Teachers treat aggressive children: An outcome study

Zipora Shechtman; Rony Tutian

doi:10.1016/j.tate.2016.04.005

Teachers treat aggressive children: An outcome study

Zipora Shechtman, Rony Tutian

Department of Counseling and Human Development

Research output: Contribution to journal › Article › peer-review

Abstract

School aggression has become a major challenge to educators. Under the assumption that teacher empathy is related to student aggression, we offer a group training program, employing bibliotherapy, for teachers to help their aggressive students. Participants were 44 female teachers and 165 aggressive students. Teachers in the intervention group led the program with a small group of children; in the contrast group such children were assisted academically. Results indicated more favorable outcomes for children in the intervention group on aggression and on perceived teacher empathy, and gains on scores on aggression were related to change in perceived teacher empathy.

Original language	English
Pages (from-to)	28-34
Number of pages	7
Journal	Teaching and Teacher Education
Volume	58
DOIs	https://doi.org/10.1016/j.tate.2016.04.005
State	Published - 1 Aug 2016

Bibliographical note

Publisher Copyright:
© 2016 Elsevier Ltd.

Keywords

Child aggression
Teacher empathy
Teacher training

ASJC Scopus subject areas

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2016.04.005

Cite this

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title = "Teachers treat aggressive children: An outcome study",

abstract = "School aggression has become a major challenge to educators. Under the assumption that teacher empathy is related to student aggression, we offer a group training program, employing bibliotherapy, for teachers to help their aggressive students. Participants were 44 female teachers and 165 aggressive students. Teachers in the intervention group led the program with a small group of children; in the contrast group such children were assisted academically. Results indicated more favorable outcomes for children in the intervention group on aggression and on perceived teacher empathy, and gains on scores on aggression were related to change in perceived teacher empathy.",

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AB - School aggression has become a major challenge to educators. Under the assumption that teacher empathy is related to student aggression, we offer a group training program, employing bibliotherapy, for teachers to help their aggressive students. Participants were 44 female teachers and 165 aggressive students. Teachers in the intervention group led the program with a small group of children; in the contrast group such children were assisted academically. Results indicated more favorable outcomes for children in the intervention group on aggression and on perceived teacher empathy, and gains on scores on aggression were related to change in perceived teacher empathy.

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Teachers treat aggressive children: An outcome study

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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