Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders

Shillingford, Shani; Karlin, Nancy J.

doi:10.1080/13632752.2013.840958

Cited by 15 publications

(19 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teniendo en cuenta los principales datos obtenidos en las distintas categorías de estudio, resulta necesario la protocolización de la incorporación, intervención y seguimiento con las familias del alumnado con AGC, ya que siguen sin conocerse datos imprescindibles para trabajar con estos alumnos y sobre su entorno tal y como indica el estudio de Muñoz & Rodríguez (2007). Se considera muy necesaria la formación específica del profesorado, factor clave tal y como se constata en diferentes estudios (Shillingford & Karlin, 2014;Shot & Bullock, 2013;Sidorowicz & Hair, 2011) y la coordinación entre los IES y Salud Mental y Servicios Sociales (García et al, 2014), siendo la formación del profesorado, la opción más demandada por los orientadores.…”

Section: Conclusionesunclassified

“…Está claro que la relación entre profesores y alumnos desempeña un papel vital en la creación de ambientes y resultados de aprendizaje positivo para todos los estudiantes, pero especialmente para aquellos con necesidades diversas (Capern & Hammond, 2014). La pericia con la que los profesores puedan abordar los problemas emocionales y de comportamiento de sus alumnos va a depender de su preparación y formación específica (Shillingford & Karlin, 2014;Short & Bullock, 2013). Parece ser que en los institutos donde el alumnado asiste a clase y tiende a exhibir una vinculación afectiva con el centro, disminuye el riesgo de problemas de comportamiento (Rovis et al, 2016).…”

Section: Conclusionesunclassified

See 1 more Smart Citation

Adolescentes con alteraciones graves de conducta. ¿Cómo se interviene a nivel educativo en los Institutos de Enseñanza Secundaria?//Adolescents with serious behaviour disorders. How is it involved in High Schools?

Largo

Delgado²

2019

REOP

View full text Add to dashboard Cite

RESUMENLa mayoría de las investigaciones sobre alteraciones graves de conducta (AGC) y conflictividad escolar que se han producido en nuestro país se centran en la violencia entre iguales y los escenarios en los que se produce. En este trabajo se estudia cómo se está interviniendo con el alumnado que presenta AGC en los Institutos públicos de Enseñanza Secundaria Obligatoria (IES) de Castilla-La Mancha (España) y se observa si los datos obtenidos siguen los criterios básicos de prevención que aporta el Estudio Estatal sobre la Convivencia Escolar en Educación Secundaria (Díaz-Aguado, 2010). Se lleva a cabo un estudio descriptivo transversal, con la población de orientadores (N=217) de los IES de la región. Se administra un cuestionario elaborado ad hoc, através de una metodología de validación inter-jueces, con el objetivo de dar respuesta a las preguntas de investigación a través de 6 categorías; proceso de incorporación y familia, conocimiento del alumnado, respuesta educativa individual, respuesta educativa del centro, servicios externos y valoración global. Los resultados indican que hay tres elementos clave a destacar: la necesidad de protocolos de las actividades e intervenciones educativas a realizar en el centro educativo y con estos alumnos, la formación del profesorado y la mayor coordinación con Salud Mental y Servicios Sociales. Los datos determinan que la intervención que se desarrolla en el momento actual es insuficiente y debería ser revisada para dar una respuesta más específica a las necesidades del alumnado con AGC para una mejora de su desarrollo integral y de la convivencia escolar.ABSTRACT Most of the research on severe behavioral disorders (SBD) and school conflicts carried out in our country has focused on peer violence and the scenarios in which it occurs. The aims of the present research are to study the ways in which students who show SBD in high schools of Castilla-La Mancha (Spain) are being dealt with and to check if the obtained results comply the basic prevention criteria provided by the State Study on School Coexistence in Secondary Education (Díaz-Aguado, 2010). A transversal descriptive study is carried out. The participants are the population of educational counselors (N=217) of the high school of the region. An ad hoc questionnaire of interjudge reliability is provided with the aim of responding to research question through 6 categories: process of incorporation into the family, student’s knowledge, individual educational response, educational center response, external services and global assessment. The results indicate that there are three key elements to be highlighted: the need for protocols of educational activities and interventions to be carried out in the educational center and with those students, the lack of teacher training and to improve the coordination with Mental Health and the Social Services. The results determine that the interventions that are currently being carried out are insufficient and should be revised in order to be efficient. This way, a more specific response could be given to the needs of the students with SBD to improve their integral development and the school coexistence

show abstract

Section: Conclusionesunclassified

Adolescentes con alteraciones graves de conducta. ¿Cómo se interviene a nivel educativo en los Institutos de Enseñanza Secundaria?//Adolescents with serious behaviour disorders. How is it involved in High Schools?

