Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation

Autor/inn/en	Ginsburg, Golda S.; Pella, Jeffrey E.; DeVito, Anneliese; Chan, Grace
Titel	Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation
Quelle	In: Journal of Psychologists and Counsellors in Schools, 33 (2023) 1, S.51-61 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pella, Jeffrey E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1037-2911
DOI	10.1017/jgc.2021.30
Schlagwörter	Anxiety; Student Behavior; Teacher Student Relationship; Elementary School Students; Elementary School Teachers; Stress Management; Coping; Classroom Techniques; Teacher Behavior; Public Schools + Suchen Sie Ihr Suchwort? Angst; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Stressmanagement; Stressbewältigung; Bewältigung; Klassenführung; Teacher behaviour; Lehrerverhalten; Public school; Öffentliche Schule
Abstract	This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers' levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5-11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students' avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers' behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted. [For the corresponding grantee submission, see ED620190.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01