Cao, Xinyi;
Somerville, MP;
Allen, JL;
(2023)
Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors.
Teaching and Teacher Education
, 123
, Article 103990. 10.1016/j.tate.2022.103990.
Preview |
Text
CU traits disruptive behaviours.pdf - Other Download (438kB) | Preview |
Abstract
This qualitative study investigated teachers’ views on differences in children with disruptive behavior and high versus low levels of callous-unemotional (CU) traits in response to classroom management strategies, instructional methods, and teacher-child and teacher-caregiver relationship quality. Twenty teachers from three Chinese preschools were interviewed about 40 children with disruptive behavior (aged 4–6 years). Teachers perceived children with CU traits to have more severe disruptive behavior, poorer quality teacher-child and teacher-caregiver relationships and to be less responsive to discipline. The implications of findings for school-based intervention promoting engagement and prosocial behavior for children with CU traits are discussed.
| Type: | Article |
|---|---|
| Title: | Teachers' perceptions of the school functioning of Chinese preschool children with callous-unemotional traits and disruptive behaviors |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2022.103990 |
| Publisher version: | https://doi.org/10.1016/j.tate.2022.103990 |
| Language: | English |
| Additional information: | © 2022 Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). |
| Keywords: | Callous-unemotional traits, Disruptive behavior, Teacher-student relationship, Parent-teacher cooperation, Classroom management |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10162195 |
Archive Staff Only
 |
View Item |
