Challenging behaviour: principals' experience of stress and perception of the effects of challenging behaviour on staff in special schools in Ireland

Kelly, Aine Marie; Carey, Sean P.; McCarthy, Siobhán; Coyle, Ciaran

doi:10.1080/08856250701269507

Cited by 23 publications

(14 citation statements)

References 22 publications

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“…As regard frequency of stress causes, the most common causes of the severe stress from nurse's point of view were death and dying, work load, and uncertainty concerning treatment respectively (table, 2). This result is consistent with (Kelly, et al, 2007) who reported that stress resulting from extra work load, fear of injury and parents pursuing legal action. On the same line (McGrath, et al, 2003) reported that working with difficult patients, the nurses' feelings about death and dying, interpersonal conflicts, managing the patients' pain and the presence of the family also contribute to occupational stress.…”

Section: Discussionsupporting

confidence: 91%

Assessment of Nurses's Work Stress at EL- Minia University Hospitals

Ali

El-Hameed

Abood

et al. 2013

Assiut Scientific Nursing Journal

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Nursing is a stressful career; occupational stress is a common occurrence in health professions. Job stressors and low job control have been shown to be risk factors for patient safety and lead to poor job performance including reduced quality of nursing care. This study aimed to identify causes, level, and frequency of work stress on nurses at EL-Minia University Hospitals. Methodology: Research design: The study was developed within descriptive approach. Setting: The study was carried out at EL-Minia and Suzan Mubarak University Hospitals in El-Minia Governorate. Subjects: All nurses (158) who worked in all general and critical departments at El-Minia University Hospital (n= 115) and Suzan Mubarak University Hospital (n= 43) in the period from 1 July 2011 to 30 November 2011. Tools of study: The study tools consisted of two tools; they include 1-Demographic data sheet 2-stress scale. Results: Less than two thirds of the studied sample had moderate level of stress; more than two thirds of the studied sample had severe level of the stress. Conclusions: There were statistically significant relation between level of education and stress level in the two hospitals. While there were no statistically significant differences between other demographic characteristics and stress levels in the two hospitals, and the most common causes of stress with the nurses who worked at El-Minia and Suzan Mubarak University Hospitals are considered death, dying, work load, and uncertainty concerning treatment respectively. Recommendations: Organizing stress management program that focuses on different categories of nurses at all hierarchical levels

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Section: Discussionsupporting

confidence: 91%

Assessment of Nurses's Work Stress at EL- Minia University Hospitals

Ali

El-Hameed

Abood

et al. 2013

Assiut Scientific Nursing Journal

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show abstract

“…To overcome adjustment difficulties, there needs to be additional support provided to special schools, such as (1) having more access to multidisciplinary support services and ongoing specialized behavior management training for their staff (in topics such as de‐escalating techniques, crisis prevention intervention and positive behavior support interventions—such as multielement behavior support (Kelly, Carey, McCarthy, & Coyle, )); (2) providing opportunities for continued interaction with their mainstream peers; (3) engaging more parental involvement in decision making; and (4) introducing a preplanned transition program based on consultation with the mainstream school, as well as parents, students, special needs organizers, and home‐school liaison support, which would provide special schools and parents with adequate support and time to put in place a transition program specific to their needs. Streamlining transition processes, interactive information exchange between schools, collaborative relationships with parents, teachers, and students are paramount to successful transitions.…”

Section: Discussionmentioning

confidence: 99%

Challenges in Implementing Inclusive Education in Ireland: Principal's Views of the Reasons Students Aged 12+ Are Seeking Enrollment to Special Schools

Kelly¹,

Devitt²,

O’Keeffe³

et al. 2014

Policy Practice Intel Disabi

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In Ireland, an increasing number of students with special educational needs are leaving mainstream schools and enrolling in special education schools. A comparable context is countries that share an inclusion ideology and are at the implementation stage of inclusive education. The authors sought to investigate the reasons why students aged 12+ are leaving mainstream education and transferring to special schools, and to identify what burden this places on the special schools. Data were obtained from questionnaires sent to 54 special school principals. These administrators reported on their experiences with 246 transfer students. Descriptive analysis, Kruskal–Wallis, Mann–Whitney U, and exact tests of significance were conducted between school groups and level of agreement with perceived difficulties. The principals reported an increasing trend (40% over 5 years) in students enrolling in special schools. The main reason given for the students leaving mainstream schools was the failure of mainstream schools to meet their academic, social, emotional, behavioral, and access‐to‐health resource needs. Adjustment and integration problems resulted from a lack of transition planning, entering too late into the special school curriculum, and an over‐dependency on supports. Students were reported to display a lack of self‐confidence, classroom disengagement, peer interaction difficulties, and challenging behavior, and these dysfunctions were attributed to the mismatch between the students' educational and other special needs and the educational environments.

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“…Entre essas fontes, verificam-se: lidar com incidentes envolvendo comportamento desafiador dos alunos (KELLY et al, 2007), comportamentos inadequados e indisciplina, excesso de trabalho e falta de tempo, diferenças de desenvolvimento e motivação dos alunos e políticas educacionais, sobretudo em professores de séries iniciais do Ensino Fundamental (POCINHO; CAPELO, 2009).…”

Section: Introductionunclassified

Estresse e enfrentamento em professores: uma análise da literatura

et al. 2014

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O estresse tem sido associado a problemas de saúde em professores, sendo importante compreender suas estratégias de enfrentamento (coping). Assim, o presente estudo revisou a literatura sobre estresse e coping em professores, com a análise dos principais resultados de pesquisas da área e de suas características metodológicas. Foram analisados artigos publicados entre 2006-2011 em bases internacionais do Portal Periódicos/CAPES, com as palavras-chave: stress, coping e teacher. Os 19 artigos sobre o tema disponíveis integralmente foram analisados. A partir desse material, procedeu-se análise relacionada ao estresse, às estratégias de enfrentamento e às suas implicações para o trabalho docente. É evidenciada a necessidade de práticas avaliativas e interventivas em atenção ao coping e aos sintomas de estresse, de modo a ampliar a compreensão sobre os processos que levem ao bem-estar docente e, consequentemente, à qualidade do ensino ofertado.

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Challenging behaviour: principals' experience of stress and perception of the effects of challenging behaviour on staff in special schools in Ireland

Cited by 23 publications

References 22 publications

Assessment of Nurses's Work Stress at EL- Minia University Hospitals

Assessment of Nurses's Work Stress at EL- Minia University Hospitals

Challenges in Implementing Inclusive Education in Ireland: Principal's Views of the Reasons Students Aged 12+ Are Seeking Enrollment to Special Schools

Estresse e enfrentamento em professores: uma análise da literatura

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