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Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties
Author(s) -
Poulou Maria,
Norwich Brahm
Publication year - 2000
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/000709900158308
Subject(s) - psychology , attribution , feeling , coping (psychology) , developmental psychology , cognition , sympathy , psychological intervention , emotional competence , social psychology , clinical psychology , emotional intelligence , neuroscience , psychiatry
Background. The vast majority of children with emotional and behavioural difficulties are educated in their usual classes in ordinary schools across the countries. The study, therefore, of teachers’ responses to these children is important for both teachers’ and students’ well‐being in schools. Research provides evidence that teachers attribute students’ difficulties to factors external to themselves, that is family or child factors and although they experience feelings of irritation and indifference with disruptive students they feel responsible and committed to help them. As far as their coping strategies are concerned, teachers seem to mostly favour positive interventions. Aims. This study aimed to examine Greek teachers’ causal attributions, emotional and cognitive responses, coping strategies and suggestions for effective coping strategies with students with emotional and behavioural difficulties. Sample. This comprised 391 elementary teachers teaching in 60 public schools in the area of Athens. Method. Teachers completed an inventory presenting six short scenarios of students with emotional and behavioural difficulties, varying in the type of difficulty (conduct or emotional) and the degree of severity for teachers to handle them (mild or severe). Results. Repeated‐measures ANOVA revealed that teachers perceived school and teacher factors as causal of emotional and behavioural difficulties. Teachers expressed feelings of sympathy for these children, and perceived themselves as responsible, self‐efficacious and inclined to help them. Finally, they reported using supportive techniques to handle emotional and behavioural difficulties, which they also considered as effective. Conclusions. Teacher training becomes crucial as a process of adopting patterns of thought and strategies for responding to students with emotional and behavioural difficulties.