ror.org/02xrw9r68
Résumés
Résumé
L’intégration scolaire des élèves présentant des difficultés comportementales représente un défi particulier pour les enseignants, spécialement au secondaire. Un programme d’Accompagnement collaboratif des enseignants du secondaire (ACES), utilisant l’évaluation fonctionnelle des comportements et les techniques comportementales, a été offert à des enseignants oeuvrant auprès d’adolescents présentant des difficultés comportementales. ACES a pour but de faciliter l’intégration scolaire des adolescents présentant des troubles du comportement en classe ordinaire. Il comporte cinq à six rencontres d’accompagnement par année se déroulant de novembre à mai et est offert selon deux modalités, soit en individuel ou en groupe. Les objectifs de l’étude sont d’évaluer les effets de ce programme auprès des enseignants, en particulier sur leur stress à enseigner aux ÉPDC, la qualité de la relation maître-élève, leurs attitudes envers l’intégration scolaire de ces élèves et leur sentiment d’auto-efficacité. Cent-vingt-neuf enseignants (88 femmes et 41 hommes) ont participé à l’étude, répartis en un groupe expérimental (n = 85) et en un groupe témoin (n = 44). Les résultats ne montrent aucun effet du programme d’accompagnement sur la qualité de la relation maître-élève, mais une diminution significative du stress des enseignants ayant bénéficié du programme par rapport au groupe de comparaison. Alors que les attitudes envers l’intégration scolaire deviennent plus négatives à la fin de l’année scolaire pour le groupe témoin, elles demeurent stables pour les enseignants dans le groupe expérimental.
Mots-clés :
- accompagnement,
- difficultés de comportement,
- école secondaire,
- stress à enseigner,
- relation maître-élève
Abstract
Mainstreaming of behavior disorder students is a challenging task for teachers, particularly at secondary schools. A collaborative school consulting program (ACES), using functional behavior assessment and applied behavioral techniques, was offered to teachers working with adolescents with behavioral difficulties in regular classrooms. Its goal was to facilitate integration of adolescents with behavior difficulties in mainstream classes of secondary schools. ACES proposes five to six consultation meetings throughout the school year, between November and May, and is offered in two ways, either individually or in groups. One hundred and twenty-nine teachers (88 women and 41 men) participated in the project allocated into two treatment groups (n = 85), and one comparison group (n = 44). The results showed no significant difference in the quality of the master-pupil relationship, but a significant decrease in teacher stress for the treatment groups compared to the comparison group. While attitudes toward inclusive education become more negative at the end of the school year for the control group, they remain stable for treatment groups.
Keywords:
- school consultation,
- behavior difficulties,
- secondary school,
- teaching stress,
- teacher-student relationship
Veuillez télécharger l’article en PDF pour le lire. Télécharger
Parties annexes
Bibliographie
- Achilles, G. M., McLaughlin, M. J. et Croninger, R. G. (2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS National Dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33-45. doi: 10.1177/10634266070150010401
- Almog, O. et Shechtman, Z. (2007). Teachers’ democratic and efficacy beliefs and styles of coping with behavioural problems of pupils with special needs. European Journal of Special Needs Education, 22(2), 115-129. doi: 10.1080/08856250701267774
- Akin-Little, A., Little, S. G., Bray, M. A. et Kehle, T. J. (dir.). (2009). Behavioral interventions in schools: Evidence-based positive strategies. Washington, DC: American Psychological Association.
- Alvarez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23(7), 1113-1126. doi: 10.1016/j.tate.2006.10.001
- Ang, R. P. (2005). Development and validation of the Teacher-Student Relationship Inventory using exploratory and confirmatory factor analysis. Journal of Experimental Education, 74(1), 55-73. doi: 10.3200/jexe.74.1.55-74
- Arcia, E., Frank, R., Sánchez-LaCay, A. et Fernández, M. C. (2000). Teacher understanding of ADHD as reflected in attributions and classroom strategies. Journal of Attention Disorders, 4(2), 91-101. doi: 10.1177/108705470000400203
- Avramidis, E. et Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. doi: 10.1080/08856250210129056
- Avramidis, E. et Kalyva, E. (2007). The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion. European Journal of Special Needs Education, 22(4), 367-389. doi: 10.1080/08856250701649989
- Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64.
