Are We Doing Enough? Assessing the Needs of Teachers in Isolated Schools with Students with Oppositional Defiant Disorder in Mainstream Classrooms

Autor/inn/en	McLean, Fiona; Dixon, Roselyn
Titel	Are We Doing Enough? Assessing the Needs of Teachers in Isolated Schools with Students with Oppositional Defiant Disorder in Mainstream Classrooms
Quelle	In: Education in Rural Australia, 20 (2010) 2, S.53-62 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1036-0026
Schlagwörter	Rural Schools; Qualitative Research; Intervention; Foreign Countries; Teacher Attitudes; Public Education; Teaching Conditions; Behavior Disorders; Student Behavior; Socialization; Interpersonal Competence; Stress Variables; Coping; Interviews; Journal Writing; Teacher Qualifications; Australia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Qualitative Forschung; Ausland; Lehrerverhalten; Öffentliche Erziehung; Lehrbedingungen; Unterrichtsbedingungen; Student behaviour; Schülerverhalten; Socialisation; Sozialisation; Interpersonale Kompetenz; Bewältigung; Interviewing; Interviewtechnik; Zeitschriftenaufsatz; Lehrqualifikation; Australien
Abstract	The Vinson report (2001) into public education highlighted the growing incidence of behavioural problems within the NSW public school system. One disorder that is currently causing particular concern is Oppositional Defiant Disorder (ODD) as the outcomes for students with ODD who do not receive intervention are dire. Barcalow (2006) claims that without intervention these behaviours may progress, sometimes rapidly, towards delinquency and incarceration. ODD has such a negative impact on classroom life and the working conditions of teachers and students that it needs urgent early intervention. The disorder does not only impact on the individual student, it impacts negatively on the other students, school staff and the learning environment. However, the area is not well researched particularly from the viewpoint of the teachers who are in rural and isolated school in New South Wales. This qualitative research study examined the experiences of four teachers in two isolated rural schools in NSW who are currently teaching students with ODD. It examines the degree to which behaviours, of students with ODD impact on their own learning and socialisation skills and how this, in turn affects the teachers' ability to teach. Participant teachers indicated experiencing higher levels of stress when teaching students with ODD in isolated communities. (Contains 1 table.) (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913, Australia. Tel: +08-9264-5809; e-mail: admin@spera.asn.au; Web site: http://www.spera.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10