Culminating Project Title
Date of Award
Culminating Project Type
Special Education: M.S.
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
stress, emotional, behavioral, self-regulation, students, mindfulness
The purpose of this paper was to identify and implement the most effective interventions strategies for self-regulating stress in adolescent students with emotional and behavioral disorders (EBD). This review focused on three issues. First, the psychological models of self-regulation were examined. This included the internalization and externalization symptoms of stress and their relation to students with EBD. Second, the techniques for developing self- regulation were compared and contrasted. Social and emotional learning (SEL) and its relation to the development of self-regulation techniques was the focus along with mindfulness techniques. Finally, different classroom-based interventions for improving self-regulation skills of students who have emotional and behavioral disorders were analyzed. The three classroom-based interventions reviewed focused on the integration of SEL and the theory of mindfulness. The three intervention programs included yoga, Learning to BREATHE (L2B), and Transformative Life Skills (TLS). All three of these intervention programs showed promising results. However, a number of factors may affect the efficacy of these programs in EBD classrooms. First, research with the focus on students with EBD was limited. Second, many of the studies reviewed were based on small sample sizes. Third, school-based variables may also affect the efficacy of the interventions. Future research focusing on developing self-regulation skills for stress is needed for students with EBD.
Johnson, Margo, "Self-Regulation of Stress in the Context of Emotional and Behavioral Disorders in Middle and High School Students" (2021). Culminating Projects in Special Education. 102.