- Beaman, R. et Wheldall, K. (2000). Teachers’ use of approval and disapproval in the classroom. Educational Psychology, 20(4), 431-446. doi: 10.1080/713663753
- Begeny, J. C. et Martens, B. K. (2006). Assessing pre-service teachers’ training in empirically-validated behavioral instruction practices. School Psychology Quarterly, 21(3), 262-285. doi: 10.1521/scpq.2006.21.3.262
- Benn, A. L. (2005). Communities of practice: Study of one school’s first year of implementation of a new problem-solving mode. Thèse de doctorat non publiée, University of Maryland, Coll Park, MD, États-Unis. Repéré à http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-99023-035&site=ehost-live.
- Bowen, F. et Desbiens, N. (2004). La prévention de la violence en milieu scolaire au Québec : réflexions sur la recherche et le développement de pratiques efficaces. Éducation et francophonie, 32(1), 69-86.
- Boyajian, A. E., DuPaul, G. J., Handler, M. W., Eckert, T. L. et McGoey, K. E. (2001). The use of classroom-based brief functional analyses with preschoolers at-risk for attention deficit hyperactivity disorder. School Psychology Review, 30(2), 278-293.
- Brackenreed, D. (2008). Inclusive education: Identifying teachers’ perceived stressors in inclusive classrooms. Exceptionality Education Canada, 18(3), 131-147.
- Caplan, G. (2004). Recent advances in mental health consultation and collaboration. Dans N. M. Lambert, L. Hylander et J. H. Sandoval (dir.), Consultee-centered consultation: Improving the quality of professional services in schools and community organizations (p. 21-38). Mahwah, NJ: Erlbaum.
- Comité syndical européen de l’éducation (CSEE). (2009). Le stress des enseignants au travail : mise en oeuvre du Plan d’action du CSEE et de l’Accord-cadre autonome européen sur le stress au travail. Bruxelles, Belgique : Auteur.
- Clunies-Ross, P., Little, E. et Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710. doi: 10.1080/01443410802206700
- Cohen J. (1988). Statistical power analysis for the behavioral sciences (2e éd.). Hillsdale, NJ: Erlbaum.
- Conners-Burrow, N. A., Whiteside-Mansell, L., McKelvey, L., Virmani, E. A. et Sockwell, L. (2012). Improved classroom quality and child behavior in an Arkansas early childhood mental health consultation pilot project. Infant Mental Health Journal, 33(3), 256-264. doi: 10.1002/imhj.21335
- Couture, C. et Massé, L. (2014). ACE: A collaborative school consultation program for secondary school teachers. Journal of the International Association of Special Education, 15, 48-57.
- Demirkaya, P. N. et Bakkaloglu, H. (2015). Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory & Practice, 15(1), 159-175. doi: 10.12738/estp.2015.1.2590
- Dionne, L., Lemyre, F. et Savoie-Zajc, L. (2010). Vers une définition englobante de la communauté d’apprentissage (CA) comme dispositif de développement professionnel. Revue des sciences de l’éducation, 36(1), 25-43. doi: 10.7202/043985
- Drysdale, M. T. B., Williams, A. et Meaney, G. J. (2007). Teachers’ perceptions of integrating students with behaviour disorders: Challenges and strategies. Exceptionality Education Canada, 17(3), 35-59.
- Dufrene, B. A., Parker, K., Menousek, K., Zhou, Q., Harpole, L. L. et Olmi, D. J. (2012). Direct behavioral consultation in Head Start to increase teacher use of praise and effective instruction delivery. Journal of Educational & Psychological Consultation, 22(3), 159-186. doi: 10.1080/10474412.2011.620817
- DuPaul, G. J. et Weyandt, L. L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161-176. doi: 10.1080/10349120600716141
- Evans, S. (2005). The development of a group consultation approach to service delivery. Educational Psychology in Practice, 21(2), 131-146. doi: 10.1080/02667360500128820
- Ernst, C. et Rogers, M. R. (2009). Development of the Inclusion Attitude Scale for High School Teachers. Journal of Applied School Psychology, 25(3), 305-322. doi: 10.1080/15377900802487235
- Fernet, C., Guay, F., Sénécal, C. et Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28(4), 514-525. doi: 10.1016/j.tate.2011.11.013
- Gable, S., Rothrauff, T. C., Thornburg, K. R. et Mauzy, D. (2010). Analysis of ongoing participation in a child care workforce cash incentive programme in the United States. Early Child Development and Care, 180(6), 719-734. doi: 10.1080/03004430802269018
- Gaudreau, L., Brodeur, M., Hurteau, M., Dunberry, A., Séguin, S.-P. et Legendre, R. (2008). Rapport d’évaluation de l’application de la politique de l’adaptation scolaire. Québec, Qc : Ministère de l’Éducation, du Loisir et du Sport.
