a double result, saving time, money and emotional energy. Which doctor better motivates the patient and achieves compliance? That’s right, this is a doctor who has undergone personal therapy, controlling his own countertransferences and transferences. Balint groups and communicative trainings are considered by us as an obligatory part of the educational process, they are included in the personal therapy of a specialist and provide professional access to the profession. We recommend extending our author’s teaching method into continuing medical education. Два последних года предъявили молодым врачам, ординаторам жесткий вызов работать и одновременно учиться в условиях хронического стресса, связанного с новой реальностью. Одновременно выросли риски синдрома эмоционального выгорания (СЭВ). СЭВ включен в рубрику МКБ-1О Z73 «Проблемы, связанные с трудностями управления своей жизнью». Мы отметили у обучающихся затруднения в овладении теоретическими и практическими навыками, неуверенность в завтрашнем дне, повышенную тревожность и частые депрессивным реакции, связанные с недостижимостью «внутреннего стандарта» и блокированием в себе негативных переживаний. Выявленные психологические проблемы у врачей стали причинами поиска социального решения. Наша авторская методика – 36 часов обучающей личной терапии в Балинтовской группе, тренинги и семинары по овладению медиативными техниками и техниками социальной психотерапии. Практическая ценность этого подхода заключается в приобретении молодыми врачами новых компетенций. Они легче коммуницируют, свободнее выражают эмоции и чувства, анализируют свои внутренние конфликты, находят конструктивный выход из ситуаций, и, как следствие, получают профессиональное удовлетворение, повышают свою самооценку. Прошедшие групповую Балинтовскую терапию «защищают» учебную историю болезни с обязательным применением полученных психотерапевтических знаний и техник. Такой комплексный подход дает двойной результат, экономя время, деньги и эмоциональную энергию. Какой врач лучше мотивирует пациента, достигает комплаенс? Правильно, это врач, прошедший личную терапию, контролирующий свои собственные контрпереносы и переносы. Балинтовские группы и коммуникативные тренинги рассматриваются нами как обязательная часть учебного процесса, входят в личную терапию специалиста и обеспечивают профессиональный допуск к профессии. Рекомендуем распространить наш авторский преподавательский метод в непрерывное медицинское образование.