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Year 2017, , 21 - 28, 01.01.2017
https://doi.org/10.17220/ijpes.2017.01.003

Abstract

References

  • Alvarez, H. K. (2004). Childhood aggression in schools: The impact of behavioural patterns and contextual influences on teachers’ cognitive, effective and behavioural responses. Retrieved 21 October, 2011, from http://scholar.lib.vt.edu/theses/available/etd-04152004- 120938/unrestricted/alvarez_dissertation.pdf.
  • Bailey, D. B. & Wolery, M. (1992). Teaching Infants and Preschoolers with Disabilities. (2nd ed.). New York: MacMillan. doi:10.1177/105381519401800309
  • Bruck, M. (1987). The Adult Outcomes of Children with Learning Disabilities. Annals of Dyslexia, 37, 252- 263. doi:10.1007/bf02648071
  • Burke, J.D., Loeber, R. & Birmaher, B. (2002). Oppositional defiant disorder and conduct disorder: A review of past 10 years, part.2. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1275- 1293. doi:10.1097/00004583-200211000-00009
  • Caldarella, P. & Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviours. School Psychology Review, 26, 265-279. doi:10.4324/9781315805757
  • Capsi, A. & Moffitt, T. E. (1995). The continuity of maladaptive behaviour: From description to understanding in the study of antisocial behaviour. In D. Cicchetti & D. doi:10.1017/cbo9780511489259.005
  • Cole, Μ. & Cole, S. R. (2001). The Development of Children. Cognitive and Psychosocial Development in Middle Childhood. Vol. B. Translation M Solman. Athens: Typothito. doi:10.4314/jpa.v14i2.30626
  • Elias, M. J. & Arnold, H. (2006). The Educator's Guide to Emotional Intelligence and Academic Achievement: Social- emotional Learning in the Classroom. Thousand Oaks, CA: Sage.
  • Farrington, D. P. (1993). Understanding and preventing bullying. In M. Tonry (Ed.), Crime and justice, pp. 381 458. Chicago: University of Chicago Press. doi:10.1086/449217
  • Farrington, D. P. (1998). Predictors, causes and correlates of nale youth violence. In M. Tonry & M. Moore (Eds.), Youth violence (pp. 317- 371). University of Chicago: Chicago Press. doi:10.1086/449284
  • Loeber, R. & Stouthamer- Loeber, M. (1998). Juvenile Aggression at Home and at School. In D. S. Elliot, B. A. Hamburg & K. R. Williams (Eds.), Violenve in American Schools (pp. 94- 126). New York: CUP. doi:10.1037/0003-066x.53.2.242
  • Kourkoutas, E., Georgiadi, M. & Xatzaki, M. (2011). Teachers’ perceptions of pupils’ social dysfunctions: A combined qualitive and quantitative approach. Social & Behavioral Sciences, 2 (2), 4773- 4777. doi:10.1016/j.sbspro.2011.04.387
  • Maguin, E. & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and justice: Areview research, (pp. 145- 264, vol. 20). Chicago: University of Chicago Press. doi:10.1086/449243
  • Mash, E. J.& Wolfe, D. A. (2001). Abnormal child psychology. Pasific Grove, Ca: Brooks/ Cole, Wadsworth.
  • Matsopoulos, A. (2000). Emotional Inteligence: The Key to Success in Life? Unpublished Manuscript. Saratoga: New York.
  • Mcevoy, A. & Welker, R. (2000). Antisocial behavior, Academic Failure, and School Climate: A Critical Review. Journal of Emotional and Behavioral Disorders, 8, 130- 140. doi:10.1177/106342660000800301
  • Olweus, D. (1991). Bully/victim problems among school children: Basic facts and effects of school- based intervention program. In D. J. Pepler & K. H. Rubin (Eds.). The development and treatment of childhood aggression (pp. 411- 455). Hillsdale, NJ: Lawrence Erlbaum. doi:10.1016/s0166-4115(08)61056-0
  • Thanos, T., Kourkoutas, I. & Vitalaki, E. (2006). Burnout reactions and stressfulsituations of Greek teachers within mainstream school settings, International Conference of the Stress and Anxiety Research Society, 13th- 15th July, Rethymno. doi:10.1037/e539192013-001
  • Thoonen, E.E.J., Sleegers, P.J.C., Oort, F.J. & Peetsma, T.T.D. (2012). Building school- wide capacity for improvement: the role of leadership, school organizational conditions and teacher factors, School Effectiveness and School Improvement, 23, 4, pp. 441- 460. doi:10.1080/09243453.2012.678867
  • Triliva, S. & Chimenti, G. (1996). Implementation of a social skills training program in a Greek Elementary School, Psichologika Themata, vol. 7 (1), 52- 65.
  • Wilmshurst, L. (2009). Abnormal child psychology: A development perspective. New York: Routledge. doi:10.4324/9780203893258
  • Vrasidas, X. (2014). Introduction to Qualitative Research. University of Nicosia. Cardet Press.
  • Κyriazi, Ν. (1999). The Sociological Research. Athens. Greek letters.
  • Μalikiosi- Loizou, Μ. (2000). A Critical Look at Empathy. Psychology, Ψυχολογία, 10 (2&3), 259- 309.
  • Papanaoum, Ζ. (2003). The Teaching Profession: A Theoretical andEmpirical Approach. Athens: Guttenberg.
  • Pedagogical Institute (2003). Cross Curriculum Framework (DEPPS). Accessed December 15, 2010, from www.pi-schools.gr.
  • Sakellariou, Μ. (2002). Introduction to Teaching Kindergarten Social Work Education. Athens: Atrapos.
  • Xatzixristou, Χ., Lampropoulou, Α. & Lykastos, Κ., (2004). A different school: The school as a community that cares and cares. Psychology 11 (1), 1-19.