- Genoud, P. A., Brodard, F. et Reicherts, M. (2009). Facteurs de stress et burnout chez les enseignants de l’école primaire. European Review of Applied Psychology/Revue européenne de psychologie appliquée, 59(1), 37-45. doi: 10.1016/j.erap.2007.03.001
- Gettinger, M. et Stoiber, K. C. (2006). Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children. Journal of School Psychology, 44(3), 231-252. doi: 10.1016/j.jsp.2006.03.001
- Gettinger, M., Stoiber, K. et Koscik, R. (2008). Effects of a preparation program focused on accommodating children with challenging behaviors. Teacher Education and Special Education, 31(3), 164-181. doi: 10.1177/0888406408330624
- Giallo, R. et Hayes, L. (2007). The paradox of teacher professional development programs for behaviour management: Comparing program satisfaction alongside changes in behaviour management practices. Australian Journal of Educational & Developmental Psychology, 7, 108-119.
- Gimpel Peacock, G. et Collett, B. R. (2010). Collaborative home/school interventions: Evidenced based solutions for emotional, behavioral, and academic problems. New York, NY: The Guilford Press.
- Glazzard, J. (2001). Perceptions of the barriers to effective inclusion in one primary school: Voices of teachers and teaching assistants. Support for Learning, 26(2), 56-63. doi: 10.1111/j.1467-9604.2011.01478.x
- Greene, R. W., Abidin, R. R. et Kmetz, C. (1997). The Index of Teaching Stress: A measure of student–teacher compatibility. Journal of School Psychology, 35(3), 239-259. doi: 10.1016/s0022-4405(97)00006-x
- Hajdukova, E. B., Hornby, G. et Cushman, P. (2014). Pupil–teacher relationships: Perceptions of boys with social, emotional and behavioural difficulties. Pastoral Care in Education, 32(2), 145-156. doi: 10.1080/02643944.2014.893007
- Hakanen, J. J., Bakker, A. B. et Shaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513. doi: 10.1016/j.jsp.2005.11.001
- Hargreaves, A. (2000). Mixed emotions: Teachers’perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. doi: 10.1016/S0742-051X(00)00028-7
- Harmon, C. W. (2008). A qualitative analysis of a teacher support program for educating students with emotional disturbance in an inclusive setting (thèse de doctorat non publiée). University of South Florida, Tampa, FL. Repéré à : http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1278&context=etd
- Hastings, R. P. et Oakford, S. (2003). Student teachers’ attitudes towards the inclusion of children with special needs. Educational Psychology, 23(1), 87-94. doi: 10.1080/0144341022000022951
- Holdaway, A. S. et Owens, J. S. (2015). The effect of training and consultation condition on teachers’ self-reported likelihood of adoption of a daily report card. Journal of Educational Psychology, 107(1), 222-235. http://dx.doi.org/10.1037/a0037466
- Hughes, J. N., Loyd, L. et Buss, M. (2008). Empirical and theoretical support for an updated model of mental health. Dans W. P. Erchul et S. M. Sheridan (dir.), Handbook of research in school consultation (p. 343-360). New York, NY: Lawrence Erlbaum Associates.
- Jeffrey, D. et Sun, F. (2006). Enseignants dans la violence. Québec, Qc : Les Presses de l’Université Laval.
- Karaj, S. et Rapti, E. (2013). Teacher job stress in Albania: Examining the role of students’ classroom disruptive behavior and other factors in the school context. Problems of Education in the 21st Century, 54, 14-21.
- Karsenti, T., Collin, S. et Dumouchel, G. (2009, avril). Pourquoi les nouveaux enseignants quittent-ils la profession? Résultats d’une enquête pancanadienne. Communication présentée au 2e colloque national sur l’insertion professionnelle, Ottawa. Repéré à : http://crifpe.ca/colloqueip2009/index.php/programmation/res_libre
- Kauffman, J. M. et Landrum, T. J. (2009). Politics, civil rights, and disproportional identification of students with emotional and behavioral disorders. Exceptionality, 17(4), 177-188. doi: 10.1080/09362830903231903
- Leclerc, M. et Labelle, J. (2013). Au coeur de la réussite scolaire : communauté d’apprentissage professionnelles et autres types de communauté. Éducation et francophonie, XLI(2), 1-9.
