Undervisning for elever med adfærdsvanskeligheder, sociale eller følelsesmæssige vanskeligheder

SOCIAL LÆRING præsenterer en konkret og praksisnær metode til at give de professionelle i skoleverdenen retning og systematik i deres møde med børn med socialkognitive vanskeligheder.Social Læring-metoden er udviklet af bogens forfattere og bygger på et børnesyn, der er inspireret af positiv voksenstøtte og Nest programmet. Nest er oprindeligt udviklet i New York i USA som et skoleprogram til undervisning af børn med autisme sammen med børn uden autisme. Bogen og metoden udspringer af forfatternes mangeårige arbejde i Nest programmet i Danmark, der blev startet i Aarhus i 2016. Bogen tager udgangspunkt i en mindre gruppe og bruger den som platform til at implementere indsatser i det større klassefællesskab. Social Læring er således en metode, der har potentiale til at indgå og bidrage i de mellemformer, der løbende opstår mellem det almene og specielle i skoleverdenen.Bogens overordnede mål er således at støtte, vejlede og inspirere professionelle voksne i arbejdet med at få børn med socialkognitive vanskeligheder til at lykkes bedre i fællesskaber. SOCIAL LÆRING henvender sig til lærere, pædagoger og PPR-psykologer, der arbejder praksisnært ind i skoleverdenen samt uddannelsesinstitutioner, der er rettet mod pædagog- og læreruddannelsen.Bogens forfattere:Alle bogens forfattere har været en del af Nest projektet i Aarhus siden opstarten i 2016.- EVA BARTRAM (RED.) er aut. psykolog, specialist i klinisk børneneuropsykologi og tilknyttet specialpædagogisk sektion i PPR Aarhus.- MADS DAHLSTRØM (RED.) er lærer og cand.pæd. i pædagogisk filosofi og arbejder i dag som konsulent i Viborg Kommune.- CAMILLA TAN HØEGH er aut. psykolog og tilknyttet specialpædagogisk sektion i PPR Aarhus.- RIKKE LAMBÆK er lærer i en Nest klasse og konstitueret pædagogisk leder for Nest klasserne på Katrinebjergskolen.- KARINA DAMGAARD POULSEN er børnehaveklasseleder på Katrinebjergskolen i en Nest klasse og ansvarlig for Social Læring på tværs af Nest årgangene.- MORTEN BÆKKE RØNN er børnehaveklasseleder på Katrinebjergskolen i en Nest klasse og ansvarlig for Social Læring på tværs af Nest årgangene.

Hvordan kan man tilpasse en almindelig skolehverdag til et barn med særlige behov, uden at det vælter klassens hverdag, eller påfører lærere og pædagoger mange timers ekstra forberedelse? Der findes mange bøger om særlig pædagogik, men hvordan denne skal udmøntes i praksis, i et klasselokale med 25 andre elever; det er straks sværere at finde beskrevet. Denne bog er skrevet af en praktiker og tænkt som en slags kogebog, om realistiske hensyn, til elever med særlige behov. Hensigten med bogen er, at give brugbare, pædagogiske redskaber, der er så simple og overkommelige, at bogen finder en naturlig plads på skrivebordet når timen, dagen og ugen skal planlægges. Med enkle handlinger kan der bid for bid skabes en mere positiv hverdag for eleven, klassen og læreren.

De stille elever undgår at svare mundtligt og virker tilbagetrukne eller indadvendte, hvilket kan hindre deres læring og udvikling. Bogen giver konkrete metoder, som læreren kan bruge til at imødekomme og hjælpe de stille elever, så de oplever mestring og udvikling i klasselokalet. Alle lærere møder elever, der virker tilbagetrukne, generte, sky, ængstelige eller indadvendte. De stille elever gør ikke meget væsen af sig, og i modsætning til elever med udadreagerende adfærd er de ikke til gene for andre i klassen. Men selvom den stille adfærd ikke skaber problemer for omgivelserne, kan den give store vanskeligheder for eleven selv. De stille elever deltager ikke i klassens aktiviteter, undgår at svare mundtligt eller tage ordet og fremstår som utilpasse i sociale situationer. Adfærden hindrer den enkelte elevs læring og udvikling - både fagligt og socialt - og kan stå i vejen for at skabe og holde fast i relationer til andre. Disse elever er mere ensomme, har oftere lavt selvværd og negativ selvopfattelse, og de er i risiko for på sigt at udvikle angst og depression. Stille elever i skolen præsenterer viden om stille adfærd, hvad der kan være årsagerne, og hvilke konsekvenser adfærden kan have. Bogen giver konkrete metoder, som læreren kan bruge til at imødekomme og hjælpe de stille elever, så de oplever mestring, læring og udvikling i klasselokalet. Bogens metoder og viden bliver vist, analyseret og foldet ud gennem casen om læreren Alice, hendes klasse og den stille elev Sara. Situationer fra klasselokalet viser, hvordan Alice hjælper og udfordrer Sara til at blive en del af klassen og få succesoplevelser i skolen.

