Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej
PDF

Słowa kluczowe

inclusive education
student’ aggressive behavior
teachers’ frustration and fear

Jak cytować

Baranowska, W., & Leszka, J. . (2021). Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej. Studia Edukacyjne, (51), 403–425. https://doi.org/10.14746/se.2018.51.24

Abstrakt

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

https://doi.org/10.14746/se.2018.51.24
PDF

Bibliografia

Angold A., Costello J.E., Erkanli A., Comorbidity, Journal of Child Psychology and Psychiatry, 1999, 40(1).

Avramidis E., Bayliss P., Burden R., A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Special Educational Needs in the Ordinary School in one Local Educational Authority, Educational Psychology, 2000, 20(2).

Avramidis E., Kalyva E., The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion, European Journal of Special Needs Education, 2007, 22(4).

Avramidis E., Norwich B., Teachers’ attitudes towards integration / inclusion: a review of the literature, European Journal of Special Needs Education, 2010, 17(2).

Bakhshani N.-M., Attention-Deficit/Hyperactivity Disorder (ADHD) and High Risk Behaviors, International Journal of High Risk Behaviors & Addiction, 2013, 2(1).

Brackett M.A., Patti J., Stern R., Rivers S.E., Elbertson N.A., Chisholm C., Salovey P., A sustainable, skill-based approach to building emotionally literate schools, [w:] Handbook for Developing Emotional and Social Intelligence: Best Practices, Case Studies, and Strategies, red. M. Hughes, H.L. Thompson, J.B. Terrell, CA: Pfeiffer, San Francisco 2009.

Brophy J., McCaslin M., Teachers’ Reports of How They Perceive and Cope with Problem Students, The Elementary School Journal, 1992, 93(1).

Caena F., Teacher Competence Frameworks in Europe: policy-as-discourse and policy-as-practice, European Journal of Education, 2014, 49 (3).

Chang M.- L., An appraisal perspective of teacher burnout: Examining the emotional work of teachers, Educational Psychology Review, 2009, 21(3).

Chang M.-L., Davis H.A., Understanding the role of teacher appraisals in shaping the dynamics of their relationships with students: Deconstructing teachers’ judgement of disruptive behavior/ students, [w:] Advantages in teacher emotion research: The impact on teachers’ lives, red. P.A. Schutz, M. Zembylas, Springer, New York 2009.

Chhabra S., Srivastava R., Srivastava I., Inclusive education in Botswana: the perceptions of school teachers, Journal of Disability Policy Studies, 2010, 20.

Clough P., Lindsay G., Integration and the Support Service. Changing Roles in Special Education, NFER-NELSON, Slough Winsdor 1991 (Taylor & Francis e-Library, 2004).

Connor D.F., Chartier K.G., Preen E.C., Kaplan R.F., Impulsive aggression in attention-deficit/ hyperactivity disorder: Symptom severity, co-morbidity, and attention-deficit/hyperactivity disorder subtype, Journal of Child Adolescent Psychopharmacology, 2010, 20(2).

Cook B.G., Cameron D.L., Tankersley M., Inclusive teachers’ attitudinal ratings of their students with disabilities, Journal of Special Education, 2007, 40(4).

Crick R.D., Key Competencies for Education in a European Context: narratives of accountability or care, European Educational Research Journal, 2008, 7.

Day C., Gu Q., Teacher Emotions: Well Being and Effectiveness, [w:] Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, red. P.A. Schutz, M. Zembylas, Springer, New York 2009.

De Boer A., Pijl S.J., Minnaert A., Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature, International Journal of Inclusive Education, 2010, 15(3).

Dillman D.A., Mail and internet surveys: The tailored design method. Second Edition, John Wiley & Sons, Hoboken 2007.

EADSNE, Profile of Inclusive Teachers, European Agency for Development in Special Needs Education, Odense, Denmark 2012.

Elliot A.J., Thrash T.M., The Intergenerational Transmission of Fear of Failure, Personality and Social Psychology Bulletin, 2004, 30(8).

Elsabbagh M., Divan G., Koh Y.-J., Kim Y.S., Kauchali S., Marcín C., Montiel-Nava C., Patel V., Paula C.S., Wang C., Yasamy M.T., Fombonne E., Global Prevalence of Autism and Other Pervasive Developmental Disorders, Autism Research, 2012, 5(3).

Ellsworth P.C., Tong E.M.W., What does it mean to be angry at yourself? Categories, appraisals, and the problem of language, Emotion, 2006, 6 (4).

Fayyad J., De Graaf R., Kessler R., Alonso J., Angermeyer M., Demyttenaere K., De Girolamo G., Haro J.M., Karam E.G., Lara C., Lépine J.-P., Ormel J., Posada-Villa J., Zaslavsky A.M., Jin R., . Cross-national prevalence and correlates of adult attention-deficit hyperactivity disorder, The British Journal of Psychiatry, 2007,190(5).

