Classroom behaviour problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers

Past research suggests that teachers who are the most effective classroom managers, are teachers who are the most confident in their abilities. Therefore, the importance of preparedness and classroom experiences as factors that are involved in the development and maintenance of teacher self-efficacy in behaviour management were assessed. Differences in self-efficacy in behaviour management between graduate and student teachers were also assessed. The participants in this study were 54 primary education teachers with less than three years experience, and 25 student teachers in their final year of primary education training. The results revealed a significant positive association between selfefficacy in behaviour management, preparedness and classroom experiences. Furthermore, preparedness and classroom experiences significantly predicted teachers' ratings of self-efficacy in behaviour management. However, both graduate and student teachers reported feeling only moderately prepared and self-efficacious, with 83.5% of the total sample indicating they would like additional training in the area of behaviour management. The present findings provide important information for teacher training programs and school support structures

The paradox of teacher professional development programs for behaviour management: Comparing program satisfaction alongside changes in behaviour management practices

A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N=78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n=32) pre- and post-workshop data revealed significant changes in teachers' use of positive strategies for female students. Change in teachers' use of punishment was in the expected direction, with insufficient power to produce statistical significance. Juxtaposed to high teacher self-reported satisfaction are objective pre and post data for a small group of very difficult students who showed no change in disruptive behaviour. This study found that teacher satisfaction ratings are a poor indicator of change in the classroom and argues that professional development for teachers must incorporate objective measures of child behaviour

The wellbeing of siblings of children with disabilities

The aims of our study were: (1) to estimate the extent of differences in wellbeing between siblings of children with disabilities or long-term health conditions and siblings of 'typically developing' children in a nationally representative cohort of Australian children (the Longitudinal Study of Australian Children); (2) to determine whether any between-group differences in wellbeing may be potentially attributable to between-group differences in exposure to socio-economic disadvantage. The results of our analyses were consistent with the existing literature in indicating that, in unadjusted comparisons, the siblings of children with long-term health conditions or disabilities: (1) had lower wellbeing than their peers on some, but not all, indicators of wellbeing; and (2) that where differences did exist the effect sizes were small. Our results add to the existing literature in: (1) indicating that adjusting for between-group differences in exposure to low SEP and associated adversities eliminated the statistical significance of unadjusted comparisons in the majority of instances; and (2) failing to find any evidence of deterioration over time in the wellbeing of siblings with long-term health conditions or disabilities over a two-year period from age 4/5 to age 6/7. © 2014 Elsevier Ltd

Guest editorial: Special issue on parent mental health

Guest editorial: Special issue on parent mental healt

The relationship between parental fatigue, parenting self-efficacy and behaviour: Implications for supporting parents in the early parenting period

Background: Emerging evidence indicates that parental fatigue is associated with low warmth and increased hostility in parent-child interactions. One possible pathway by which fatigue may impact on parenting behaviour is via parental self-efficacy (PSE), whereby high fatigue may undermine PSE, which is often associated with suboptimal parenting behaviour. The current study sought to explore a model of the relationships between parental fatigue, parenting warmth and hostility, where PSE mediates these relationships and whether the nature of these relationships differ by social or family context. Methods: The current sample was drawn from a larger Australian community sample survey on parent well-being and parenting. It consisted of 1143 parents (mothers, n = 1003; fathers, n = 140) of children aged 0-4 years. Results: Path analysis revealed that the relationship between fatigue and parenting warmth and hostility was fully mediated by PSE. Conclusions: These results indicate that fatigue has the potential to negatively influence parenting behaviours that are important for their children's well-being and development, and that fatigue plays a mediating role in this relationship. Implications of the study for psycho-education and interventions targeting the management of parental fatigue are discussed

Child, parent and family factors as predictors of adjustment for siblings of children with a disability

Background: Siblings adjust to having a brother or sister with a disability in diverse ways. This study investigated a range of child, parent and family factors as predictors of sibling adjustment outcomes. Methods: Forty-nine siblings (aged 7-16 years) and parents provided information about (1) sibling daily hassles and uplifts; (2) sibling coping; (3) parent stress; (4) parenting; and (5) family resilience. Multiple regression techniques were used. Results: It was found that parent and family factors were stronger predictors of sibling adjustment difficulties than siblings' own experiences of stress and coping. Specifically, socio-economic status, past attendance at a sibling support group, parent stress, family time and routines, family problem-solving and communication, and family hardiness-predicted sibling adjustment difficulties. Finally, siblings' perceived intensity of daily uplifts significantly predicted sibling prosocial behaviour. Conclusions: The results revealed that the family level of risk and resilience factors were better predictors of sibling adjustment than siblings' own experiences of stress and coping resources, highlighting the importance of familial and parental contributions to the sibling adjustment process. The implications of these results for the design of interventions and supports for siblings are discussed. © 2006 Blackwell Publishing Ltd

