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Gelter H. Why is reflective thinking uncommon. Reflective Practice 2003;4:337–44. doi:10.1080/1462394032000112237
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Mason J. Researching your own practice: the discipline of noticing. Abingdon, Oxfordshire: : Routledge 2002. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=167124
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Moon JA. A handbook of reflective and experiential learning: theory and practice. Abingdon, Oxon: : Routledge 2004. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=181972
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Moon JA. Learning journals: a handbook for reflective practice and professional development. 2nd ed. Abingdon, Oxon: : Routledge 2006.
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Freiberg HJ, Brophy JE. Beyond behaviorism: changing the classroom management paradigm. Needham Heights, Massachusetts: : Allyn and Bacon 1999.
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Ayers H, Clarke D, Murray A. Perspectives on behaviour: a practical guide to interventions for teachers. 2nd ed. London: : David Fulton 2000. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3570330
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Maslow AH. Motivation and personality. 3rd ed. New York: : Harper & Row 1987.
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Porter L. Behaviour in schools: [theory and practice for teachers]. 3rd ed. Berkshire: : Open University Press 2014.
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Newell S, Jeffery D. Behaviour management in the classroom: a transactional analysis approach. London: : David Fulton 2002. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1112485
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Stoiber KC, Gettinger M. Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools 2011;48:686–706. doi:10.1002/pits.20587
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Banda DR, Hart SL, Kercood S. Decreasing Disruptive Vocalizations of a Student With High-Functioning Autism Across Three General Education Classrooms. Preventing School Failure: Alternative Education for Children and Youth 2012;56:104–9. doi:10.1080/1045988X.2011.592167
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McIntosh K, Brown JA, Borgmeier CJ. Validity of Functional Behavior Assessment Within a Response to Intervention Framework: Evidence, Recommended Practice, and Future Directions. Assessment for Effective Intervention 2008;34:6–14. doi:10.1177/1534508408314096
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Nordness PD, Swain KD, Haverkost A. A Screening Matrix for an Initial Line of Inquiry. Intervention in School and Clinic 2012;47:245–51. doi:10.1177/1053451211424597
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Cipani E. Functional behavioral assessment, diagnosis, and treatment: a complete system for education and mental health settings. 3rd ed. New York: : Springer 2018.
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Leung ASM. Learning through Personal Development at the Hong Kong Institute for Vocational Education. International Journal of Learning and Development 2013;3. doi:10.5296/ijld.v3i1.3126
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Taplin M. Silent sitting: a cross-curricular tool to promote resilience. International Journal of Children’s Spirituality 2011;16:75–96. doi:10.1080/1364436X.2011.580730
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Leung ASM. Learning through Personal Development at the Hong Kong Institute for Vocational Education. International Journal of Learning and Development 2013;3. doi:10.5296/ijld.v3i1.3126
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Weinstein N, Ryan RM. A self-determination theory approach to understanding stress incursion and responses. Stress and Health 2011;27:4–17. doi:10.1002/smi.1368
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Wehmeyer ML, Palmer SB, Shogren K, et al. Establishing a Causal Relationship Between Intervention to Promote Self-Determination and Enhanced Student Self-Determination. The Journal of Special Education 2013;46:195–210. doi:10.1177/0022466910392377
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Firth N, Frydenberg E, Steeg C, et al. Coping Successfully with Dyslexia: An Initial Study of an Inclusive School-Based Resilience Programme. Dyslexia 2013;19:113–30. doi:10.1002/dys.1453
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Shea TM, Bauer AM, Walker JE. Behavior management: a practical approach for educators. 10th ed. Boston, Massachusetts: : Pearson Education 2012.
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Kamps D, Wills HP, Heitzman-Powell L, et al. Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms. Journal of Positive Behavior Interventions 2011;13:154–67. doi:10.1177/1098300711398935
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Rogers B. Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. 4th ed. London: : Sage 2015.
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Jennifer H. Coffey, Robert H. Horner. The Sustainability of Schoolwide Positive Behavior Interventions and Supports. Exceptional Children 2012;78.https://doi-org.unm-ezproxy.idm.oclc.org/10.1177/001440291207800402
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Blair K-SC, Fox L, Lentini R. Use of Positive Behavior Support to Address the Challenging Behavior of Young Children Within a Community Early Childhood Program. Topics in Early Childhood Special Education 2010;30:68–79. doi:10.1177/0271121410372676
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Durlak JA, Weissberg RP, Dymnicki AB, et al. The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development 2011;82:405–32. doi:10.1111/j.1467-8624.2010.01564.x
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Roffey S. Changing behaviour in schools: promoting positive relationships and wellbeing. London: : SAGE 2011.
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Kamps D, Wills HP, Heitzman-Powell L, et al. Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms. Journal of Positive Behavior Interventions 2011;13:154–67. doi:10.1177/1098300711398935
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Chitiyo M, Wheeler JJ. Challenges Faced by School Teachers in Implementing Positive Behavior Support in Their School Systems. Remedial and Special Education 2008;30:58–63. doi:10.1177/0741932508315049
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Scott TM, Anderson CM, Alter P. Managing classroom behavior using positive behavior supports. Upper Saddle River, New Jersey: : Pearson Education 2012.
