This study explores teachers' perspectives on mandala coloring as a therapeutic tool for middle grades students with disruptive behavior disorders (DBDs). Employing an explanatory sequential mixed-methods design, the research first conducted qualitative interviews with ten experienced teachers, followed by teachers' quantitative assessments of 60…

Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative…

The study aims to analyse the phenomenon in a holistic and comprehensive way according to the perceptions of education workers who experience presenteeism more frequently and reveal the relationship of presenteeism with the sociological, psychological, and theological dynamics of Turkish society. The study was conducted with a phenomenological…

Research on teacher-student relationships is mainly based on questionnaires investigating teachers' explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers' (implicit) mental…

To understand and support teacher-student interactions, there is a need for research on teachers' daily emotions in interactions with students. Therefore, this study investigated the development of teachers' negative emotions in interactions with individual students with attachment problems. Using a 3-week diary study, data were collected from 71…

Cultivating and retaining special educators competent to serve students with emotional and behavioral disorders (EBDs) has proven persistently difficult. Improving educational systems' capacity to meet this challenge will require better understanding of the roles special educators in these settings should be prepared for and supported to fulfill.…

Examined autism spectrum disorder (ASD) and schizophrenia spectrum disorder (SSD) symptoms in a clinically referred, non-ASD sample (N = 1160; ages 6-18) with and without oppositional defiant disorder (ODD). Mothers and teachers completed "DSM-IV"-referenced symptom checklists. Youth with ODD were subdivided into angry/irritable symptom (AIS) or…

We examined the affective correlates of aggression in children referred to a partial hospitalization program for the treatment of behavior disorders who did not have a mood or anxiety disorder. Parent and teacher ratings of the children's impulsivity, internalizing symptoms, affective reactivity, and aggression were examined for their…

Students (n=87) with conduct disorders revealed higher self-ratings and teacher ratings in depression and anxiety than students with learning disabilities (LD) or no disabilities. LD students (n=85) did not self-rate as more depressed and anxious than nondisabled children but received higher depression ratings from teachers. Gender, age, and…