Emotional And Behavioural Difficulties In Middle Childhood

Chazan, Maurice; Laing, Alice F.; Davies, Diane

doi:10.4324/9781315043104

Cited by 4 publications

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“…Something of the history of the topic can be glimpsed in its shifting terminologies: ‘maladjusted’ (Ministry of Education, 1955); ‘deviant’ (Hargreaves et al , 1975; Kaplan, 1980), ‘troublesome’ (Caspari, 1976), ‘disruptive’ (Tattum, 1982); ‘disaffected’ (Furlong, 1991; Sanders & Hendry, 1997), ‘anti‐social’ (Walker et al , 1995), ‘disengaged’ (Nardi & Steward, 2002). ‘Emotional and behavioural difficulties’ (EBD) has been favoured over the past decade (Chazan et al , 1994), possibly because it carries the combined authority of ‘legal, medical and educational connotations’ (Thomas, 2005, p. 60). The term has latterly been extended to ‘emotional, social and behavioural difficulties’ (EBSD).…”

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Becoming a problem: Behaviour and reputation in the early years classroom

MacLure

Jones

Holmes

et al. 2012

British Educational Res J

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How does it happen that some children acquire a reputation as a 'problem' in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4-5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be, and to be recognised as, good students? Using an analytic framework derived from discourse and conversation analysis, we identify some critical factors in the production of reputation, including: the 'discursive framing' of behaviour; the public nature of classroom discipline; the linking of behaviour, learning and emotions; the interactional complexities of being (seen to be) good, and the demands on children of passing as the 'proper child' required by prevailing discourses of normal development, as coded in UK early years curriculum policy and pedagogy.

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confidence: 99%

Becoming a problem: Behaviour and reputation in the early years classroom

MacLure

Jones

Holmes

et al. 2012

British Educational Res J

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“…Από την άλλη, οι εκπαιδευτικοί μπορούν να βρουν τρόπους, όχι τόσο ικανοποιητικούς, με τους οποίους αντιδρούν στις συναισθηματικές διαταραχές και τα προβλήματα συμπεριφοράς. Μόνο όταν οι γονείς αισθάνονται ότι συνεργάζονται κατάλληλα, και πιστεύουν ότι και οι εκπαιδευτικοί αισθάνονται το ίδιο, μπορούν οι συναισθηματικές διαταραχές και τα προβλήματα συμπεριφοράς να αποφευχθούν ή να αντιμετωπιστούν με επιτυχία (Chazan et al, 1994. Mavropoulou & Pedeliadu, 2002.…”

Section: συνεργασία εκπαιδευτικών και γονιώνunclassified

“…Ό, τι προσφέρουν οι σχολικοί ψυχολόγοι (και το προσωπικό που εργάζεται μαζί τους) είναι μια επαγγελματική άποψη, για τις υπό συζήτηση δυσκολίες, που βασίζονται στην σχολική κατανόηση και στην ψυχολογική γνώση (για παράδειγμα πώς μαθαίνουν τα παιδιά, και πώς αξιολογούνται οι ικανότητες τους, μια ποικιλία θεραπειών που πρέπει να βοηθήσουν) (Chazan et al, 1994). (Meyers & Persons, 1979).…”

Section: συνεργασία εκπαιδευτικών και σχολικών ψυχολόγωνunclassified

“…(Rogers, 2003). Ο Langfeldf (1992) έδειξε, ότι οι Γερμανοί εκπαιδευτικοί, θεωρούν σωστή τη συμπεριφορά των παιδιών να επισκέπτονται π.χ., τη ντίσκο, να χρησιμοποιούν make-up, να ντύνονται με υπερβολή, ενώ αντίθετα οι Κορεάτες εκπαιδευτικοί θεωρούν ότι όλα αυτά είναι προβληματική συμπεριφορά (Chazan et al, 1994).…”

