Meditation, Mindfulness, and Mental Health

In the last six decades, the concept of mindfulness has been widely studied, researched, and practiced in mainstream psychology, mental health, and health disciplines. Over a period of time, clinical practitioners have integrated meditation and mindfulness practices or techniques in the mainstream psychological interventions for emotional and behavioral disorders such as anxiety, depression, chronic pain, borderline personality disorder, and eating disorder. This chapter highlights the application of Mindfulness-Based Interventions in various clinical and non-clinical samples. It also covers the importance of mindfulness practices for the crisis due to the COVID-19 pandemic, discusses integrating technology into mindfulness training, and presents various issues and challenges related to mindfulness practices.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

The resilience of youth delinquent. Education as a protective factor

Adolescents face difficult developmental tasks and multiple challenges and are exposed to very varied risk factors. In case the protection factors are not strong enough, they can generate many difficulties or emotional and behavioral disorders, especially due to the fragility and vulnerability of the adolescent's inner world during this period. This paper presents an analysis of the protection factors underlying the resilience of young offenders admitted in educational centers in Romania. The analysis is part of a broader research conducted in a doctoral thesis. The conclusions show us that the basic pillar of reeducating these young people relies in completing their studies at least at the level of primary school and the orientation towards learning a profession, so that those who blame material deprivation as the cause of delinquency have the possibility to earn a living through work.

English Pedagogy for Student with Emotional and Behavioral Disorders In An Inclusive School

Inclusive school is a public school that the student with special needs can be educated together with normal students. Expanding the potential that they have through the appropriate teaching strategies is crucial to implement, especially for the student with EBD. The student with EBD is a student that has aggressive behavior and substantial negative influence in the learning process. In accordance to that, the researcher wants to investigate (1) the teaching strategies used by the English teacher for the student with Emotional and Behavioral Disorders (EBD), (2) the implementation of teaching strategies used by the English teacher for the student with Emotional and Behavioral Disorders (EBD). Using qualitative method, the research involves one English teacher of SD Satu Atap Sumbersari 1 Malang Inclusive School. The instruments used were observation and interview. The current research revealed that there were three strategies used by the English teacher at SD Satu Atap Sumbersari 1 Malang Inclusive School. First, the teacher shows the interest towards students’ progress through communication to the student with EBD. Second, giving the student an understanding to have control for everything occurring in their life by giving the student with EBD punishment when break the rules. Third, conducting class activities relevant to students’ interest with alternative activities made by the English teacher.

Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

Multiple Stimulus Without Replacement Preference Assessment for Students With Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a multiple stimulus without replacement (MSWO) preference assessment to rank order preferred activities that will align with the function of behavior for use in behavioral interventions. The use of highly preferred reinforcers to reduce student problem behaviors can enhance educational outcomes for the student.

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

Instructional Level and Engagement in Students With Behavioral Disorders

This study examined the effects of adjusting the difficulty level of instructional materials on the time on-task and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percent of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.