Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Patricia N. Anderson

Abstract

AbstractThe problem that was the focus of this study is that young children who exhibit self-injurious behavior (SIB) may not receive needed support from their childcare teachers. The purpose of this study was to understand early childhood teachers’ perspectives regarding SIB, their ability to distinguish SIB from ordinary misbehavior, and their responses to behavior that may indicate SIB. Attribution theory of Kahneman and Frederick formed the framework of this study. Research questions asked how teachers describe their experience with SIB, their ability to distinguish SIB from ordinary misbehavior, and their responses to the behavior that might indicate SIB. Seven teachers of children between the ages of 17 months to 3 years were interviewed. Data were analyzed using open and axial coding. The findings revealed preschool teachers have experience with SIB, which they often find disturbing; feel fairly confident in recognizing the difference between SIB and ordinary misbehavior; and use a variety of approaches in a trial-and-error process to find a way to help children who engage in SIB and to shield other children in the class from exposure to SIB. Teachers indicated they need more training in SIB and more support from administrators and mental health professionals. This study provides an opportunity to change the narrative regarding child mental health in general and SIB in particular among administrators, students, and preschool teachers. Positive social change may result from this study if preschool teachers are provided with the guidance and support they need, feel more comfortable supporting children with SIB, are better able to recognize SIB in their students, and are able to help children with SIB and their classmates.

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