| Abstract [eng] |
This Master’s thesis aims to reveal the ways of handling behavioural problems of students with behavioural and emotional disorders through the experience of teachers and parents. To get knowledge on the concept of behavioural and emotional disorders and to identify their root causes, theoretical literature analysis was conducted. Qualitative interview method was employed to disclose the attitudes of parents and teachers towards the behaviour management strategies applied when dealing with students with behavioural and emotional disorders, the peculiarities of parent-teacher cooperation and (self) involvement of parents within the behaviour management process. Document analysis method was used to analyse the content, type and quantity of text messages (praises and remarks) in an electronic diary. Text-messages were addressed to children with behavioural and emotional disorders as well as to their parents. Research participants were teachers and parents of five children with behavioural and emotional disorders, studying at different general education institutions (primary level) in Vilnius. Main conclusions: 1. Theoretical analysis of scientific literature unveiled major causes of behavioural and emotional disorders, which include social environment, family relationships as well as genetic factors. 2. The data obtained through the empirical research revealed that parents have positive attitudes towards the behaviour management strategies applied by teachers towards students with behavioural and emotional disorders. They emphasize the importance of building interpersonal relationships, creating a positive environment and being encouraged to participate in classroom and school activities. 3. The analysis of peculiarities of cooperation and communication between teachers and parents of students with behavioural and emotional disorders, allows a conclusion that teachers lack more intensive parental involvement in the behaviour management process both at home and at school. On the other hand, research revealed that teachers often tend to communicate with parents only episodically, pro forma and if required. Thus, communication and cooperation between both parents and teachers is clearly insufficient. 4. Document analysis disclosed that in many cases teachers are more inclined to address parents with negative than positive information concerning their children. Moreover, tendencies of cooperation with parents are difficult to track within the analysed texts. Content analysis of text-based praises showed that these mostly include general information, more related to the whole class, and not to a specific student. Praising texts, in any case, should primarily aim to encourage, to motivate the students and to foster their appropriate behaviour. |
