Perception of what works for teachers of students with EBD in mainstream and special schools in Hong Kong

• Published in: Emotional and behavioural difficulties Vol. 16; no. 2; pp. 173 - 188
• Main Authors: Chong, Stella S.C., Ng, Kitty K.W.
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis 01.06.2011; Routledge
• Subjects: Behavior Disorders; Behavior Modification; Biological and medical sciences; challenging behaviors; Chinese people; Classroom Techniques; Cognitive Restructuring; Comparative Analysis; Cultural Influences; Desintoxication. Drug withdrawal; Discrepancies; Educational psychology; emotional and behavioral difficulties; Emotional Disturbances; Emotionally disturbed students; Focus group interviews; Focus Groups; Foreign Countries; Fundamental and applied biological sciences. Psychology; Hong Kong; Mainstreaming; maladjusted children; Medical sciences; Moral Development; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopathology. Psychiatry; Religion; school disaffection; Social Influences; Special Schools; Student Behavior; Teacher; Teacher Attitudes; Teachers; Teaching Methods; teaching strategies; Therapy; Treatments; Hong Kong; Asia; China; Social environment; Human; Mental health; challenging behaviors; Teacher; Emotional disorder; Special school; Student; School environment; Teaching; Behavioral disorder; school disaffection; teaching strategies; Treatment; emotional and behavioral difficulties; maladjusted children; Strategy; Special education; Comparative study; Public health
• ISSN: 1363-2752; 1741-2692
• DOI: 10.1080/13632752.2011.569404

This study focuses on teachers' perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006-2007 to see if there are any discrepancies of approaches implemented by teachers. This recent study was carried out in 11 mainstream schools involving 102 teachers. It is compared to the seven special schools with 89 teachers. Focus group interviews with the same open-ended questions were adopted for both studies. Findings indicated that the majority of the strategies perceived by both groups of teachers as helpful were very similar, and they can be classified under eight major categories. In collating all the approaches deemed supportive in working with EBD students, a holistic conceptual framework is delineated to address the complexities of managing emotional and behavioral disturbances.