School Staff's Experiences and Coping Related to the Challenging Behaviour of Children with Smith-Magenis Syndrome in Schools: A Q Methodological Study

Autor/inn/en	Nag, Heidi; Øverland, Klara; Naerland, Terje
Titel	School Staff's Experiences and Coping Related to the Challenging Behaviour of Children with Smith-Magenis Syndrome in Schools: A Q Methodological Study
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 5, S.1473-1488 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nag, Heidi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1780199
Schlagwörter	Coping; Student Behavior; Behavior Problems; Genetic Disorders; School Personnel; Aggression; Self Destructive Behavior; Foreign Countries; Intervention; Symptoms (Individual Disorders); Classroom Techniques; Behavior Modification; Norway + Suchen Sie Ihr Suchwort? Bewältigung; Student behaviour; Schülerverhalten; Schulpersonal; Self destrucive behaviour; Selbstzerstörung; Ausland; Psychiatrische Symptomatik; Klassenführung; Behaviour modification; Verhaltensänderung; Norwegen
Abstract	The aim of this study is to use Q methodology to explore how school staff experience the behaviours of children with Smith-Magenis Syndrome (SMS) in school and how they manage working with these children. Q methodology utilises by-person factor analysis to investigate subjectivity. Fourteen school staff of students with SMS in Norway participated and sorted 40 statements according to their own experience working with a student with SMS. Two distinct viewpoints were revealed, namely, (1) Managing challenging aggressive and self-injury behaviours in school where school staff experienced a range of challenging behaviours, especially aggressive behaviours. (2) Struggling with intense non-physical challenging behaviours in school where school staff experienced behaviours such as the students being very intense, craving attention and pushing buttons. In conclusion, there must be a greater emphasis on education and advising and supporting school staff's work with the non-physical challenging behaviours aspects of teaching children with SMS, as well as a continued focus on challenging aggressive behaviours. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01