Fitzpatrick S.E., Srivorakiat L., Wink L.K., Pedapati E.V., Erickson C.A., Aggression in autism spectrum disorder: presentation and treatment options, Neuropsychiatric Disease and Treatment, 2016, 12.

Frenzel A.C., Teacher Emotions, [w:] International Handbook of Emotions in Education, red. P.A. Alexander, R. Pekrun, L. Linnenbrik-Garcia, Routledge, London 2014.

Gajdzica Z., Opinie nauczycieli szkół ogólnodostępnych na temat edukacji włączającej uczniów z lekkim upośledzeniem umysłowym w kontekście toczącej się reformy kształcenia specjalnego, [w:] Uczeń z niepełnosprawnością, red. Z.Gajdzica, Wydawnictwo Wyższej Szkoły Humanitas, Sosnowiec 2011.

Hargreaves A., Mixed emotions: Teachers’ perceptions of their interactions with students, Teaching and Teacher Education, 2000, 16.

Hastings R.P., Oakford S., Student Teachers’ Attitudes Towards the Inclusion of Children with Special Needs, Educational Psychology, 2003, 23.

Hill A.P., Zuckerman K.E., Hagen A.D., Kriz D.J., Duvall S.W., van Santen J., Nigg J., Fair D., Fombonne E., Aggressive Behavior Problems in Children with Autism Spectrum Disorders: Prevalence and Correlates in a Large Clinical Sample, Research in Autism Spectrum Disorders, 2014, 8(9).

Hubbard J.A., McAuliffe M.D., Morrow M.T., Romano L.J., Reactive and proactive aggression in childhood and adolescence: Outcomes, processes, experiences, and measurement, Journal of Personality, 2010, 78(1).

Jensen P.S., Youngstrom E.A., Steiner H., Findling R.L., Meyer R.E., Malone R.P., Carlson G.A., Coccaro E.F., Aman M.G., Blair J., Dougherty D., Ferris C., Flynn L., Green E., Hoagwood K., Hutchinson J., Laughren T., Leve L.D., Novins D.K., Vitiello B., Consensus report on impulsive aggression as a symptom across diagnostic categories in child psychiatry: Implications for medication studies, Journal of the American Academy of Child and Adolescent Psychiatry, 2007, 46(3).

Jennings P.A., Greenberg M.T., The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes, Review of Educational Research, 2009, 79(1).

Johnson V.A., Kemp A.H., Heard R., Lennings C.J., Hickie I.B., Childhood-versus Adolescent-Onset Antisocial Youth with Conduct Disorder: Psychiatric Illness, Neuropsychological and Psychosocial function, PLoS ONE, 2015, 10(4), e0121627, https://dx.doi.org/10.1371%2Fjournal.pone.0121627, [dostęp: 20.03.2018].

Kanne S.M., Mazurek M.O., Aggression in Children and Adolescents with ASD: Prevalence and Risk Factors, Journal of Autism and Developmental Disorders, 2011, 41(7).

Keller M. M., Chang M.-L., Becker E.S., Goetz T., Frenzel A.C., Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study, Frontiers in Psychology, 2014, 5.

Kuppens P., Van Mechelen I., Smits D.J.M., De Boeck P., The appraisal basis of anger: Specificity, necessity, and sufficiency of components, Emotion, 2003, 3(3).

Kuyini A.B., Yeboah K.A., Das A.K. Alhassan A.M., Mangope B., Ghanaian teachers: competencies perceived as important for inclusive education, International Journal of Inclusive Education, 2016, 20(10).

Lecavalier L., Leone S., Wiltz J., The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders, Journal of intellectual disability research, 2006, 50 (Pt3), 172–183, https://doi.org/10.1111/j.1365-2788.2005.00732.x, [dostęp: 21.03.2018].

Liljestrom A., Roulston K., Demarrais K., “There’s No Place for Feeling Like This in the Workplace”: Women Teachers’ Anger in School Settings, [w:] Emotion in education, red. P.A. Schutz, R. Pekrun, San Diego 2007.

Lindsay G., Educational psychology and the effectiveness of inclusive education/mainstreaming, British Journal of Educational Psychology, 2007, 77.

Lyall K., Croen L., Daniels J., Fallin M.D., Ladd-Acosta C., Lee B.K., Park B.Y., Snyder N.W., Schendel D., Volk H., Windham G.C., Newschaffer C., The Changing Epidemiology of Autism Spectrum Disorders, Annual Review of Public Health, 2017, 38.

MacFarlane K., Woolfson L.M., Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behaviour, Teaching and Teacher Education, 2013, 29.

Mansfield C.F., Beltman S., Price A., McConney A., “Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface, Teaching and Teacher Education, 2012, 28(3).

Martin A.J., Marsh H.W., Fear of Failure: Friend or Foe?, Australian Psychologist, 2003, 38(1).

Mazurek M.O., Kanne S.M., Wodka E.L., Physical aggression in children and adolescents with autism spectrum disorders, Research in Autism Spectrum Disorders, 2013, 7(3).

