"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools. / February 2005

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.

"Reclaiming Michael: a case study of a student with emotional behavioural disorder" describes the work in a school with a kindergarten to grade three student who was labeled emotionally-behaviourally disordered. Thirteen participant interviews were transcribed and analyzed to understand what the school did, how the school did this work, and why the work was done the way it was. Two themes reinforcing the importance of learning and building community emerged from the data. The data collected reinforced the general principles of both the ecological and humanistic perspectives, indicating theoretical possibilities for work with students with emotional-behavioural disorders in other schools.

This diploma thesis discusses the evaluation of therapeutic work with a children's group. It shows the evaluation of the programme children's group psychotherapy from the perspective of parents and their children. The theoretical part focuses on the definition of group psychotherapy and on children in young school age. The main part is about the psychotherapy for children and the discussion groups for their parents. The qualitative research is presented in the empirical part. Semi-structured interviews with seven parents and questionnaire for seven children were conducted. These methods were analysed based on the creation of thematic categories. The evaluation of the data is also inspired by the method of grounded theory. The results show that parents and children predominantly agree in the evaluation of the children's therapeutic group program. Significant for both groups seems to be establishing close relationships with other members. An important factor in the process has been the way parents and children communicate about the group. KEYWORDS: group psychotherapy, child psychotherapy, parent group

The purpose of this study was to examine how young adults who have been diagnosed with neuropsychiatric disabilities or other behavioural disorders reflect about the institution (resursskola) and how the institution has affected their identity. Earlier research has shown that categorization of pupils in school leads to deviation. The theoretical approaches were Stigma (Goffman, 1973), Asylums (Goffman, 1973) and a current identity theory. The aim has been to map the respondents’ life history through narrative life stories, and connect them to the context of the examination. Three qualitative semi-structured interviews were analysed using a narrative method, with inspiration from the hermeneutic interpretation model. The material was processed using a narrative content analysis. The themes were structured in chronological order through common themes raised by the respondents. The result shows that taking a student out of their context can cause a double stigmatisation. The respondents’ identities are understood as changing. The study shows that structural and organisational conditions were big influencing factors to the individual’s identity shaping. The result indicates that the institution contributed to stigmatisation and a feeling of alienation in other social environments. But it can also be positive if the respondents can identify themselves with the collective belonging.

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>

This thesis describes an investigation of a model of support for students with emotional/behavioural disorder (EBD) that involves neurologically based behaviour (NBB). Students with EBD that may involve NBB do not consistently respond to the behavioural interventions typically offered in schools. Organic neurological differences and executive functioning deficits may be implicated in neurologically based behaviour. Students who present with neurologically based behaviour characteristics often are said to have a developmentally delayed or undeveloped recognition of cause and effect. Thus, logical consequences and school wide behaviour support systems tend to be ineffective. Some direct service providers now advocate “working from the bottom up” (Nunley, 2005; Deak, 2005; Solomon & Heide, 2005) to address students with violent or aggressive behaviour. In this study, such a bottom up approach involved the use of environmental modification, body awareness, somatic understanding, and various calming techniques and meditative strategies to quiet the physiological responses, triggered from the bottom and mid areas of the brain (Nunley, 2005; Deak, 2005; Solomon & Heide, 2005). Once the midbrain is calmed, higher order interventions, such as cognitive behavioural therapy, conflict resolution, mediation, and others were used to help students process information, put appropriate language to behavioural events, and reframe and redefine their needs in more acceptable terms (Garbarino, 2001, Nunley, 2005; Charles, 2008a). The education system has a legal obligation to educate students with neurologically based behaviour despite the extreme behavioural issues they raise. Educators need to develop additional strategies and techniques to address students with severe behaviour. This thesis highlights a theoretical framework for a model of support for students with emotional/behavioural disorder that involves neurologically based behaviour.

This thesis describes an investigation of a model of support for students with emotional/behavioural disorder (EBD) that involves neurologically based behaviour (NBB). Students with EBD that may involve NBB do not consistently respond to the behavioural interventions typically offered in schools. Organic neurological differences and executive functioning deficits may be implicated in neurologically based behaviour. Students who present with neurologically based behaviour characteristics often are said to have a developmentally delayed or undeveloped recognition of cause and effect. Thus, logical consequences and school wide behaviour support systems tend to be ineffective. Some direct service providers now advocate “working from the bottom up” (Nunley, 2005; Deak, 2005; Solomon & Heide, 2005) to address students with violent or aggressive behaviour. In this study, such a bottom up approach involved the use of environmental modification, body awareness, somatic understanding, and various calming techniques and meditative strategies to quiet the physiological responses, triggered from the bottom and mid areas of the brain (Nunley, 2005; Deak, 2005; Solomon & Heide, 2005). Once the midbrain is calmed, higher order interventions, such as cognitive behavioural therapy, conflict resolution, mediation, and others were used to help students process information, put appropriate language to behavioural events, and reframe and redefine their needs in more acceptable terms (Garbarino, 2001, Nunley, 2005; Charles, 2008a). The education system has a legal obligation to educate students with neurologically based behaviour despite the extreme behavioural issues they raise. Educators need to develop additional strategies and techniques to address students with severe behaviour. This thesis highlights a theoretical framework for a model of support for students with emotional/behavioural disorder that involves neurologically based behaviour.

This thesis explores the different types of primary school teachers' attitude towards inclusive education of pupils with behavioural problems. Three main goals were attempted through interviews with teachers of different qualification. The first goal was to understand the differences between teachers' attitudes and opinions. The second was to identify the major reasons for said attitudes. The third goal was to review bill no. 27/2016, which deals with the issues of education of pupils with special needs and of exceptionally talented pupils. The respondents, who participated in this research, are currently employed as primary school teachers, as well as the Waldorf elementary schools and practical elementary schools. The research has shown that all respondents viewed the inclusion of pupils with behavioural problems as disadvantageous. This attitude can however be influenced by the type of school, or additional education in this particular field. This research concludes with a comparison to a U.S. research of similar goals. KEYWORDS: Behavioural problems, behavioural disorder, inclusion, teachers' attitude, primary school, Waldorf school, practical elementary school