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ERIC Number: EJ1181854
Record Type: Journal
Publication Date: 2018-Jul
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1387-1579
Fostering Independence through an Academic Culture of Social Responsibility: A Grounded Theory for Engaging At-Risk Students
Szlyk, Hannah Selene
Learning Environments Research, v21 n2 p195-209 Jul 2018
At-risk behaviours, including substance abuse, suicidal ideation and delinquency, are prevalent amongst teenage youth in high-school settings. Focusing on the academic and emotional needs of their students encourages teachers to have thoughtful interactions and be continually aware of the problems of their students. Evidence-based interventions, such as Solution-Focused Brief Therapy, can guide teacher-student interaction as a method to address truancy, graduation rates and emotional issues. Using grounded theory, the researcher conducted interviews with teachers working at an alternative high school founded in solution-focused communication to understand the process of engaging students with at-risk behaviours and emotional needs in the classroom. Results suggest how teachers foster student independence through an academic culture of social responsibility. Recommendations for staff development and support and the assimilation of school curriculums based in solution-focused approaches are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A