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

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).

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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