Victor Martinelli, Mario Cutajar, Martin Debattista, Amira Mangion
{"title":"马耳他公立小学教师对社会、情感和行为困难的认识:个案研究","authors":"Victor Martinelli, Mario Cutajar, Martin Debattista, Amira Mangion","doi":"10.36315/2021pad27","DOIUrl":null,"url":null,"abstract":"This study explores teachers' awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires, and semi-structured interviews carried out with teachers teaching Years 2, 3, and 4. This study revealed that teachers who supported students with SEBD were more aware of strategies to be used in the classroom than those who never supported such students. However, the strategies adopted were largely self-devised. These included establishing a good relationship with the student and keeping daily routines consistent. All respondents expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such challenges more effectively.","PeriodicalId":196737,"journal":{"name":"Advances in Psychology and Psychological Trends","volume":"536 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"TEACHERS' AWARENESS OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES IN STATE PRIMARY SCHOOLS IN MALTA: A CASE STUDY\",\"authors\":\"Victor Martinelli, Mario Cutajar, Martin Debattista, Amira Mangion\",\"doi\":\"10.36315/2021pad27\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explores teachers' awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires, and semi-structured interviews carried out with teachers teaching Years 2, 3, and 4. This study revealed that teachers who supported students with SEBD were more aware of strategies to be used in the classroom than those who never supported such students. However, the strategies adopted were largely self-devised. These included establishing a good relationship with the student and keeping daily routines consistent. All respondents expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such challenges more effectively.\",\"PeriodicalId\":196737,\"journal\":{\"name\":\"Advances in Psychology and Psychological Trends\",\"volume\":\"536 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Psychology and Psychological Trends\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.36315/2021pad27\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Psychology and Psychological Trends","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36315/2021pad27","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
TEACHERS' AWARENESS OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES IN STATE PRIMARY SCHOOLS IN MALTA: A CASE STUDY
This study explores teachers' awareness of social, emotional and behavioural difficulties (SEBD) in primary schools. Data was collected through questionnaires, and semi-structured interviews carried out with teachers teaching Years 2, 3, and 4. This study revealed that teachers who supported students with SEBD were more aware of strategies to be used in the classroom than those who never supported such students. However, the strategies adopted were largely self-devised. These included establishing a good relationship with the student and keeping daily routines consistent. All respondents expressed the desire to be provided with further training opportunities. Training would help teachers gain a deeper understanding of SEBD and develop strategies to manage such challenges more effectively.