Social-Emotional Learning and Motivational Interviews With Middle School Youth With Disabilities or At-Risk for Disability Identification

Datos Bibliográficos

ID9729533
AutoresAnjali J Forber-Pratt (0000-0001-9061-2382, Vanderbilt University, Nashville, TN, USA, autor de correspondencia), Rachel Hanebutt (0000-0003-2342-3615, Vanderbilt University, Nashville, TN, USA), Bradley Minotti (University of Florida, Gainesville, USA), Bradley J Minotti (0000-0002-1552-5358, University of Florida), Nicole Cobb (0000-0002-3231-4704, Vanderbilt University), Nicole A Cobb (Vanderbilt University, Nashville, TN, USA), Kortney Peagram (Independent, Chicago, IL, USA)
Año2024
Volumen56
Número1
Páginas33-65
Fecha de publicación2024-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245221110557
OpenAlexW4285495201
IdiomaEN
Citas recibidas1
Referencias citadas44

Motivational interviewing (MI), a therapy strategy used to guide students to help students better understand how to develop their social emotional learning (SEL) skills to make positive choices that resolve social conflict, bodes promising for helping youth to cultivate the social and emotional skills needed to address bullying, peer drama, and other issues affecting their mental, physical, and emotional health. Bulldog Solution, Inc., a Chicago-based organization, utilized MI research-informed approach to increase students’ social conflict management and leadership skills through self-awareness and self-discovery, as a mechanism for preventing bullying and supporting the social and emotional growth of young people. This study presents emerging themes resulting from a 9-week, motivational interview and SEL-based program titled, “Peace Over Drama,” implemented with middle school students (sixth–seventh–eighth grade) with disabilities and/or at risk for disability-identification ( n = 17) in one Chicago middle school on the south side. Implications for school-based prevention models and scaling of similar SEL and MI programing are discussed

Developmental psychology · Drama · Identification (biology · Interview · Medical education · Mental health · Motivational interviewing · Psychological intervention · Psychotherapist · Social emotional learning · Social skills · Applied Psychology · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Psychology · Social Psychology · Youth Development and Social Support