Teachers’ Attitudes Regarding the Development of Socio-Emotional Skills in Elementary Schools in Greece

Year 2017, , 21 - 28, 01.01.2017
https://doi.org/10.17220/ijpes.2017.01.003

Abstract

The purpose of this study was to investigate teachers’ attitudes regarding the development of socio-emotional skills of students in primary general schools and the implementation of programs concerning the development of these skills within the school context. Socio-emotional skills are of particular importance in children's lives, as they help to develop appropriate codes of behavior, which would allow them to survive in the contemporary demands of society. Students should be able to communicate in acceptable ways, both with their peers and with other members of their family and society. An important contributor to the development of socio-emotional skills is the teacher Elias & Arnold, 2006 . The contemporary teacher must be thoroughly informed about techniques and approaches that should be followed to develop and strengthen the cultivation of these skills to all students and particularly to those who experience difficulties of social adaptation and show disruptive behavioral disorders.

References

  • Alvarez, H. K. (2004). Childhood aggression in schools: The impact of behavioural patterns and contextual influences on teachers’ cognitive, effective and behavioural responses. Retrieved 21 October, 2011, from http://scholar.lib.vt.edu/theses/available/etd-04152004- 120938/unrestricted/alvarez_dissertation.pdf.
  • Bailey, D. B. & Wolery, M. (1992). Teaching Infants and Preschoolers with Disabilities. (2nd ed.). New York: MacMillan. doi:10.1177/105381519401800309
  • Bruck, M. (1987). The Adult Outcomes of Children with Learning Disabilities. Annals of Dyslexia, 37, 252- 263. doi:10.1007/bf02648071
  • Burke, J.D., Loeber, R. & Birmaher, B. (2002). Oppositional defiant disorder and conduct disorder: A review of past 10 years, part.2. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1275- 1293. doi:10.1097/00004583-200211000-00009
  • Caldarella, P. & Merrell, K. W. (1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviours. School Psychology Review, 26, 265-279. doi:10.4324/9781315805757
  • Capsi, A. & Moffitt, T. E. (1995). The continuity of maladaptive behaviour: From description to understanding in the study of antisocial behaviour. In D. Cicchetti & D. doi:10.1017/cbo9780511489259.005
  • Cole, Μ. & Cole, S. R. (2001). The Development of Children. Cognitive and Psychosocial Development in Middle Childhood. Vol. B. Translation M Solman. Athens: Typothito. doi:10.4314/jpa.v14i2.30626
  • Elias, M. J. & Arnold, H. (2006). The Educator's Guide to Emotional Intelligence and Academic Achievement: Social- emotional Learning in the Classroom. Thousand Oaks, CA: Sage.
  • Farrington, D. P. (1993). Understanding and preventing bullying. In M. Tonry (Ed.), Crime and justice, pp. 381 458. Chicago: University of Chicago Press. doi:10.1086/449217
  • Farrington, D. P. (1998). Predictors, causes and correlates of nale youth violence. In M. Tonry & M. Moore (Eds.), Youth violence (pp. 317- 371). University of Chicago: Chicago Press. doi:10.1086/449284
  • Loeber, R. & Stouthamer- Loeber, M. (1998). Juvenile Aggression at Home and at School. In D. S. Elliot, B. A. Hamburg & K. R. Williams (Eds.), Violenve in American Schools (pp. 94- 126). New York: CUP. doi:10.1037/0003-066x.53.2.242
