An Intervention to Promote Positive Teacher–Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance. (August 2017)

• Record Type: Journal Article
• Authors: Lind, John; Poppen, Marcus; Murray, Christopher
• Is Part Of: Career development and transition for exceptional individuals. Volume 40:Number 3(2017)
• Page Start: 186
• Page End: 191
• Publication Date: 2017-08
• Subjects: self-determination -- emotional disturbance -- disabilities -- goal setting -- teacher–student relationship; Exceptional children -- Vocational education -- United States -- Periodicals; 371.95
• DOI: 10.1177/2165143416683936
• Languages: English
• ISSNs: 2165-1434

Abstract

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.