Emotional Self-Regulation and Management of Disruptive Behaviors in Schools

Emotional Self-Regulation and Management of Disruptive Behaviors in Schools

Bibliographic Details
Main Author: Hopkins, Erin
Language:English
Published: Antioch University / OhioLINK 2018
Subjects:
Clinical Psychology
teachers
emotional self-regulation
school discipline
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534503525225481
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-antioch15345035252254812021-08-03T07:08:05Z Emotional Self-Regulation and Management of Disruptive Behaviors in Schools Hopkins, Erin Clinical Psychology teachers emotional self-regulation school discipline This study investigated the relationship between teachers’ emotional regulation skills and their management of students’ disruptive behaviors. Teaching is an emotionally demanding job made significantly more stressful by the time and resources required to handle dysregulated andnon-compliant students in the classroom. Unfortunately, the current disciplinary practices in many schools fail to support teachers in more effectively managing problematic behaviors. While some teachers appear to be skilled at diffusing an escalating classroom conflict, little is known about what distinguishes them from their more overwhelmed peers. This study sought to determine if there was a relationship between the teacher’s own capacity for emotional regulation and one indicator of escalating classroom conflict: disciplinary referrals. If teachers who have better emotional regulation are more effective in managing disruptive behaviors, then interventions supporting teachers might help them—and enable these struggling students to remain in the classroom. Eight school principals completed brief surveys to provide background information on their schools. Forty-three teachers completed a questionnaire that included: (a) demographic questions, (b) the number of office-discipline referrals made, and (c) a self-report survey on their emotional self-regulation skills. A linear regression was conducted with teachers’ scores on the emotional regulation survey as the predictor variable and office-discipline referral rates as the outcome variable. Higher scores on the emotional regulation survey predicted higher office-discipline referral rates. As teachers’ difficulty in emotional regulation increased, their office-discipline referral rate increased. However, these results were not maintained after removing two outliers with high office-discipline referral rates. A hierarchical linear regression was also completed to determine if emotional regulation scores provided a significant increase in disciplinary referrals after controlling for differences in school practices. Emotional regulation scores did provide a significant increase in prediction when the two outliers with highoffice-discipline referral rates were included, but this result was not maintained after the removal of outliers. The implications of these results were discussed with a focus on providing better training and support to teachers and improving school responses to students whose challenging behavior may be associated with early childhood adversity and trauma. 2018-08-21 English text Antioch University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534503525225481 http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534503525225481 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Clinical Psychology
teachers
emotional self-regulation
school discipline
spellingShingle Clinical Psychology
teachers
emotional self-regulation
school discipline
Hopkins, Erin
Emotional Self-Regulation and Management of Disruptive Behaviors in Schools
author Hopkins, Erin
author_facet Hopkins, Erin
author_sort Hopkins, Erin
title Emotional Self-Regulation and Management of Disruptive Behaviors in Schools
title_short Emotional Self-Regulation and Management of Disruptive Behaviors in Schools
title_full Emotional Self-Regulation and Management of Disruptive Behaviors in Schools
title_fullStr Emotional Self-Regulation and Management of Disruptive Behaviors in Schools
title_full_unstemmed Emotional Self-Regulation and Management of Disruptive Behaviors in Schools
title_sort emotional self-regulation and management of disruptive behaviors in schools
publisher Antioch University / OhioLINK
publishDate 2018
url http://rave.ohiolink.edu/etdc/view?acc_num=antioch1534503525225481
work_keys_str_mv AT hopkinserin emotionalselfregulationandmanagementofdisruptivebehaviorsinschools
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