Maltese teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties

Abstract

The term 'emotional and behavioural difficulties' (EBD) is used to describe children or young people who have difficulty controlling their behaviour and emotions. While being highly concerned about such students, teachers tend to attribute students' difficulties to factors external to themselves such as family matters, within child factors or school factors. Teachers' perception of the causes of students' behaviour effects their attitudes towards them as well as their dispositions and the eventual decisions to help them overcome their difficulties. The aim behind the present study was that of identifying the factors, primary and secondary school teachers perceive as contributing to EBD, the feelings teachers experience in an emotional or behavioural difficulty situation and the coping strategies they perceive as effective in dealing with EBD situations. Vignettes with descriptions of students with mild/severe emotional, behavioural or EBD were compiled from a behaviour inventory distributed to 250 primary/secondary school teachers teaching in government and church schools, together with a number of interviews with teachers. These vignettes, together with questions were distributed in 38 schools. Results show that teachers attributed EBD mostly to school factors even though interviews revealed an underlying attribution to family factors for emotional difficulties. Maltese teachers reported what while they do feel angry in particular situations, they sympathise with the child with EBD and feel responsible and committed to help. They feel that the best way to accommodate to the needs of their pupils with EBD is that of gaining their confidence and trust, be supportive towards them, and use rewards and positive incentives.