This Article Full Text (OnlineFirst PDF) All Versions of this Article: 0741932508315950v1 30/2/108    most recent Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Mihalas, S. Articles by Alvarez McHatton, P. Search for Related Content Social Bookmarking                         What's this?

Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders: Implications for Research and Practice

University of South Florida

^* To whom correspondence should be addressed. E-mail: DAllsopp{at}tempest.coedu.usf.edu.

	Abstract

Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal compared to other students. Certainly, there is much to learn about achieving positive outcomes for students with EBD. This article examines the potential role that caring teacher–student relationships have in achieving better outcomes for students with EBD within their current educational contexts. A rationale for why developing caring teacher–student relationships is important to improved outcomes for students with EBD is presented based on the current literature on caring teacher–student relationships. Potential barriers are delineated, followed by a summary of practices that serve as starting points for developing caring relationships between teachers and students with EBD. Last, research implications are suggested.

First published on July 2, 2008, doi:10.1177/0741932508315950

Remedial and Special Education 2009;30:108.

A more recent version of this article appeared on March 1, 2009


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?