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Consultee-Centered Consultation: Supporting Student Emotion Regulation and Development Through Collaboration With Teachers
Consultee-Centered Consultation: Supporting Student Emotion Regulation and Development Through Collaboration With Teachers
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151955
- ISBN
- 9798383193310
- DDC
- 150
- 저자명
- Wood, Maureen.
- 서명/저자
- Consultee-Centered Consultation: Supporting Student Emotion Regulation and Development Through Collaboration With Teachers
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 240 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Shriberg, David.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Although teachers are ideally positioned to support increasing social-emotional needs of their students, they may not always have knowledge or confidence in implementing strategies to support the student's mental health needs. This can lead to negative perceptions of students with challenging behaviors and misunderstandings of so-call "disruptive behavior disorders". Consultation with mental health providers is one avenue which can increase skills and knowledge in this area. Consultee-centered consultation (CCC) in particular centers teacher change as the solution to classroom and student behavior challenges. This study sought to evaluate the effects of using a CCC modality to support change in teacher perceptions about student behavior, classroom climate, and classroom management. Additionally, there has been limited exploration into if this consultation modality can also yield positive change in student behavior. Results from this study suggest that teachers were satisfied with the impact this had on their classroom management style and climate and that teachers were more neutral or positive about the students with challenging behaviors and their ability to make change in their classroom. Further, progress monitoring of student behavior indicates some utility for reducing behaviors labelled "disrespectful" and "disruptive". The outcomes of the present study demonstrate the utility of this consultation model for collaborating to identify different ways of responding to and understanding behavior and refining current strategies to better meet student needs. Implications of these outcomes indicate a need for further exploring how individualizing consultation to the teacher and incorporating ways to address teacher confidence and stress throughout the consultation process can benefit student behavior and development. Limitations related to sample size and relying primarily on teacher report of change are discussed.
- 일반주제명
- Psychology
- 일반주제명
- Special education
- 일반주제명
- Educational psychology
- 일반주제명
- Teacher education
- 키워드
- Student needs
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151955
■006m o d
■007cr#unu||||||||
■020 ▼a9798383193310
■035 ▼a(MiAaPQ)AAI31329014
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aWood, Maureen.
■24510▼aConsultee-Centered Consultation: Supporting Student Emotion Regulation and Development Through Collaboration With Teachers
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a240 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Shriberg, David.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aAlthough teachers are ideally positioned to support increasing social-emotional needs of their students, they may not always have knowledge or confidence in implementing strategies to support the student's mental health needs. This can lead to negative perceptions of students with challenging behaviors and misunderstandings of so-call "disruptive behavior disorders". Consultation with mental health providers is one avenue which can increase skills and knowledge in this area. Consultee-centered consultation (CCC) in particular centers teacher change as the solution to classroom and student behavior challenges. This study sought to evaluate the effects of using a CCC modality to support change in teacher perceptions about student behavior, classroom climate, and classroom management. Additionally, there has been limited exploration into if this consultation modality can also yield positive change in student behavior. Results from this study suggest that teachers were satisfied with the impact this had on their classroom management style and climate and that teachers were more neutral or positive about the students with challenging behaviors and their ability to make change in their classroom. Further, progress monitoring of student behavior indicates some utility for reducing behaviors labelled "disrespectful" and "disruptive". The outcomes of the present study demonstrate the utility of this consultation model for collaborating to identify different ways of responding to and understanding behavior and refining current strategies to better meet student needs. Implications of these outcomes indicate a need for further exploring how individualizing consultation to the teacher and incorporating ways to address teacher confidence and stress throughout the consultation process can benefit student behavior and development. Limitations related to sample size and relying primarily on teacher report of change are discussed.
■590 ▼aSchool code: 0093.
■650 4▼aPsychology
■650 4▼aSpecial education
■650 4▼aEducational psychology
■650 4▼aTeacher education
■653 ▼aBehavior challenges
■653 ▼aSchool consultation
■653 ▼aTeacher perceptions
■653 ▼aClassroom climate
■653 ▼aStudent needs
■690 ▼a0621
■690 ▼a0530
■690 ▼a0525
■690 ▼a0529
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162290▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
