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Student Verbal Aggression Toward Teachers: How Do Behavioral Patterns Unfold?

机译：学生对教师的口头侵略：行为模式如何发展？

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摘要

Objective: The prevalence of verbal aggression in schools is well documented; however, most of this research focuses on verbal aggression between students. Examination of student verbal aggression toward teachers is limited. This qualitative investigation explores events that frequently precede and follow student verbal aggression toward teachers using an antecedent-behavior-consequence (A-B-C) framework. Method: The sample includes 98 prekindergarten through 12th-grade teachers who experienced verbal aggression from a student and identified an antecedent and consequence of the incident. Conventional content analysis was conducted to identify common types of verbal aggression, antecedents, consequences, and A-B-C patterns among teacher-directed verbal aggression incidents perpetrated by students. Results: Findings reveal threats were the most common type of verbal aggression and varied across developmental level, with high school teachers reporting more threats than elementary teachers. In terms of A-B-C patterns, student verbal aggression was precipitated by disciplinary action; the aggression then led to the student's removal from the classroom or school, school staff becoming involved, or a positive outcome (e.g., an apology or a service provision). Teacher directives (e.g., requesting a student to sit down or complete classwork) led to verbal aggression, resulting in administrative inaction. Finally, academic performance-related situations (e.g., grades) led to verbal aggression followed by student removal. Conclusions: Common antecedents, consequences, and patterns suggest strategies for preventing and addressing verbal aggression, such as training for teachers and administrators, effective classroom rules, facilitation of student engagement, and improved discipline policies and practices.
机译：目的：学校有充分的记录;但是，这项研究的大部分都集中在学生之间的口头侵略上。检查学生对教师的口头侵略是有限的。这项定性调查探讨了经常在学生言语侵略教师之前使用先行行为结果（A-B-C）框架对教师进行侵略的事件。方法：样本包括98到12年级的教师，他们经历了学生的口头侵略，并确定了事件的前提和后果。进行了常规的内容分析，以确定学生指导的言语侵略事件中常见的言语侵略，先例，后果和A-B-C模式。结果：调查结果表明，威胁是最常见的口头侵略类型，并且在发展水平上有所不同，高中教师报告的威胁要比基本教师多。就A-B-C模式而言，学生的语言侵略是通过纪律处分引起的。然后，侵略性导致学生从教室或学校中撤离，学校工作人员参与其中，或取得积极的结果（例如，道歉或服务提供）。教师指令（例如，要求学生坐下或完成课堂作业）导致口头侵略，导致行政上的行动。最后，与学业成绩相关的情况（例如成绩）导致了口头侵略，随后是学生删除。结论：共同的先例，后果和模式提出了预防和解决口头侵略的策略，例如对教师和管理人员的培训，有效的课堂规则，促进学生参与度以及改进的纪律政策和实践。

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