- Leflot, G., van Lier, P. A. C., Onghena, P. et Colpin, H. (2010). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38(6), 869-882. doi: 10.1007/s10802-010-9411-4
- Lieberman, A. et Miller, L. (2011). Learning communities: The starting point for professional learning is in schools and classrooms. Journal of Staff Development, 32(4), 16-20.
- MacFarlane, K. et Woolfson, L. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46-52. doi: 10.1037/t03431-000
- Maggin, M. D., Wheby, J. H., Moore Partin, T. C., Robertson, R. et Oliver, R. M. (2011). A comparaison of the instructional context for students with behavioral issues enrolled in self-contained and general education classrooms. Behavioral Disorders, 36(2), 84-99. doi: 10.2511/rpsd.25.1.54
- Martens, B. K. et Di Gennaro, F. D. (2008). Behavioral consultation. Dans W. P. Erchul et S. M. Sheridan (dir.), Handbook of research in school consultation (p. 147-170). New York, NY: Lawrence Erlbaum Associates.
- Massé, L., Bégin, J.-Y., Couture, C., Plouffe-Leboeuf, T., Beaulieu-Lessard, M. et Tremblay, J. (2015). Stress des enseignants envers à l’intégration des élèves présentant des troubles du comportement. Éducation et francophonie, XLIII(2), 179-200. Repéré à : http://www.acelf.ca/c/revue/pdf/EF-43-2-179-MASSE.pdf
- Massé, L. et Couture, C. (2009). Guide d’accompagnement des enseignants du secondaire pour favoriser l’intégration des élèves présentant des troubles du comportement. Trois-Rivières, Qc : Département de psychoéducation, Université du Québec à Trois-Rivières.
- Massé, L. et Couture, C. (2015). Programme d’accompagnement collaboratif des enseignants du secondaire (ACES). Dans G. Paquette, C. Plourde et K. Gagné (dir.), Pratiques innovantes de groupe en psychoéducation (p. 285-299). Longueil, Qc : Béliveau Éditeur.
- Massé, L., Couture, C., Levesque, V. et Bégin, J.-Y. (2013). Impact of a school consulting program aimed at helping teachers integrate students with behaviour disorders in secondary school: Actors’ points of view. Emotional and Behavioural Difficulties, 18(3), 327-343. doi:10.1080/13632752.2013.775719
- Massé, L., Couture, C., Levesque, V. et Bégin, J.-Y. (2016). Analyse de l’implantation d’un programme d’accompagnement des enseignants pour favoriser l’inclusion des adolescents présentant des troubles de comportements. Revue des sciences de l’éducation, 42(1), 4-30. doi: 10.7202/1036892ar
- Massé, L., Desbiens, N. et Lanaris, C. (dir.) (2014). Les troubles du comportement à l’école : prévention, évaluation et intervention (2e éd.). Montréal, Qc : Gaëtan Morin Éditeur.
- Massé, L., Lanaris, C., Dumouchel, M. et Tessier, M. (2008). Un service de soutien offert aux enseignants pour favoriser l’inclusion scolaire des élèves présentant un trouble déficitaire de l’attention/hyperactivité. Dans J. Myre-Bisaillon et N. Rousseau (dir.), Les jeunes en grande difficulté : contextes d’intervention favorables (p. 141-165). Québec, QC : Presses de l’Université du Québec.
- McCormick, J. et Barnett, K. (2011). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278-293. doi: 10.1108/09513541111120114
- Michail, S. (2012). « ...becouse suspension dosent teatch you anything » [sic]. What students with challenging behaviours say about school suspension. Parramatta, Australie: Uniting Care Children, Young People and Families.
