A Whole School Approach to Building Relationships, Promoting Positive Behaviour and Reducing Teacher Stress in a Secondary School

Autor/in	Ruttledge, Richard
Titel	A Whole School Approach to Building Relationships, Promoting Positive Behaviour and Reducing Teacher Stress in a Secondary School
Quelle	In: Educational Psychology in Practice, 38 (2022) 3, S.237-258 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2070456
Schlagwörter	Student School Relationship; Student Behavior; Stress Management; Secondary Schools; School Psychologists; Attribution Theory; Behavior Problems; Self Efficacy; Organizational Change; Educational Change; Foreign Countries; Disadvantaged Schools; Teacher Behavior; Teacher Attitudes; Ireland + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Stressmanagement; Stressbewältigung; Sekundarschule; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Self-efficacy; Selbstwirksamkeit; Organisationswandel; Bildungsreform; Ausland; Teacher behaviour; Lehrerverhalten; Irland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01