McGregor H.A., Elliot A.J., The Shame of Failure: Examining the Link Between Fear of Failure and Shame, Personality and Social Psychology Bulletin, 2005, 31(2).

Meyer D.K., Turner J.C., Re-conceptualizing emotion and motivation to learn in classroom contexts, Educational Psychology Review, 2006, 18(4).

Monahan R.G., Marino S.B., Miller R., Teacher attitudes toward inclusion: Implications for teacher education in schools 2000, Education, 1996, 117(2).

Mrug S., Molina B.S.G., Hoza B., Gerdes A.C., Hinshaw S.P., Hechtman L., Arnold L.E., Peer Rejection and Friendships in Children with Attention-Deficit/Hyperactivity Disorder: Contributions to Long-Term Outcomes, Journal of Abnormal Child Psychology, 2012, 40(6).

Newschaffer C.J., Croen L.A., Daniels J., Giarelli,E. Grether J.K., Levy S.E., Mandell D.S., Miller L. A., Pinto-Martin J., Reaven J., Reynolds A.M., Rice C.E., Schendel D., Windham G.C., The Epidemiology of Autism Spectrum Disorders, Annual Review of Public Health, 2007, 28.

Niemeyer J.A., Proctor R., The influence of experience on student teachers’ beliefs about inclusion, Journal of Early Childhood Teacher Education, 2002, 23(1).

Nijmeijer J.S., Minderaa R.B., Buitelaar J.K., Mulligan A., Hartman C.A., Hoekstra P.J., Attention-deficit/hyperactivity disorder and social dysfunctioning, Clinical Psychology Review, 2008, 28(4).

Perry C., Ball I., Dealing constructively with negatively evaluated emotional situations: the key to understanding the different reactions of teachers with high and low levels of emotional intelligence, Social Psychology of Education, 2007, 10(4).

Pugliese C.E., White B.A., White S.W., Ollendick T.H., Social Anxiety Predicts Aggression in Children with ASD: Clinical Comparisons with Socially Anxious and Oppositional Youth, Journal of Autism and Developmental Disorders, 2013, 43(5).

Poulou M., Norwich B., Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision-making, British Educational Research Journal, 2010, 28(1).

Pouw L.B.C., Rieffe C., Oosterveld P., Huskens B., Stockmann L., Reactive/proactive aggression and affective/cognitive empathy in children with ASD, Research in Developmental Disabilities, 2013, 34(4).

Saylor K.E., Amann B.H., Impulsive Aggression as a Comorbidity of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents, Journal of Child and Adolescent Psychopharmacology, 2016, 26(1).

Scruggs T.E., Mastropieri M.A., Teacher perceptions of mainstreaming inclusion, 1958-1995: A research synthesis, Exceptional Children, 1996, 63(1).

Silva P., Neves I.P., Power and Control in the Classroom: Understanding Students’ Disruptive Behaviours, Pedagogies: An International Journal, 2007, 2(4).

Sutton R.E., Teachers’ anger, frustration, and self-regulation, [w:] Emotion in education, red. P.A. Schutz, R. Pekrun, CA: Academic Press, San Diego 2007.

Sutton R.E., Wheatley.K.F., Teachers’ emotions and teaching: A review of the literature and directions for future research, Educational Psychology Review, 2003,15 (4).

Totsika V., Hastings R.P., Emerson E., Lancaster G.A., Berridge D.M., A population-based investigation of behavioural and emotional problems and maternal mental health: associations with autism spectrum disorder and intellectual disability, The Journal of Child Psychology and Psychiatry, 2011, 52(1).

Tsouloupas C.N., Carson R.L., Matthews R., Grawitch M.J., Barber L.K., Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation, Educational Psychology, 2010, 30(2).

Unianu E.M., Teachers’ attitudes towards inclusive education, Procedia – Social and Behavioral Sciences, 2012, 33.

Wesley P.W., Buysse V., Tyndall S., Family and professional perspectives on early intervention: An exploration using focus groups, Topics in Early Childhood Special Education, 1997, 17(4).

Wigle S.E., Wilcox D.J., Teacher and administrator attitudes toward full inclusion in rural mid-America, Rural Special Education Quarterly, 1997, 16(1).

Wright A.G. C., Pincus A.L., Conroy D.E., Elliot A.J., The Pathoplastic Relationship Between Interpersonal Problems and Fear of Failure, Journal of Personality, 2009,77(4).

Valli L., Buese D., The changing roles of teachers in an era of high-stakes accountability, American Educational Research Journal, 2007, 44(3).

Vitaro F., Brendgen M., Tremblay R.E., Reactively and proactively aggressive children: Antecedent and subsequent characteristics, The Journal of Child Psychology and Psychiatry, 2002, 43 (4).

Yasutake D., Lerner J., Teachers’ Perceptions of Inclusion for Students with Disabilities: A Survey of General and Special Educators, Learning Disabilities: A Multidisciplinary Journal, 1996, 7(1).

Yoon J.S., Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect, and self-efficacy, Social Behavior and Personality: an international journal, 2002, 30(5).