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Autism Diagnostic Observation Schedule

Our future: a Lancet commission on adolescent health and wellbeing

“WHAT can men do, what do they do, and what do they want to do ?”—these are the uestions that Prof. Thorndike seeks to answer in a very comprehensive and elaborate treatise. His undertaking is inspired by the belief that man has the possibility of almost complete control of his fate if only he will be guided by science, and that his failures are attributable to ignorance or folly. The main approach is through biological psychology, but all the social sciences are appealed to and utilized in an effort to deal with the human problem as a whole. The relative immaturity of the sciences dealing with man is continually stressed, but it is claimed that they provide a body of facts and principles which are “far above zero knowledge”, and that even now they are capable of affording valuable guidance in the shaping of public policy. Human Nature and the Social Order By E. L. Thorndike. Pp. xx + 1020. (New York: The Macmillan Company, 1940.) 18s. net.

Human Nature and the Social Order

Educating Children with Autism

Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being 'retarded' or having a 'bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to 'fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented.

`Make me normal' The views and experiences of pupils on the autistic spectrum in mainstream secondary schools

In line with current educational policy on inclusive education, the number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing. However, concerns remain about their experiences in school. In particular, previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the level of social support received and the frequency of bullying experienced by adolescents with ASD. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs (SEN), matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). The sample was drawn from 12 mainstream secondary schools in the north‐west of England. Participants completed the Social Support Scale for Children and the My Life in School Checklist. Our analyses indicated that pupils with ASD experienced higher frequency...

Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools

In recent years there has been an increased interest in the role of emotional intelligence in both the academic success of students and their emotional adjustment in school. However, promotion of emotional intelligence in schools has proven a controversial pursuit, challenging as it does traditional “rationalist” views of education. Furthermore, research findings in this area have been inconsistent at best. In this article we discuss the following key questions relating to this important debate. What do we mean by emotional “intelligence”? What impact would improved emotional intelligence have on learners’ emotional health and well‐being, academic achievement, and other adaptive outcomes? Can emotional intelligence be taught? It is felt that these are the key issues for consideration in developing policy, practice, and further research in this area.

Emotional Intelligence and Education: A Critical Review.

The number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing, but there is evidence that their needs may not be fully met. Previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the sociometric status, perceived levels of peer social support, and the frequency of bullying experienced by this group of learners. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs, matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). Participants completed the Social Support Scale for Children (Harter, 1985) and the My Life in School Questionnaire (Arora & Thompson, 1987), and their peers completed the Social Inclusion Survey (Frederickson & Graham, 1999). Our analyses indicated that pupils with ASD experienced higher levels of rejection an...

Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study:

Introduction Overview Rationale For The Text What is SEL? A Taxonomy of SEL Why Has SEL Become So Popular? What can Research Tell Us About SEL? The Importance of Implementation The Structure of this Book Notes on Voice, Terminology and Textual Features What Do We Mean by Social and Emotional Learning? Overview The Prevailing Definition of SEL The Universalist Approach (And Its Potential Problems) What Is The Nature Of The Skills Imparted Through SEL? The Broader Discourse - Diversity Or Dilution? Mapping SEL And Associated Concepts The Backbone Of SEL Mental Health And Well-being How Does SEL Work? An Analysis Of The Logic Model Direct Links Between SEL And School Outcomes Indirect Links Between SEL And School Outcomes Further Reading Origins and Influences Overview The Historical Rools of SEL Progressive Education The Interplay Between Emotions And Reason The Influence Of Social, Emotional And Multiple Intelligences The Self-esteem Movement A Youth In Crisis Evidence For Hope Rather Than Despair Risk, Protection And Resilience The Field Of School-based Prevention The Political and Financial Drivers of SEL Further Reading SEL Around the World Overview The United States England Northern Ireland Australia Sweden Singapore Convergences And Divergences in SEL Across The World - An Analysis Further Reading Assessment Overview The Importance Of Assessment Key Issues In Assessing SEL A Selected Anthology Of Measures Of Social And Emotional Competence In Children And Young People Beyond Social And Emotional Competence - What Else Should Be Assessed? Further Reading Implementation Overview Implementation Matters Elements Of Implementation Factors Affecting Implementation Bringing It All Together - The Implementation Quality Framework Further Reading Outcomes of SEL Overview What Does The Research Tell Us About The Impact of SEL On Outcomes For Children And Young People? Key Issues In Interpreting SEL Outcome Research Interpreting SEL Evaluation Studies With Null Results: A Framework Further Reading Conclusion Overview Examine The Orthodoxy Of SEL Future Directions Final Thoughts Further Reading References Index

Neil Humphrey

Papers

`Make me normal' The views and experiences of pupils on the autistic spectrum in mainstream secondary schools

Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools

Emotional Intelligence and Education: A Critical Review.

Peer-group indicators of social inclusion among pupils with autistic spectrum disorders (ASD) in mainstream secondary schools: A comparative study:

Social and emotional learning : a critical appraisal