Teacher empathy and students with problem behaviors: Examining teachers' perceptions, responses, relationships, and burnout

2021 ◽  
Author(s):  
Mackenzie N. Wink ◽  
Maria D. LaRusso ◽  
Rhiannon L. Smith
Keyword(s):  
Problem Behaviors ◽  
Teachers Perceptions ◽  
Teacher Empathy

scholarly journals Student Classroom Misbehavior: An Exploratory Study Based on Teachers' Perceptions

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Rachel C. F. Sun ◽  
Daniel T. L. Shek
Keyword(s):  
Problem Behavior ◽  
Problem Behaviors ◽  
Teaching And Learning ◽  
Secondary School Student ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Rule Breaking ◽  
Student Problem

This study aimed to examine the conceptions of junior secondary school student misbehaviors in classroom, and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers' perspective. Twelve individual interviews with teachers were conducted. A list of 17 student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by nonattentiveness, daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression. The findings revealed that teachers perceived student problem behaviors as those behaviors involving rule-breaking, violating the implicit norms or expectations, being inappropriate in the classroom settings and upsetting teaching and learning, which mainly required intervention from teachers.

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

2007 ◽  
Vol 0 (0) ◽  
pp. 071124114012001-??? ◽  
Author(s):  
Bridget K. Hamre ◽  
Robert C. Pianta ◽  
Jason T. Downer ◽  
Andrew J. Mashburn
Keyword(s):  
Problem Behaviors ◽  
Teachers Perceptions ◽  
Young Students

Problem behavior in autism spectrum disorders: A paradigmatic self-organized perspective of network structures

2019 ◽  
Vol 42 ◽  
Author(s):  
Lucio Tonello ◽  
Luca Giacobbi ◽  
Alberto Pettenon ◽  
Alessandro Scuotto ◽  
Massimo Cocchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Problem Behaviors ◽  
Autism Spectrum ◽  
The Self ◽  
Network Structures ◽  
Self Organized ◽  
Critical Equilibrium ◽  
Self Organized Criticality ◽  
Acute Agitation ◽  
Spectrum Disorders

AbstractAutism spectrum disorder (ASD) subjects can present temporary behaviors of acute agitation and aggressiveness, named problem behaviors. They have been shown to be consistent with the self-organized criticality (SOC), a model wherein occasionally occurring “catastrophic events” are necessary in order to maintain a self-organized “critical equilibrium.” The SOC can represent the psychopathology network structures and additionally suggests that they can be considered as self-organized systems.

Impact of Moderate Prenatal Alcohol Exposure on Problem Behaviors in Preschool and School Children

2014 ◽  
Vol 46 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Manuela Pfinder ◽  
Stefan Liebig ◽  
Reinhold Feldmann
Keyword(s):  
Problem Behaviors ◽  
Tobacco Smoke ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Smoke Exposure ◽  
Low Ses ◽  
German Health ◽  
Kiggs Study ◽  
Strengths And Difficulties ◽  
Prenatal Alcohol

Data on the relation between moderate prenatal alcohol exposure (PAE) and behavioral disorders are inconsistent, and this raises new questions. We examined (1) the association between moderate PAE and problem behaviors and (2) whether these associations differed by levels of socioeconomic status (SES), fetal smoke exposure, or exposure to environmental tobacco smoke (ETS). Data were taken from the German Health Interview and Examination Survey for Children and Adolescents (KiGGS) study. Parents evaluated children’s behaviors using the Strengths and Difficulties Questionnaire (SDQ). Results showed a slight, but insignificant, increase of problem behaviors in children with moderate PAE. In 3- to 6-year-olds, PAE had a stronger effect on hyperactivity/inattention in combination with fetal smoke exposure (odds ratio = 2.82), than did PAE alone. Effects were not stronger in low-SES children, but they were stronger in children with ETS. We conclude that moderate PAE might have adverse effects on neurodevelopment, with stronger effects in disadvantaged populations. To confirm our preliminary findings, further research should be conducted.

Recent Developments in the Assessment and Diagnosis of Child Psychopathology

1995 ◽  
Vol 11 (3) ◽  
pp. 203-212 ◽  
Author(s):  
Frank C. Verhulst
Keyword(s):  
Problem Behaviors ◽  
Child Psychopathology ◽  
Developmental Differences ◽  
Multiple Informants ◽  
Cultural Research ◽  
Assessment Approach ◽  
Multicultural Knowledge ◽  
Recent Developments ◽  
Basic Characteristics ◽  
Assessment And Diagnosis

In this article, recent developments in the assessment and diagnosis of child psychopathology are discussed with an emphasis on standardized methodologies that provide data that can be scored on empirically derived groupings of problems that tend to co-occur. Assessment methodologies are highlighted that especially take account of the following three basic characteristics of child psychopathology: (1) the quantitative nature of child psychopathology; (2) the role of developmental differences in the occurrence of problem behaviors, and (3) the need for multiple informants. Cross-cultural research is needed to test the applicability of assessment procedures across different settings as well as the generalizability of taxonomic constructs. Assessments of children in different cultures can be compared or pooled to arrive at a multicultural knowledge base which may be much stronger than knowledge based on only one culture. It is essential to avoid assuming that data from any single source reveal the significance of particular problems. Instead, comprehensive assessment of psychopathology requires coordination of multisource data using a multiaxial assessment approach.

Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

2016 ◽  
Vol 37 (3) ◽  
pp. 145-151 ◽  
Author(s):  
Daniel L. Gadke ◽  
Renée M. Tobin ◽  
W. Joel Schneider
Keyword(s):  
Conflict Resolution ◽  
Problem Behaviors ◽  
Second Graders ◽  
Adaptive Behaviors ◽  
Second Grade ◽  
School Behavior ◽  
Multiple Sources ◽  
School Based ◽  
Second Grade Students ◽  
Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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