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Clough P. Handbook of emotional & behavioural difficulties. London: : SAGE 2005. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1023933
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Sharabi A, Margalit M. The Mediating Role of Internet Connection, Virtual Friends, and Mood in Predicting Loneliness Among Students With and Without Learning Disabilities in Different Educational Environments. Journal of Learning Disabilities 2011;44:215–27. doi:10.1177/0022219409357080
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Canney C, Byrne A. Evaluating Circle Time as a support to social skills development - reflections on a journey in school-based research. British Journal of Special Education 2006;33:19–24.https://nasenjournals-onlinelibrary-wiley-com.unm-ezproxy.idm.oclc.org/doi/abs/10.1111/j.1467-8578.2006.00407.x
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Cook CR, Gresham FM, Kern L, et al. Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders: A Review and Analysis of the Meta-Analytic Literature. Journal of Emotional and Behavioral Disorders 2008;16:131–44. doi:10.1177/1063426608314541
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Humphrey N, Curran A, Morris E, et al. Emotional Intelligence and Education: A critical review. Educational Psychology 2007;27:235–54. doi:10.1080/01443410601066735
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Humphrey N, Kalambouka A, Wigelsworth M, et al. Measures of Social and Emotional Skills for Children and Young People: A Systematic Review. Educational and Psychological Measurement 2011;71:617–37. doi:10.1177/0013164410382896
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Koster M, Minnaert AEMG, Nakken H, et al. Assessing Social Participation of Students With Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire. Journal of Psychoeducational Assessment 2011;29:199–213. doi:10.1177/0734282910384065
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Sellman E. Mediation matters: creating a peaceful school through peer mediation. Cambridge: : LDA 2008.
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Lo Y, Mustian AL, Brophy A, et al. Peer-Mediated Social Skill Instruction for African American Males with or at Risk for Mild Disabilities. Exceptionality 2011;19:191–209. doi:10.1080/09362835.2011.579851
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Sellman E. Peer mediation services for conflict resolution in schools: what transformations in activity characterise successful implementation? British Educational Research Journal 2011;37:45–60. doi:10.1080/01411920903419992
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Turnuklu A, Kacmaz T, Gurler S, et al. The effects of conflict resolution and peer mediation training on primary school students’ level of aggression. Education 3-13 2010;38:13–22. doi:10.1080/03004270902760668
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Cowie H. Peer Support as an Intervention to Counteract School Bullying: Listen to the Children. Children & Society 2011;25:287–92. doi:10.1111/j.1099-0860.2011.00375.x
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Cremin H, ebrary, Inc. Peer mediation. Maidenhead, England: : Open University Press 2007. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=332675
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Standing V, Fearon C, Dee T. Investigating the value of restorative practice: An action research study of one boy in a mixed secondary school. International Journal of Educational Management 2012;26:354–69. doi:10.1108/09513541211227764
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Sellman E, Cremin H, McCluskey G. Restorative approaches to conflict in schools: interdisciplinary perspectives on whole school approaches to managing relationships. Abingdon, Oxon: : Routledge 2014.
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McCluskey G, Kane J, Lloyd G, et al. ‘Teachers are Afraid we are Stealing their Strength’: A Risk Society and Restorative Approaches in School. British Journal of Educational Studies 2011;59:105–19. doi:10.1080/00071005.2011.565741
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Choi JJ, Bazemore G, Gilbert MJ. Review of research on victims’ experiences in restorative justice: Implications for youth justice. Children and Youth Services Review 2012;34:35–42. doi:10.1016/j.childyouth.2011.08.011
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Chan W-C. Family Conferencing for Juvenile Offenders: A Singaporean Case Study in Restorative Justice. Asian Journal of Criminology 2013;8:1–23. doi:10.1007/s11417-011-9122-y
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Morrison BE, Vaandering D. Restorative Justice: Pedagogy, Praxis, and Discipline. Journal of School Violence 2012;11:138–55. doi:10.1080/15388220.2011.653322
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Snow PC, Sanger DD. Restorative Justice conferencing and the youth offender: exploring the role of oral language competence. International Journal of Language & Communication Disorders 2010;46. doi:10.3109/13682822.2010.496763
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Cremin H, Sellman E, McCluskey G. Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education. British Journal of Educational Studies 2012;60:421–37. doi:10.1080/00071005.2012.738290
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Harris NS, Eden K, Blair A, et al. Challenges to school exclusion: exclusion, appeals, and the law. London: : RoutledgeFalmer 2000. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=178672
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Gazeley L. The Role of School Exclusion Processes in the Re-Production of Social and Educational Disadvantage. British Journal of Educational Studies 2010;58:293–309. doi:10.1080/00071000903520843
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Hendry R. Building and restoring respectful relationships in schools: a guide to using restorative practice. Abingdon, Oxfordshire: : Routledge 2009. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=958176
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Ladd GW, Herald-Brown SL, Reiser M. Does Chronic Classroom Peer Rejection Predict the Development of Childrens Classroom Participation During the Grade School Years? Child Development 2008;79:1001–15. doi:10.1111/j.1467-8624.2008.01172.x
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Rigby K. What can schools do about cases of bullying? Pastoral Care in Education 2011;29:273–85. doi:10.1080/02643944.2011.626068
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Rodkin P. Bullying and Children’s Peer Relationships. 2012;8.http://scholarworks.gvsu.edu/colleagues/vol8/iss2/4
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Faupel A, Herrick E, Sharp P. Anger management: a practical guide. 2nd ed. London: : Routledge 2011.