  • Kourkoutas, E., Georgiadi, M. & Xatzaki, M. (2011). Teachers’ perceptions of pupils’ social dysfunctions: A combined qualitive and quantitative approach. Social & Behavioral Sciences, 2 (2), 4773- 4777. doi:10.1016/j.sbspro.2011.04.387
  • Maguin, E. & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and justice: Areview research, (pp. 145- 264, vol. 20). Chicago: University of Chicago Press. doi:10.1086/449243
  • Mash, E. J.& Wolfe, D. A. (2001). Abnormal child psychology. Pasific Grove, Ca: Brooks/ Cole, Wadsworth.
  • Matsopoulos, A. (2000). Emotional Inteligence: The Key to Success in Life? Unpublished Manuscript. Saratoga: New York.
  • Mcevoy, A. & Welker, R. (2000). Antisocial behavior, Academic Failure, and School Climate: A Critical Review. Journal of Emotional and Behavioral Disorders, 8, 130- 140. doi:10.1177/106342660000800301
  • Olweus, D. (1991). Bully/victim problems among school children: Basic facts and effects of school- based intervention program. In D. J. Pepler & K. H. Rubin (Eds.). The development and treatment of childhood aggression (pp. 411- 455). Hillsdale, NJ: Lawrence Erlbaum. doi:10.1016/s0166-4115(08)61056-0
  • Thanos, T., Kourkoutas, I. & Vitalaki, E. (2006). Burnout reactions and stressfulsituations of Greek teachers within mainstream school settings, International Conference of the Stress and Anxiety Research Society, 13th- 15th July, Rethymno. doi:10.1037/e539192013-001
  • Thoonen, E.E.J., Sleegers, P.J.C., Oort, F.J. & Peetsma, T.T.D. (2012). Building school- wide capacity for improvement: the role of leadership, school organizational conditions and teacher factors, School Effectiveness and School Improvement, 23, 4, pp. 441- 460. doi:10.1080/09243453.2012.678867
  • Triliva, S. & Chimenti, G. (1996). Implementation of a social skills training program in a Greek Elementary School, Psichologika Themata, vol. 7 (1), 52- 65.
  • Wilmshurst, L. (2009). Abnormal child psychology: A development perspective. New York: Routledge. doi:10.4324/9780203893258
  • Vrasidas, X. (2014). Introduction to Qualitative Research. University of Nicosia. Cardet Press.
  • Κyriazi, Ν. (1999). The Sociological Research. Athens. Greek letters.
  • Μalikiosi- Loizou, Μ. (2000). A Critical Look at Empathy. Psychology, Ψυχολογία, 10 (2&3), 259- 309.
  • Papanaoum, Ζ. (2003). The Teaching Profession: A Theoretical andEmpirical Approach. Athens: Guttenberg.
  • Pedagogical Institute (2003). Cross Curriculum Framework (DEPPS). Accessed December 15, 2010, from www.pi-schools.gr.
  • Sakellariou, Μ. (2002). Introduction to Teaching Kindergarten Social Work Education. Athens: Atrapos.
  • Xatzixristou, Χ., Lampropoulou, Α. & Lykastos, Κ., (2004). A different school: The school as a community that cares and cares. Psychology 11 (1), 1-19.
There are 28 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Ioannis Raptis This is me

Eirini (ırene) Spanaki This is me

Publication Date January 1, 2017
Published in Issue Year 2017

Cite

APA Raptis, I., & Spanaki, E. (. (2017). Teachers’ Attitudes Regarding the Development of Socio-Emotional Skills in Elementary Schools in Greece. International Journal of Psychology and Educational Studies, 4(1), 21-28. https://doi.org/10.17220/ijpes.2017.01.003