Teacher Responsiveness and Instruction for Verbal Aggression Victimization: Survey Results of Secondary Students With Emotional and Behavioral Disorders

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Daniel V. Poling, Stephen W. Smith, Jia Ma, Yuxi Qiu
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引用次数: 0

Abstract

Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of aggression in schools; however, little is known about student perceptions of VA among students with EBD. We surveyed 144 secondary students with EBD finding infrequent reporting to teachers about VA victimization. According to students, the most effective teacher responses to a report of VA victimization were moving the victim away from the perpetrator, providing advice, and punishing the aggressor. Students reported that the content of teacher instruction about VA most often included reporting victimization to a teacher, avoiding the aggressor, and ignoring the verbally aggressive behavior. We discuss implications for teacher education and practice including what strategies deter VA and effective teacher responses to victimization. We conclude with recommendations for future research such as examining risk and protective factors for VA involvement, assessing whether students’ attitudes and beliefs contribute to VA, and conducting longitudinal studies.
教师对言语攻击行为受害者的回应和指导:对有情绪和行为障碍的中学生的调查结果
患有情绪和行为障碍(EBDs)的学生通常在社会适应和学业成绩方面存在困难,会出现蔑视他人、违反规则和逃学等问题行为,但其中一种特别具有挑战性的行为是攻击行为。研究人员断言,言语攻击(VA)是学校中最常见的攻击形式;然而,人们对 EBD 学生对 VA 的看法却知之甚少。我们对 144 名患有 EBD 的中学生进行了调查,发现他们并不经常向老师报告 VA 侵犯行为。据学生们称,教师对受害者受害报告的最有效回应是让受害者远离施暴者、提供建议和惩罚施暴者。学生们报告说,教师关于家庭暴力的指导内容最常见的是向教师报告受害情况、避开施暴者和忽视言语攻击行为。我们讨论了对教师教育和实践的影响,包括哪些策略可以阻止暴力行为,以及教师对受害行为的有效回应。最后,我们对今后的研究提出了建议,如研究参与侵犯行为的风险和保护因素,评估学生的态度和信念是否会导致侵犯行为,以及开展纵向研究。
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来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
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