| Abstract [eng] |
In the paper theoretical analysis of the aid provided to the children with emotional and behavioural disorders as well as teachers’ and parents’ attitude. Semi-structured interviews was conducted with the aim to reveal the assistance providing to the children with behavioural and emotional problems from the teachers’ and parents’ point of view. The study involved 6 teachers, 6 parents whose children have emotional and behavioural problems, 3 kids and pedagogues working with these children: teacher, educator. The empirical part analyses the teachers’ attitude for helping children, the ability to manage the children's behaviour and response to children's behaviour, parents’ anxiety in the case of disorders, parental response to the child's behaviour cases, parents’ involvement in child behaviour management. The main conclusions of the research: 1. Abnormal behaviour and impaired emotions affect negatively the child’s development, complicate interaction with peers, teachers. Distinction is made between the main causes of children's behavioural and emotional problems: family, school, friends. 2. The teachers' approach regarding the assistance for the children with emotional and behavioural disorders was disclosed: teachers experience anger, fear, helplessness, guilt, feel anxiety due to children's behaviour, sometimes they lack knowledge. Teachers' ability to respond to EBD children's behaviour is shown by paying attention, friendliness, managing own feelings and emotions, creating a tranquil environment. Diverse and effective assistance is necessary including the necessary specialist support team, as well as parents of the children. 3. Study of parents' attitudes to the aid for EBD children found that parents notice the child's disorder not immediately, are often reluctant to recognize the child's disorder, fear of negative reactions from the others, parental responsiveness to the child's behaviour is made more difficult by lack of knowledge of the disorder and skills to manage the situation, parents struggle with contradictory feelings, do not know what to do. Parents appreciate the opportunity to get involved in the child behaviour management process, with the teachers discuss the child's behaviour and school performance. 4. In the child cases the study revealed that they need individual assistance, special attention and teachers trust. It revealed that EBD children in their families do not receive stimulating behaviour management techniques, feel lack of communication between the children and parents. In the child behaviour management process important are variety of tools, but the most important for the children are support and love from their relatives. |