- Ministère de l’Éducation, de l’Enseignement supérieur et de la Recherche (2015). Cadre de référence et guide à l’intention du milieu scolaire : L’intervention auprès des élèves ayant des difficultés de comportement. Québec, Qc : Gouvernement du Québec. Repéré à : http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/adaptation_serv_compl/14_00479_cadre_intervention_eleves_difficultes_comportement.pdf
- Ministère de l’Éducation, du Loisir et du Sport (2007). L’organisation des services éducatifs aux élèves à risque et aux élèves handicapés ou en difficulté d’adaptation ou d’apprentissage (EHDAA). Québec, Qc : Gouvernement du Québec. Repéré à http://www.mels.gouv.qc.ca/DGFJ/das/orientations/pdf/19-7065.pdf
- Miranda, A., Presentacion, J. M. et Soriano, M. (2002). Effectiveness of a school-based multicomponent program for the treatment of children with ADHD. Journal of Learning Disabilities, 35(6), 546-562. doi: 10.1177/00222194020350060601
- Motoca, L. M., Farmer, T. W., Hamm, J. V., Byun, S.-Y., Lee, D. L., Brooks, D. S., Rucker, N. (2014). Directed consultation, the SEALS Model, and teachers’ classroom management. Journal of Emotional & Behavioral Disorders, 22(2), 119-129. doi: 10.1177/1063426614521299
- Munthe, E. et Thuen, E. (2009). Lower secondary school teachers’ judgements of pupils’ problems. Teachers and Teaching: Theory and Practice, 15(5), 563-578. doi:10.1080/13540600903139571
- Murik, J., Shaddock, A., Spinks, A., Zilber, D. et Curry, C. (2005). Reported strategies for responding to the aggressive and extremely disruptive behaviour of students who have special needs. Australasian Journal of Special Education, 29(1), 21-39.
- Nadeau, M.-F., Normandeau, S. et Massé, L. (2012). Efficacité d’un programme de consultation pour les enseignants du primaire visant à favoriser l’inclusion scolaire des enfants ayant un TDAH. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 44(2), 146-157. doi: 10.1037/a0024655
- National Center for Education Statistics (NCES) (2010). The condition of education 2010. Récupéré le 8 août 2012 de : http://nces.ed.gov/pubs2010/2010028.pdf
- Oliver, R. M. et Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington, DC: National Comprehensive Center for Teacher Quality. Repéré à : http://www.tqsource.org/topics/effectiveClassroomManagement.pdf
- Perry, D. F., Allen, M. D., Brennan, E. M. et Bradley, J. R. (2010). The evidence base for mental health consultation in early childhood settings: A research synthesis addressing children’s behavioral outcomes. Early Education and Development, 21(6), 795-824. doi: 10.1080/10409280903475444
- Perry, D. F. et Linas, K. (2012). Building the evidence base for early childhood mental health consultation: Where we’ve been, where we are, and where we are going. Infant Mental Health Journal, 33(3), 223-225. doi: 10.1002/imhj.21331
- Poulou, M. et Norwich, B. (2000). Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. British Journal of Educational Psychology, 70(4), 559-581. doi: 10.1348/000709900158308
- Reddy, L. A., Barboza-Whitehead, S., Files, T. et Rubel, E. (2000). Clinical focus of consultation outcome research with children and adolescents. Special Services in the Schools, 16(1-2), 1-22. doi: 10.1300/J008v16n01_01
- Regan, K. S. et Michaud, K. M. (2011). Best practices to support student behavior. Beyond Behavior, 20(2), 40-47.
- Reinke, W. M., Stormont, M., Herman, K. C., Wang, Z., Newcomer, L. et King, K. (2014). Using coaching to support teacher implementation of classroom-based interventions. Journal of Behavioral Education, 23(2), 150–167. doi:10.1007/s10864-013-9186-0
- Rinkel, M. (2011). Creating opportunities for all: A qualitative study of the reintegration of students with emotional/behavioral disorders to the mainstream environment. (Thèse de doctorat non publiée). University of Minnesota, Minnesota. Repéré à http://conservancy.umn.edu/bitstream/113550/1/Rinkel_umn_0130E_12086.pdf
- Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188-198. doi: 10.1111/j.1471-3802.2009.01135.x
- Rousseau. N., Massé, L., Bergeron, G., Carignan, S. et Lanaris, C. (2014). L’inclusion et la réintégration scolaire des élèves présentant des troubles du comportement. Dans L. Massé, N. Desbiens et C. Lanaris (dir.), Les troubles du comportement à l’école : prévention, évaluation et intervention (2e éd., p. 133-146). Montréal, Qc : Gaëtan Morin Éditeur.
- Royer, N., Loiselle, J., Dussault, M., Cossette, F. et Daudelin, C. (2001). Le stress des enseignants québécois à diverses étapes de leur carrière. Vie pédagogique, (119), 5-8.
- Salzman, M. B. (2008). Consultation and collaboration as essential services for school counseling programs. Dans H. L. K. Coleman et C. Yeh (dir.), Handbook of school counselling (p. 481-495). New York, NY: Routledge Taylor & Francis Group.
