Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout / Emilie BOUJUT in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2874-2889 Titre : Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout Type de document : Texte imprimé et/ou numérique Auteurs : Emilie BOUJUT, Auteur ; Annika DEAN, Auteur ; Amélie GROUSELLE, Auteur ; Emilie CAPPE, Auteur Article en page(s) : p.2874-2889 Langues : Anglais (eng) Mots-clés : Teachers  Autism Spectrum Disorder  Inclusion  Burnout  Stress Index. décimale : PER Périodiques Résumé : The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. En ligne : http://dx.doi.org/10.1007/s10803-016-2833-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout [Texte imprimé et/ou numérique] / Emilie BOUJUT, Auteur ; Annika DEAN, Auteur ; Amélie GROUSELLE, Auteur ; Emilie CAPPE, Auteur . - p.2874-2889. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2874-2889 Mots-clés : Teachers  Autism Spectrum Disorder  Inclusion  Burnout  Stress Index. décimale : PER Périodiques Résumé : The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions. En ligne : http://dx.doi.org/10.1007/s10803-016-2833-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Self-efficacy and burnout in teachers of students with autism spectrum disorder / Emilie BOUJUT in Research in Autism Spectrum Disorders, 36 (April 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 36 (April 2017) . - p.8-20 Titre : Self-efficacy and burnout in teachers of students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emilie BOUJUT, Auteur ; Maria POPA-ROCH, Auteur ; Emilie-Anne PALOMARES, Auteur ; Annika DEAN, Auteur ; Emilie CAPPE, Auteur Article en page(s) : p.8-20 Langues : Anglais (eng) Mots-clés : Self-efficacy  Burnout  Autism spectrum disorder  School inclusion  Mediation  Teachers Index. décimale : PER Périodiques Résumé : Inclusion in schools of students with autism spectrum disorder (ASD) is a source of stress for teachers and requires a certain amount of adaptation to deal with it. The effects of perceived self-efficacy on burnout in professionals have been substantiated but the indirect effects, mediated by transactional processes of stress and coping, have never been explored in this specific context. This study aims to test the mediating effect of perceived stress and coping strategies on the relationship between perceived self-efficacy and burnout. Method A sample of 203 teachers of students with ASD filled out four self-report questionnaires measuring perceived self-efficacy, perceived stress, coping strategies, and burnout. A multiple mediation analysis was carried out using the bootstrap procedure. Results After controlling for the direct effect of perceived self-efficacy on burnout, the indirect effects through transactional processes were significant. The lower the teachers’ feeling of self-efficacy, the more they implemented emotion-focused coping strategies, which predict higher burnout in all three of its dimensions. Moreover, the lower the teachers’ feeling of self-efficacy, the more they perceived the stressful situation in question as a threat or loss, perceptions that generate more emotional exhaustion. These results enable us to formulate some ideas for improving both the wellbeing of teachers working with students with ASD and the management of such students, and thus their learning abilities and wellbeing in school. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Self-efficacy and burnout in teachers of students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emilie BOUJUT, Auteur ; Maria POPA-ROCH, Auteur ; Emilie-Anne PALOMARES, Auteur ; Annika DEAN, Auteur ; Emilie CAPPE, Auteur . - p.8-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 36 (April 2017) . - p.8-20 Mots-clés : Self-efficacy  Burnout  Autism spectrum disorder  School inclusion  Mediation  Teachers Index. décimale : PER Périodiques Résumé : Inclusion in schools of students with autism spectrum disorder (ASD) is a source of stress for teachers and requires a certain amount of adaptation to deal with it. The effects of perceived self-efficacy on burnout in professionals have been substantiated but the indirect effects, mediated by transactional processes of stress and coping, have never been explored in this specific context. This study aims to test the mediating effect of perceived stress and coping strategies on the relationship between perceived self-efficacy and burnout. Method A sample of 203 teachers of students with ASD filled out four self-report questionnaires measuring perceived self-efficacy, perceived stress, coping strategies, and burnout. A multiple mediation analysis was carried out using the bootstrap procedure. Results After controlling for the direct effect of perceived self-efficacy on burnout, the indirect effects through transactional processes were significant. The lower the teachers’ feeling of self-efficacy, the more they implemented emotion-focused coping strategies, which predict higher burnout in all three of its dimensions. Moreover, the lower the teachers’ feeling of self-efficacy, the more they perceived the stressful situation in question as a threat or loss, perceptions that generate more emotional exhaustion. These results enable us to formulate some ideas for improving both the wellbeing of teachers working with students with ASD and the management of such students, and thus their learning abilities and wellbeing in school. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

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