Informed by the personal papers of Fred Rogers and career educator Wysteria Edwards’ application of attachment repair, Waiting for Mister Rogers equips teachers to unlock deeper intention and purpose in the classroom with their students.

Introduction ------------------------------------------------------------------------------------------ --- Equality and justice are two important concepts which are essential elements of socio- political and moral philosophy. Metaphorically speaking, these two concepts seem to operate like two sides of the same coin in a human society. For, an ideal society cannot be conceived without the concepts of equality and justice. Health and progress of a good society presuppose equality and justice in social, economic, political and religious domains of human life. In the present thesis titled "A Socio-philosophical Study on Equality and Justice as in the Thoughts of M.K. Gandhi and B.R. Ambedkar" an attempt has been made to understand equality and justice of Gandhi and Ambedkar. The importance of equality and justice to usher in harmonious and progressive social order is immense in the present human society. Here I have made an attempt to elucidate different senses in which equality and justice have been used in the social, religious, political and economic spheres of human life. In the second chapter of my thesis entitled "Concepts of Equality and Justice" I have dwelled upon concepts of equality and justice. This chapter has elaborately discussed the concepts of equality and justice following different philosophers. It is needless to state that the concepts of 'equality' and 'justice' lack a precise explanation. In fact, these two concepts are very closely connected. Justice cannot fully be explained,

Introduction: Historical Account of the Concept of Social Justice In this chapter, I would like to give a historical account of the concept of justice and trends of philosophy which influenced Rawls in formulating his concept of justice. The word 'justice' has been originated from the Latin word 'Jus', which means 'bond' or 'tie.' Justice is a system in which men are tied in a close relationship. A man living in a society is attached to another man in one way or the other and their mutual relationship is subject to certain rights and duties. When a man while enjoying his rights also fulfils his duties and behaves in an appropriate manner with others; then he is said to be doing justice. There are different dimensions of justice such as legal, political, social and economic dimensions of justice and all the dimensions are not isolated from one another and are rather interlinked. Generally, the legal dimension of justice says that justice and laws have a close relationship with each other. The state makes laws and implements them in order to establish justice in the society. Just laws, equality before law and uniform legal system, impartial and independent judiciary are necessary conditions for ensuring legal justice. The political dimension of justice holds that nobody should be denied of equal political rights. The universal adult franchise, right to contest elections, right to form political parties, right to protest and the existence of a democratic system - are the necessary parts of ensuring political justice. The social justice is to give proper opportunities to every citizen in every sphere of life, to develop his/her personality and to put an end to all types of social inequalities. Equality before law, a just distribution of wealth, a democratic government and the provision of equal,

Overview of IQ / EQ There had been lot of research work done in the last few decades, on identifying the factors contributing to academic performance among students in learning institutions. They have almost arrived at a consensus on a variety factors like the students' IQ, socio economic status, motivation, peer-relationship, teacher-student relationship, parental involvement and personality. They have averred that the Intelligent Quotient is predominantly intertwined with every other factor. However, many recent and emerging studies reveal that IQ alone cannot be a reliable predictor of students' academic achievement. The few limitations of IQ are listed below: 1) IQ is the sum total of knowledge, skills and information learnt by the individual in a given environments, 2) One cannot scientifically judge or foretell the outcome in later life of the individual (say in job performance) based on the present IQ, 3) IQ is less effective when population, situations or tasks change, (Goleman, 1983) and 4) IQ tests measure only a restricted aspect of human intellectual ability (Robert Sternberg and Howard Gardner, (1983). Howard Gardner, (1983) coined the term ¿Multiple Intelligence' in 1983, when he postulated that interpersonal and intrapersonal intelligence are as important as the type of intelligence typically measured by IQ and related tests. Emotional Intelligence (EI) is defined as the ability to identify, assess, and control one's own emotions, the emotions of others, and that of groups. One of the most popular and most cited sources is Daniel Goleman's infamous book Emotional Intelligence: Why It Can Matter More Than IQ. In his book Goleman (1995) claims that only 20% of a person's success can be attributed to IQ. Salovey and Mayer (1990) have defined Emotional intelligence as the ¿process of one's assessment of his own and others' emotions accurately, to express feelings appropriately and process of emotional information including the regulation of emotion to make the life better. Goleman (1995) has defined the emotional intelligence as recognizing and managing feelings, self-action, the ability of understanding the others' feelings and to,