Fatigue, parenting stress, self-efficacy and satisfaction in mothers of infants and young children

Background: Fatigue is a common health concern reported by mothers of infants and young children, yet little is understood about how fatigue may impact on parenting. Objective: The aim of the study was to explore the associations between fatigue, parenting self-efficacy (PSE) and parenting satisfaction, where parenting stress mediates this relationship. The moderating influence of several contextual factors was also assessed. Method: A sample of 1022 Australian mothers of children aged 0-6 years completed a survey on fatigue, well-being and parenting. Results: Path analysis revealed that the relationship between fatigue and PSE was fully mediated by parenting stress, while the relationship between fatigue and parenting satisfaction was partially mediated by parenting stress. Child gender, employment status, family structure and socio-economic status did not moderate these relationships. Conclusion: Fatigue is a serious health concern for mothers that has potential to adversely affect their level of parenting stress, parenting beliefs and behaviour. Implications for the provision of information and support to manage parent fatigue are discussed. © 2012 Copyright Society for Reproductive and Infant Psychology

Outcomes of an early intervention program for children with disruptive behaviour

Objective: Outcomes are presented from a public mental health early intervention program for children aged 5-9 years with disruptive behaviours. Method: This was a school-based intervention initiative, delivered within a psychiatric child and adolescent mental health service and includes child, parent and teacher components. Participants were 235 children selected via school-based population assessments. Results: A baseline period was used as a form of control that would demonstrate the stability of problem behaviours. Results showed that during a 26-week baseline period, teachers reported increasing levels of problem behaviour, and that the behaviour was creating increased difficulty in the classroom. The shorter 7-week baseline also showed the difficult behaviours were ongoing. Following the intervention, significant improvements in children's behaviour were seen on the Strengths and Difficulties Questionnaire reported by parents (η2 = 0.30) and teachers (η2 = 0.23), and on the parent Eyberg Child Behaviour Inventory (η2 = 0.35), and teacher Sutter-Eyberg Student Behaviour Inventory (η2 = 0.22). Conclusion: The outcomes show promising results from an early intervention program delivered in schools by a public mental health service and are discussed within the context of dissemination of evidence-based programs though mental health services. © 2010 The Royal Australian and New Zealand College of Psychiatrists

Fatigue in mothers of infants and young children: Factor structure of the fatigue assessment scale

Background: Fatigue is a common experience among mothers of young children, yet there are few well validated tools to assess fatigue in mothers. Purpose: The aim of this paper was to examine the suitability, construct validity, and reliability of the Fatigue Assessment Scale (FAS). Method: Participants were 779 mothers of young children (aged 0-5 years) living in Australia who participated in an online survey about parent health and wellbeing. Results: Confirmatory factor analysis revealed that both one- and two-factor models representing physical and cognitive aspects of fatigue, with modifications, were an adequate fit to the data. Modified versions demonstrated high internal consistency. Measurement invariance was also established across mothers in the postnatal period and mothers of older children. Conclusions: The utility of the FAS in assessing maternal fatigue is discussed, along with implications for clinical use and future research. © 2014 IACFS/ME

Maternal fatigue and depression: Identifying vulnerability and relationship to early parenting practices

Depression and fatigue are serious health concerns for mothers in the postnatal period. This study tested whether mothers could be clustered into groups based upon reported symptoms of fatigue and depression during the fi rst year postpartum. Factors associated with cluster membership were identifi ed, and differences in parenting self-effi cacy and parenting behaviour among the clusters were assessed. Participants were 261 women in the first year postpartum who responded to a community based survey into the wellbeing of parents of young children. Results revealed four clusters of women, including those with (a) minimal symptoms of fatigue and depression, (b) fatigue only, (c) moderate depression and low to moderate fatigue symptoms, and (d) high fatigue and depression symptoms. The groups were not distinguished by demographic characteristics, but rather by adequacy of social support, parenting stress, sleep quality and quality of the couple relationship. Differences in parenting self-effi cacy and parenting behaviour were observed among the clusters. Implications for the assessment of both depression and fatigue in the postpartum are discussed, along with implications for intervention and support. © eContent Management Pty Ltd