Abstract
The purpose of this case study was to investigate the effects a service-learning tutorship had on the Social and Personal Responsibility Scale scores of middle school students identified as at risk for emotional and behavioral problems and enrolled in a one hour class that focused on social skills, self-management, and emotional resilience. Eight students identified through school-wide screening measures as at-risk for emotional and behavioral problems were involved in a pre/post quantitative survey, pre/post exploratory interviews, and a post focus group to analyze their level of growth in relation to social and personal responsibility. Currently, there is a limited amount of research identifying the influence service-learning has on students at risk for emotional and behavioral problems. This case-study found that service-learning is an effective tool at helping students increase their level of competence in relation to social and personal responsibility. Limitations of this study are addressed, suggestions for future research are noted, and implications for execution of future service-learning ventures are discussed.
Degree
EdS
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
Rights
http://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Pratt, Megan S., "Service-Learning: A Case Study Approach to Understanding Cross-Age Tutoring with Junior High Students At-Risk for Behavioral and Emotional Disabilities" (2008). Theses and Dissertations. 1777.
https://scholarsarchive.byu.edu/etd/1777
Date Submitted
2008-07-15
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd2531
Keywords
service-learning, tutoring, middle school, EBD, case study, Social and Personal Responsibility Scale, positive behavior support
Language
English