ABSTRACT

This exploratory study considered the impact of a whole school programme to enhance relationships, promote positive behaviour, and reduce teacher stress in a secondary school. The programme was facilitated by the school’s educational psychologist (EP) drawing on psychological theory and practice across a range of paradigms (ecosystemic, cognitive, attribution, attachment, developmental, and relational). Some key aims of the programme were to change teacher attributions around challenging behaviour and to promote a whole school ethos to further embed relational approaches. The qualitative data suggest that the programme was supportive for teachers, increased their self-efficacy and reduced feelings of stress. Further longitudinal research is needed to compare programmes like the one described here with matched controls, ideally including observational measures of teachers and students. Challenges in progressing organisational change in secondary schools are discussed. EPs are well positioned to support school communities through systems consultation and the application of psychological problem solving frameworks.

摘要

这项探索性研究考虑了整个学校计划对加强人际关系、促进积极行为和减轻中学教师压力的影响。该计划由学校的教育心理学家 (EP) 推动，利用一系列范式（生态系统、认知、归因、依恋、发展和关系）的心理学理论和实践。该计划的一些主要目标是改变教师对具有挑战性的行为的归因，并促进整个学校的精神，以进一步嵌入关系方法。定性数据表明，该计划支持教师，提高了他们的自我效能感并减少了压力感。需要进一步的纵向研究来比较这里描述的程序与匹配的控制程序，理想情况下，包括对教师和学生的观察测量。讨论了中学组织变革中的挑战。EP 可以很好地通过系统咨询和应用心理问题解决框架来支持学校社区。