- Savolainen, H., Engelbrecht, P., Nel, M. et Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68. doi: 10.1080/08856257.2011.613603
- Sawka, K. D., McCurdy, B. L. et Mannella, M. C. (2002). Strengthening emotional support services: an empirically based model for training teachers of students with behavior disorders. Journal of Emotional & Behavioral Disorders, 10(4), 223-232. doi: 10.1177/10634266020100040401
- Scanlon, G. et Barnes-Holmes, Y. (2013). Changing attitudes: Supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education. Emotional and Behavioural Difficulties, 18(4), 374-395. doi: 10.1080/13632752.2013.769710
- Sellman, E. (2009). Lessons learned: Student voice at a school for pupils experiencing social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 14(1), 33-48. doi: 10.1080/13632750802655687
- Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R. et Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3(2), 59-69. doi: 10.1007/s12310-011-9051-z
- Skaalvik, E. M. et Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. doi: 10.1037/0022-0663.99.3.611
- Smith, C. R., Katsiyannis, A. et Ryan, J. B. (2011). Challenges of serving students with emotional and behavioral disorders: Legal and policy considerations. Behavioral Disorders, 36(3), 185-194.
- Soodak, L. C. et Podell, D. M. (1996). Teacher efficacy: Toward the understanding of a multi-faceted construct. Teaching & Teacher Education, 12(4), 401-411. doi: 10.1016/0742-051X(95)00047-N
- Spilt, J. L., Koomen, H. M. et Thijs, J. T. (2011). Teacher well-being: The importance of teacher-student relationships. Educational Psychology Review, 23(4), 457-477. doi: 10.1007/s10648-011-9170-y
- State, T. M., Kern, L., Starosta, K. M., Divatia, A. et Mukherjee, A. D. (2011). Elementary pre-service teacher preparation in the area of social, emotional, and behavioral problems. School Mental Health, 3(1), 13-23. doi: 10.1007/s12310-010-9044-3
- Stoutjesdijk, R., Scholte, E. M. et Swaab, H. (2012). Special needs characteristics of children with emotional and behavioral disorders that affect inclusion in regular education. Journal of Emotional and Behavioral Disorders, 20(2), 92-104. doi: 0.1177/1063426611421156
- Stoiber, K. C. et Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools, 48(7), 686-706. doi: 10.1002/pits.20587
- Talmor, R., Reiter, S. et Feigin, N. (2005). Factors relating to regular education teacher burnout in inclusive education. European Journal of Special Needs Education, 20(2), 215-229. doi: 10.1080/08856250500055735
- Thomson, C. (2013). Collaborative consultation to promote inclusion: Voices from the classroom. International Journal of Inclusive Education, 17(8), 882-894.
- Tschannen-Moran, M., et Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. doi: 10.1016/s0742- 051X(01)00036-1
- Valls, M. Et Bonvin, P. (2015). Auto-efficacité des enseignants : quels outils d’évaluation utiliser? Mesureet évaluation, 38(3), 1-47. doi: 10.7202/1036698ar
- Vescio, V., Ross, D. et Adams, A. (2008). A review of research on the impact of professional learning commununities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. doi: 10.1016/j.tate.2007.01.004
- Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. Thousand Oaks, CA: Sage Publications.
- Wilkinson, L. A. (2005a). An evaluation of conjoint behavioral consultation as a model for supporting students with emotional and behavioral difficulties in mainstream classrooms. Emotional and Behavioural Difficulties, 10(2), 119-136. doi: 10.1177/1363275205054163
- Wilkinson, L. A. (2005b). Supporting the inclusion of students with emotional and behavioural disorders: Examples using conjoint behavioural consultation and self-management. International Journal of Special Education, 20(2), 73-84.
- Wilkinson, L. A. (2006). Conjoint behavioral consultation: An emerging and effective model for developing home-school partnerships. International Journal of Behavioral Consultation and Therapy, 2(2), 224-238.
- Yoon, J. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An International Journal, 30(5), 485-493. doi:10.2224/sbp.2002.30.5.485
- Yost, D. S. et Mosca, F. J. (2002). Beyond behavior strategies: Using reflection to manage youth in crisis. The Clearinghouse, 75(5), 264-267. doi:10.1080/00098650209603952
- Zentall, S. S. et Javorsky, J. (2007). Professional development for teachers of students with ADHD and characteristics of ADHD. Behavioral Disorders, 32(2), 78-93. doi: 10.1177/019874290703200202
10.7202/1021024ar