A whole school approach to building relationships, promoting positive behaviour and reducing teacher stress in a secondary school

IF 1 Q4 PSYCHOLOGY, EDUCATIONAL

Educational Psychology in Practice Pub Date : 2022-05-09 DOI:10.1080/02667363.2022.2070456

Richard A. Ruttledge

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引用次数: 3

Abstract

ABSTRACT This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.

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在中学建立关系、促进积极行为和减轻教师压力的全校方法

摘要这项探索性研究考虑了整个学校计划对改善关系、促进积极行为和减轻中学教师压力的影响。该项目由学校的教育心理学家（EP）推动，他们借鉴了一系列范式（生态系统、认知、归因、依恋、发展和关系）的心理学理论和实践。该计划的一些关键目标是改变教师对挑战行为的归因，并促进整个学校的风气，以进一步嵌入关系方法。定性数据表明，该计划支持教师，提高了他们的自我效能感，减轻了压力感。需要进一步的纵向研究，将这里描述的项目与匹配的对照进行比较，理想情况下包括对教师和学生的观察测量。讨论了推进中学组织变革的挑战。EP能够通过系统咨询和心理问题解决框架的应用来支持学校社区。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology in Practice PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.70

自引率

12.50%

发文量