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Griffiths E. ‘They’re gonna think we’re the dumb lot because we go to the special school’: A teacher research study of how mainstream and special school pupils view each other. Research in Education 2007;78:78–87. doi:10.7227/RIE.78.7
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Miller D, Moran T. Theory and practice in self-esteem enhancement: Circle-Time and efficacy-based approaches - a controlled evaluation. Teachers and Teaching 2007;13:601–15. doi:10.1080/13540600701683549
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Burden R. Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research. Dyslexia 2008;:n/a-n/a. doi:10.1002/dys.371
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McLaughlin C. Emotional well-being and its relationship to schools and classrooms: a critical reflection. British Journal of Guidance & Counselling 2008;36:353–66. doi:10.1080/03069880802364486
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Ecclestone K, Hayes D. The dangerous rise of therapeutic education. Abingdon, Oxon: : Routledge 2009. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=425329
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Rogers CR, Freiberg HJ. Freedom to learn. 3rd ed. Upper Saddle River, New Jersey: : Merrill 1994.
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Schaafsma D, Kok G, Stoffelen JMT, et al. Identifying Effective Methods for Teaching Sex Education to Individuals With Intellectual Disabilities: A Systematic Review. The Journal of Sex Research 2015;52:412–32. doi:10.1080/00224499.2014.919373
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Fitzgerald C, Withers P. ‘I don’t know what a proper woman means’: what women with intellectual disabilities think about sex, sexuality and themselves. British Journal of Learning Disabilities 2013;41:5–12. doi:10.1111/j.1468-3156.2011.00715.x
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Rahman PA, Farrah SBB, Yau MK, et al. Challenges in exploring sexuality issues among women with physical disabilities in Malaysia. 2014;Vol 4.http://archives.sproc.org/index.php/paas/article/view/3319
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Rushbrooke E, Murray CD, Townsend S. What difficulties are experienced by caregivers in relation to the sexuality of people with intellectual disabilities? A qualitative meta-synthesis. Research in Developmental Disabilities 2014;35:871–86. doi:10.1016/j.ridd.2014.01.012
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East LJ, Orchard TR. Somebody Else’s Job: Experiences of Sex Education among Health Professionals, Parents and Adolescents with Physical Disabilities in Southwestern Ontario. Sexuality and Disability 2014;32:335–50. doi:10.1007/s11195-013-9289-5
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Klassen RM. Teacher Stress: The Mediating Role of Collective Efficacy Beliefs. The Journal of Educational Research 2010;103:342–50. doi:10.1080/00220670903383069
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Howard S, Johnson B. Resilient teachers: resisting stress and burnout. Social Psychology of Education 2004;7:399–420. doi:10.1007/s11218-004-0975-0
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Hartney E, ebrary, Inc. Stress management for teachers. London: : Continuum International Pub. Group 2008. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=711051
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Burton D, Goodman R. Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties. Pastoral Care in Education 2011;29:133–49. doi:10.1080/02643944.2011.573492
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Breeman LD, Wubbels T, van Lier PAC, et al. Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioral classroom adjustment in special education. Journal of School Psychology 2015;53:87–103. doi:10.1016/j.jsp.2014.11.005
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Rogers B. The essential guide to managing teacher stress: practical skills for teachers. 2nd ed. Harlow, Essex: : Pearson Education 2012.
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Lloyd G, Stead J, Cohen D. Critical new perspectives on ADHD. London: : Routledge 2006. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=274449
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DEBOO G, PRINS P. Social incompetence in children with ADHD: Possible moderators and mediators in social-skills training. Clinical Psychology Review 2007;27:78–97. doi:10.1016/j.cpr.2006.03.006
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Shea B, Wiener J. Social Exile: The Cycle of Peer Victmization for Boys with ADHD. Canadian Journal of School Psychology 2003;18:55–90. doi:10.1177/082957350301800104
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Wehmeier PM, Schacht A, Barkley RA. Social and Emotional Impairment in Children and Adolescents with ADHD and the Impact on Quality of Life. Journal of Adolescent Health 2010;46:209–17. doi:10.1016/j.jadohealth.2009.09.009
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Clough P. Handbook of emotional & behavioural difficulties. London: : SAGE 2005. https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1023933