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“…Η πρόοδος ακολουθείται από οπισθοδρόμηση -συνήθως δύο βήματα μπροστά και ένα πίσω. Τα κίνητρα ποικίλλουν από παιδί σε παιδί και από θέμα σε θέμα.Οι εκπαιδευτικοί προσπαθούν, κατά προσέγγιση, να μεταφέρουν την καθημερινή πραγματικότητα στην ιδεατή, δυσκολεύονται όμως να είναι ανεκτικοί στην κάθε συμπεριφορά των παιδιών που εμφανίζεται ως διαταραγμένη(Chazan et al, 1994).ΗΕπιτροπή για την Ψυχική Υγεία που συστήθηκε από τον Πρόεδρο των Η.Π.Α. (1978) (President's Commission on Mental Health), αναγνώρισε ότι σε ποσοστό 5% -15% παιδιά και έφηβοι έχουν την ανάγκη κάποιας μορφής παροχής υπηρεσιών ψυχικής υγείας.…”

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Αντιλήψεις Εκπαιδευτικών Της Δευτεροβάθμιας Εκπαίδευσης Για Τη Σχολική Ενσωμάτωση Εφήβων Με Διαταραχές Στο Συναίσθημα Και Στη Συμπεριφορά

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This research study investigates the perceptions of secondary school Greek teachers towards the "integration" policy of pupils with emotional and behavioural difficulties (EBD). Therefore the sample was secondary school teachers from the district of Ioannina (N=350) who completed a questionnaire of five self-reports scales.The purpose was to measure the perceptions of secondary school teachers in connection with the possible equal opportunities recognized in such teenagers with regard to their access to knowledge (Equal Opportunities Scale), their opinions about the causes of relative psychomental problems (Causes of EBD Scale) on the same teenagers, their thoughts about the best possible approaches that those children could enjoy (Coping Strategies Scale), as well as their opinions about the best strategies adopted on the same direction (Effective Approaches Scale). The aim of the research was to record the perceptions in connection with the uncertain condition of any possible confusion of the content of the teenagers' emotional and behavioural difficulties with the real nature of adolescence. Considering that such a confusion has been empirically noticed, the record would help future actions of the teachers' effective self-management during their interaction with this sensitive group of teenagers.According to those searching matters the corresponding investigating hypotheses of the research have been formed. The applied mathematical methods have included the one way analysis of variance (One Way Anova), the Chi-Square Test and the analysis of the ttests.The first one was adapted to extent the relation between the παραμέτρων μελέτης and the variations of sex, age, years of service and the teachers' specialty. The second one to examine the degree to which the sample considers that the cooperation between the teacher and the supporting services is available. The t-test for Paired Samples was used in order to examine important factors of possible provocation of emotional disorders and behavioural problems in adolescents.The results of the research have been satisfactory, verifying the corresponding investigating suppositions in a big part. As expected, the youngest teachers are more positive than the oldest colleagues towards the integration of the further up students and they also acknowledge the possibility of the latter for equal opportunities. It has also been realized that the teachers tend to really trust themselves in dealing with difficult children, without claiming their authority. So it has been confirmed that they would always rely on other specialists such as educational psychologists and social workers and therefore they would feel safer to better cope with students facing emotional and behavioural difficulties.There were also found important differences between men and women, as far as the causes of the disorders are concerned. It has been realized that women are more "ready" to attribute the causes of emotional and behavioural difficulties to the teacher factor rather than to other factors, such as t...

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Teachers'perceptions emotional responses and coping strategies with students with emotional and behavioural difficulties

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Emotional And Behavioural Difficulties In Middle Childhood

Cited by 4 publications

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Becoming a problem: Behaviour and reputation in the early years classroom

Becoming a problem: Behaviour and reputation in the early years classroom

Αντιλήψεις Εκπαιδευτικών Της Δευτεροβάθμιας Εκπαίδευσης Για Τη Σχολική Ενσωμάτωση Εφήβων Με Διαταραχές Στο Συναίσθημα Και Στη Συμπεριφορά

Teachers'perceptions emotional responses and coping strategies with students with emotional and behavioural difficulties

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