Predicting teacher referrals of emotionally disturbed children

Schwartz, Neil H.; Wolfe, James N.; Cassar, Richard N.

doi:10.1002/(sici)1520-6807(199701)34:1<51::aid-pits6>3.0.co;2-y

Cited by 21 publications

(16 citation statements)

References 22 publications

(28 reference statements)

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“…Although the scope of the findings may be limited to similar samples, they indicate that personality and stress should not be underestimated when studying the determinants of teachers' appraisals. In fact, these findings raise questions regarding the accuracy of teacher perceptions of their students given that these are filtered through a number of parameters that are indigenous or contextual to the teacher (Schwartz et al, 1997). Further research should address the interaction between teachers' stress and personality in the same sample, and replicate the findings in other cultural contexts.…”

Section: Discussionmentioning

confidence: 98%

“…Specifically, experienced teachers were found to be more tolerant of student undesirable behaviors, a finding that as Borg (1998) suggested may be attributed to the fact that after the difficult initial years, teachers come to realize the relative mild nature of problem classroom behaviors and form their attitudes accordingly. Teaching experience also plays a prime role in teachers' decision for special education referrals, as Schwartz, Wolfe, and Cassar (1997) found that teacher personality predicted the decisions of preservice, but not in-service, teachers.…”

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confidence: 99%

“…Zager (1982), for example, found that shy, suspicious, tense, and anxious teachers perceived their students in more negative terms, and also were more vulnerable to burnout. Schwartz et al (1997) found that among preservice teachers, both self-esteem and locus of control affected teachers' referral decisions. Many other personality characteristics that have not been investigated to date could affect appraisals of problem behaviors.…”

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Correlates of teacher appraisals of student behaviors

2004

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The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc.Teachers are a primary mental health referral source for children with behavior problems. As a consequence, their attitudes and decision-making processes regarding children's behavior may have important implications for parents' and schools' decisions to seek professional help for behaviorally disturbed children. Recent research has indicated that teachers' attitudes about students' behavior problems affect their decision making in classroom behavior management (Prawat, 1992;Westerman, 1991). Among both expert and novice teachers, cognitions are assumed to drive behavior, which is in turn affected by prior knowledge and skills (Clark & Peterson, 1986). Kagan (1992) demonstrated that teachers' cognitions affect not only their own behavior but also students' actions and academic performance. In turn, undesirable student behaviors are more likely to evoke unfavorable impressions of the student and yield negative attitudes on the teacher's part. As teachers accumulate experience they may become better judges of the severity of students' problem behavior, but as they also become increasingly stressed by their job demands, they may be hindered in making accurate appraisals.A multitude of factors have been found to affect teacher perceptions of students' undesirable behaviors. First, student characteristics such as gender, race, age, and economic background influence teacher views (Dulin, 2001;Hindmand, 1999;Neese, 1998). For example, Borg (1998), Falzon (1993), andLangfeldt (1992) found that gender stereotypes were evident for disruptive and withdrawn behavior patterns. Second, characteristics of the behaviors themselves influence the way they are perceived. Molins (1999) found that teachers are primarily concerned by the behavior of children who demonstrate externalizing problems, particularly boys, and require to be sensitized with information before they notice internalizing behaviors as significant. In the United Kingdom, the Elton Report (DES and Welsh Office, 1989) suggested that teachers generally identify misbehavior in terms of outward active manifestations such as verbal interruption, distracting other students, inappropriate moving about, and physical aggression. Pa...

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Correlates of teacher appraisals of student behaviors

2004

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“…Second, it is noted that teachers' perceptions of a student may be distorted by characteristics of teachers themselves, such as their own locus of control, self-esteem and extent of teaching experience (Schwartz, Wolfe, & Cassar, 1997).…”

Section: Discussionmentioning

confidence: 99%

Perceived Academic Performance as an Indicator of Risk of Attempted Suicide in Young Adolescents

Richardson¹,

Bergen²,

Martin³

et al. 2005

Archives of Suicide Research

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P e r c e i v e d A c a d e m i c P e r f o r m a n c e a s a n I n d i c a t o r o f R i s k o f A t t e m p t e d S u i c i d e i n AbstractThis study investigated perceived academic performance and selfreported suicidal behavior in adolescents (n = 2,596), mean age 13 years, from 27 South Australian high schools. Groups perceiving their academic performance as failing, below average, average and above average were significantly different on measures of self-esteem, locus of control, depressive symptoms, suicidal thoughts, plans, threats, deliberate self-injury, and suicide attempts. Multivariate logistic regression analyses revealed that failing academic performance (compared to above average) is associated with a five-fold increased likelihood of a suicide attempt, controlling for self-esteem, locus of control and depressive symptoms. Teachers should note that a student presenting with low self-esteem, depressed mood and perceptions of failure may be at increased risk for suicidal thoughts and behaviors, and need referral for clinical assessment.

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“…According to Schwartz, Wolfe, & Cassar, (1997) inexperienced teachers appear to be sensitive to the issue of classroom control, especially when working with ED students. Further, their opportunity for experience is further curtailed as the teachers attempt to meet the challenges provided by the student.…”

Section: Educational Leadershipmentioning

confidence: 99%

Meeting the needs of Emotionally Disturbed (ED) students in public high schools : two high schools' perspectives

Cushing¹

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The main objective of this study was to identify and document the perspectives of two urban public high schools as they relate to meeting the needs of Emotionally Disturbed (ED) students.The researcher followed a qualitative design for the multi-case study and obtained data through interviews with District Directors of Special Education, Principals, and focus groups with special education teachers and students. Eleven participants from the two urban school districts were interviewed and the study initially yielded two sets of findings. The first set of findings was comparable to the current literature on the practice of educating ED students. While, the second set of findings appeared to fall below the standards of current practice when educating the ED population. In turn there were three key findings discovered in this study: (1) Two urban public high schools are attempting to better meet the needs of ED students through stronger identification of students with ED, as well as through increased inclusion opportunities for ED students. (2) The need for more financial allocation in the areas of staff salaries and social opportunities for the ED population, both of which will help to meet the needs of ED students in the two urban public high settings. (3) The need for applicable staff training and hours that increases each teachers, assistant teachers and paraprofessionals knowledge when working with and attempting to meet the needs of ED students. The key findings could potentially have implications on schools and educators currently educating ED students and policy makers as decisions are made to meet the needs of ED students.

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Predicting teacher referrals of emotionally disturbed children

Cited by 21 publications

References 22 publications

Correlates of teacher appraisals of student behaviors

Correlates of teacher appraisals of student behaviors

Perceived Academic Performance as an Indicator of Risk of Attempted Suicide in Young Adolescents

Meeting the needs of Emotionally Disturbed (ED) students in public high schools : two high schools' perspectives

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