INTRODUCTION AND REVIEW OF LITERATURE Emotional and behavior problems among adolescents are increasing all over the world at a rapid rate (Polaha, Dalton, & Allen, 2011). This worldwide trend is observed in India as well (Agarwal, 2018). Earlier, adolescents were limited to petty offences and were not often engaged in violation of law but nowadays they are committing heinous crime. According to data released by the National Crime Records Bureau (NCRB, 2016), juvenile crimes registered under the Indian Penal Code (IPC) found to be 35,849 cases. Specifically, Delhi metropolitan city reported 1969 cases in 2014 which rose to 2499 cases in 2016. The most famous "Nirbhaya case" of 16 December 2012, the Delhi gangrape of a 23-year-old physiotherapy student who later died was committed by juvenile only. The Juvenile Justice Board (Delhi, India) agreed the juvenile convict in this case was the most brutal. Recently, a 16 year old juvenile murdered a 7-year -old child in school premises because he wanted to postpone the parent teacher meeting. A particular group who is at risk of developing emotional and behavioral problems seems to be adolescents because adolescence is a peak age of emergence for various emotional and behavioral problems (Paus, Keshavan, & Giedd, 2008). Additionally, it has been considered as "Stress and Storm" by Stanley Hall (1904) who first coined this term. Adolescence has been defined as a transition phase from childhood to adulthood which involves multidimensional process such as biological, cognitive, social and emotional changes (Crone, & Dahl, 2012; Steinberg, & Morris, 2001). Due to such changes, adolescents are more at risk of developing emotional and behavioral problems. Attention-deficit hyperactivity disorder, conduct disorder, oppositional defiant disorder, depression, anxiety disorder, somatic symptom disorder are most prevalent during adolescence. Most emotional and behavioral problems emerge during childhood or adolescence and face repercussions in normal functioning such as academic, social or other important areas of functioning and tend to continue into adulthood (Hofstra, Van Der Ende, & Verhulst, 2001). A large body of research has focused on the family environment which is very crucial for the development during childhood and adolescence (Sigelman, & Rider, 2009),

Generalized anxiety disorder (GAD) Generalized Anxiety disorder is a chronic, complex and crippling anxiety disorder that has uncontrollable and excessive worrying as its hallmark characteristic. The prevalence of Generalized anxiety disorder (GAD) is very high in the general population. Also, this disorder is known to be the second most frequently occurring mental health disorder in primary care hospitals (Barrett et al., 1988, Wittchen et al., 2002). In GAD, worrying is experienced as uncontrollable and is pervasive in nature (Davey, Eldridge et al., 2007; Paulesu et al., 2010). In those afflicted with GAD, this form of excessive worrying is often accompanied by physical symptoms such as trembling, muscle tension, headaches, irritability, palpitations etc. GAD sufferers are reported to spend most of their waking hours worrying about multiple big and small things. Another important feature of worrying in GAD, is that it is disproportionate to the magnitude of the actual threat posed by a situation. GAD sufferers live in the anticipation of some catastrophe looming in their lives and are just unable to relax themselves and live in a perpetual state of anxiety. GAD sufferers evince a threatening attentional and interpretive bias. They are inclined to pay attention to threatening information and tend to interpret emotionally ambiguous information as threatening (Beck and Clark, 1997; MacLeod and Rutherford, 2004; Hayes and Hirsch, 2007). GAD had bewildered both researchers and clinicians in the past. It was considered as a mild disorder of the "worried well" (Newman et al., 2013), but with the passage of time and in the light of ever advancing scientific enquiry, GAD has proven to be a complex disorder which is elusive in nature. Worrying in GAD lacks a clear and specific focal point or narrow range of feared stimuli, whereas in the case of other anxiety disorders like phobia, fear is regarding a particular or clearly identifiable thing or situation, or like the case of OCD, where there is specific fear, like fear of contamination. The anxiety which is characteristic of generalized anxiety disorder, is by nature, diffuse and is characterized by a generalized feeling of apprehensiveness,

Introduction: Today's life style affected by moderation, industrialization, competition and virtualization. World is much closed but very complex. Human communications become virtual not face to face. That above all things affected todays our life-style become stressful and busy. That's way anxiety, stress, depression, guilt, social relation and social maturity differently change and increased. Now day's meditation, vipassana and yoga's are very important in our healthy life. These things decreased our busy life style stress, anxiety and depression and emotional state are stable. Vipassana is very important and useful for today's life-style. Vipassana, which means to see things impartially as they really are, is one of India's most ancient techniques of meditation. It was rediscovered by Gautama Buddha more than 2,500 years ago and was shown by him as a worldwide remedy for universal ills. This non-sectarian method aims for the total abolition of mental crusts and the resultant highest happiness of full deliverance. Its purpose is restorative-not merely the curing of diseases, but the essential healing of human suffering. Vipassana is a way of self-transformation through self-observation. It focuses on the deep interconnection between mind and body, which can be experienced directly by disciplined attention to the physical sensations that form the life of the body, and that continuously interconnect and condition the life of the mind. It is this observation-based, self-exploratory journey to the common root of mind and body that dissolves mental impurity, resulting in a balanced mind full of love and compassion. The systematic laws that operate one's thoughts, feelings, decisions and feelings become clear. Through direct experience, the environment of how one grows or regresses, how one produces suffering or frees oneself from suffering is understood. Life becomes characterized by improved consciousness, non-delusion, self-control and harmony. Since the time of Buddha to the present day, Vipassana has been handed down by an continuous chain of teachers,