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Perception of What Works for Teachers of Students with EBD in Mainstream and Special Schools in Hong Kong
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Chong, Stella S. C.; Ng, Kitty K. W. – Emotional & Behavioural Difficulties, 2011
This study focuses on teachers' perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006-2007 to see if there are any discrepancies of approaches implemented by…
Descriptors: Emotional Disturbances, Focus Groups, Behavior Disorders, Mainstreaming
GIRLSS: A Study of the Effectiveness of a Multi-Modal Intervention to Reduce Relational Aggression
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Splett, Joni Williams – ProQuest LLC, 2012
Relational aggression has quickly become a serious issue in schools. In response, school professionals have sought and developed interventions despite a dearth of empirical examination and support. The current study bolsters this area by examining the initial efficacy of GIRLSS, an intervention developed over multiple iterations incorporating the…
Descriptors: Aggression, Interpersonal Relationship, Student Behavior, Intervention
Cognitive-Behavioural Therapy for Children with Behavioural Difficulties in the Singapore Mainstream School Setting
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Yeo, Lay See; Choi, Pui Meng – School Psychology International, 2011
The present study investigated the effectiveness of a cognitive-behavioural therapy (CBT) programme delivered by a school psychologist for children with behavioural difficulties in Singapore elementary school classrooms. It examined the impact of a 12-session, psychoeducational group intervention in helping misbehaving pupils to control their…
Descriptors: School Psychologists, Effect Size, Foreign Countries, Counseling Techniques