The external contingencies and development processes of students with emotional disabilities

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dc.contributor.authorNikolaros, John
dc.date.accessioned2016-07-21T14:11:07Z
dc.date.available2016-07-21T14:11:07Z
dc.date.issued2015
dc.description.abstractThis paper examines the external contingencies that students with emotional disabilities (ED) experience throughout childhood and adolescence. It presents an in-depth assessment of the impact of external dynamics on the emotional development of students with ED, and considers the school, home, and community support systems. The paper assesses school implementation and the ability to influence the regulation process, along with a review of strategy that assists schools and parents in assessing interventions.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationNikolaros, J. (2015). The external contingencies and development processes of students with emotional disabilities. Perspectives in Education, 33(3), 107-120.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3804
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectEmotional disabilitiesen_ZA
dc.subjectPsychopathologyen_ZA
dc.subjectEmotional intelligence(IE)en_ZA
dc.subjectBehavioursen_ZA
dc.titleThe external contingencies and development processes of students with emotional disabilitiesen_ZA
dc.typeArticleen_ZA
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PiE 2015 Volume 33 Issue 3