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Behavioural knowledge, causal beliefs, and self-efficacy as predictors of special educators emotional reactions to challenging behaviours

Behavioural knowledge, causal beliefs, and self-efficacy as predictors of special educators emotional reactions to challenging behaviours
Behavioural knowledge, causal beliefs, and self-efficacy as predictors of special educators emotional reactions to challenging behaviours
Background Theoretical models and emerging empirical data suggest that the emotional reactions of staff to challenging behaviours may affect their responses to challenging behaviours and their psychological well-being. However, there have been few studies focusing on factors related to staff emotional reactions.
Methods Seventy staff working in educational environments with children with intellectual disability and/or autism completed a self-report questionnaire that measured demographic factors, behavioural causal beliefs, behavioural knowledge, perceived self-efficacy, and emotional reactions to challenging behaviours.
Results Regression analyses revealed that behavioural causal beliefs were a positive predictor, and self-efficacy and behavioural knowledge were negative predictors of negative emotional reactions to challenging behaviours. Staff with formal qualifications also reported more negative emotional reactions. No other demographic factors emerged as significant predictors.
Conclusions The results suggest that behavioural causal beliefs, low self-efficacy and low behavioural knowledge may make staff vulnerable to experiencing negative emotional reactions to challenging behaviours. Researchers and clinicians need to address these issues in staff who work with people with challenging behaviours.
behavioural knowledge, challenging behaviour, emotional reactions, self-efficacy, special education, staff
0964-2633
144-150
Hastings, R.P.
7c2e6f17-c5e8-47bc-baff-137dd6ce9f9a
Brown, T.
65b220ab-5839-4e03-b923-97694339baaf
Hastings, R.P.
7c2e6f17-c5e8-47bc-baff-137dd6ce9f9a
Brown, T.
65b220ab-5839-4e03-b923-97694339baaf

Hastings, R.P. and Brown, T. (2002) Behavioural knowledge, causal beliefs, and self-efficacy as predictors of special educators emotional reactions to challenging behaviours. Journal of Intellectual Disability Research, 46 (2), 144-150. (doi:10.1046/j.1365-2788.2002.00378.x).

Record type: Article

Abstract

Background Theoretical models and emerging empirical data suggest that the emotional reactions of staff to challenging behaviours may affect their responses to challenging behaviours and their psychological well-being. However, there have been few studies focusing on factors related to staff emotional reactions.
Methods Seventy staff working in educational environments with children with intellectual disability and/or autism completed a self-report questionnaire that measured demographic factors, behavioural causal beliefs, behavioural knowledge, perceived self-efficacy, and emotional reactions to challenging behaviours.
Results Regression analyses revealed that behavioural causal beliefs were a positive predictor, and self-efficacy and behavioural knowledge were negative predictors of negative emotional reactions to challenging behaviours. Staff with formal qualifications also reported more negative emotional reactions. No other demographic factors emerged as significant predictors.
Conclusions The results suggest that behavioural causal beliefs, low self-efficacy and low behavioural knowledge may make staff vulnerable to experiencing negative emotional reactions to challenging behaviours. Researchers and clinicians need to address these issues in staff who work with people with challenging behaviours.

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More information

Published date: February 2002
Keywords: behavioural knowledge, challenging behaviour, emotional reactions, self-efficacy, special education, staff

Identifiers

Local EPrints ID: 40516
URI: http://eprints.soton.ac.uk/id/eprint/40516
ISSN: 0964-2633
PURE UUID: 4b3ff48c-ac29-4110-bbc3-a572dee1723f

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Date deposited: 04 Jul 2006
Last modified: 15 Mar 2024 08:20

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Contributors

Author: R.P. Hastings
Author: T. Brown

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