How Russian Teachers, Mothers and School Psychologists Perceive Internalising and Externalising Behaviours in Children

Autor/inn/en	Savina, Elena; Moskovtseva, Ludmila; Naumenko, Oksana; Zilberberg, Anna
Titel	How Russian Teachers, Mothers and School Psychologists Perceive Internalising and Externalising Behaviours in Children
Quelle	In: Emotional & Behavioural Difficulties, 19 (2014) 4, S.371-385 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2014.891358
Schlagwörter	Foreign Countries; Parent Attitudes; Teacher Attitudes; Behavior Problems; Counselor Attitudes; Teacher Role; Teacher Student Relationship; Mothers; School Psychologists; Correlation; Attribution Theory; Intervention; Statistical Analysis; Educational Practices; Vignettes; Children; Elementary School Teachers; Russia + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Lehrerverhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Mother; Mutter; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Korrelation; Statistische Analyse; Bildungspraxis; Child; Kind; Kinder; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Russland
Abstract	This study examined the perception of children's internalising and externalising behaviours by Russian teachers, mothers and school psychologists. The participants rated their agreement about the causes, seriousness and recommended interventions for the problem behaviour of a fictitious girl/boy described in two vignettes. Mixed ANOVAs indicated that all the respondents attributed externalising behaviours to social causes to a greater degree than internalising behaviours. Compared to mothers and psychologists, teachers perceived both types of behaviours as more serious; however, they downplayed their own role in the child's problems. Psychological help was more popular among school psychologists than among mothers. Correlational analyses demonstrated problem- and respondent-specific associations between casual attributions and recommended interventions. Implications for educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10