Largo

Delgado²

2019

REOP

View full text Add to dashboard Cite

show abstract

“…Thus, it is vital to study special education teachers’ self-efficacy. Indeed, a number of studies of the self-efficacy of special education teachers have already been conducted (Coladarci & Breton, 1997; Hopman, Tick et al, 2018; Hopman, van Lier et al, 2018; Leyser, Zeiger, & Romi, 2011; Meijer & Foster, 1988; Podell & Soodak, 1993; Sarıçam & Sakız, 2014; Shillingford & Karlin, 2014; Viel-Ruma, Houchins, Jolivette, & Benson, 2010). However, few have discussed ways of measuring the self-efficacy of special education teachers.…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Pang

Chen

et al. 2020

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

Teacher self-efficacy plays an important role in special education; yet, the literature on the measurement of teacher self-efficacy in this field is limited. This study investigated the psychometric properties of the Teachers’ Sense of Efficacy Scale with a sample of Chinese special education teachers ( N = 401, 24.19% male). Confirmatory factor analysis indicated that the Chinese special educational version of the Teacher's Sense of Efficacy Scale (CS-TSES), modified from the Asian model by Ruan, J., Nie, Y., Hong, J., Monobe, G., Zheng, G., Kambara, H., & You, S. (2015). Cross-cultural validation of teachers’ sense of efficacy scale in three Asian countries. Journal of Psychoeducational Assessment, 33(8), 769-779, showed an excellent fit. Additionally, correlations were observed between the results of the CS-TSES and both the Multidimensional Scale of Perceived Social Support and the Satisfaction with Life Scale, providing criterion-related validity. In sum, the findings indicated that the TSES is applicable to special education teachers in the Chinese context.

show abstract

“…If school boards, universities and ministries of education could collaborate to provide these opportunities, teachers would have access to expert problem solving as needs arise in their day to day practice rather than waiting for a professional development opportunity or reading about something in a book. MacFarlane and Woolfson (2013) found that teachers who had additional in-service training also had more positive feelings around students with social, emotional, and behavioural difficulties, Shillingford and Karlin (2014) concluded that increasing knowledge around students with E/BD is necessary for increased self-efficacy in teachers, and Kutcher, Wei, McLuckie, and Bullock (2012) found that mental health literacy training led to higher knowledge and better attitudes in educators.…”

Section: Teacher Educationmentioning

confidence: 99%

Canadian school programs for students with emotional/behavioural disorders: A Decade of programs, policies, and practice

Maich

Somma

Hill

2018

Emotional and Behavioural Difficulties

View full text Add to dashboard Cite

The purpose of this project was to examine programs and services for students with emotional/behavioural disorders (E/BD) across Canada. It is a replication of a survey undertaken a decade prior intended to examine similarities and differences in Canada's provinces and territories, as well as exploring overall changes to policy and process in this period of time. Nine jurisdictions participated in this 2014 iteration of the cross-Canada electronic survey requesting information on services, policies, and practices for students with E/BD in the K-12 school systems from key stakeholders in jurisdictional ministries. Overall themes were captured, as well as unique highlights in each participating jurisdiction. Continued movement away from diagnosis, identification, and categorization is evident; however, little consistency has been attained across the country. Key issues are discussed along with recommendations moving forward.

show abstract

Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders

Cited by 15 publications

References 16 publications

Adolescentes con alteraciones graves de conducta. ¿Cómo se interviene a nivel educativo en los Institutos de Enseñanza Secundaria?//Adolescents with serious behaviour disorders. How is it involved in High Schools?

Adolescentes con alteraciones graves de conducta. ¿Cómo se interviene a nivel educativo en los Institutos de Enseñanza Secundaria?//Adolescents with serious behaviour disorders. How is it involved in High Schools?

Psychometric Properties of the Teachers’ Sense of Efficacy Scale for Chinese Special Education Teachers

Canadian school programs for students with emotional/behavioural disorders: A Decade of programs, policies, and practice

Contact Info

Product

Resources

About