Tasks to assess behavioral autonomy and positive treatment at home and at school, in 10 to 14

Author(s):

M. ANGELES DE LA CABARAFAEL LOPEZ ATXURRAISABEL BARTAU

Conference:

ECER 2009

Network:

23. Policy Studies and Politics of Education

Format:

Poster

Session Information

MC_POST, Main Conference Poster Session and Lunch Break

Posters will be displayed throughout the conference and submitters are asked to be present in both Poster Sessions to answer questions. Poster Session I: Tuesday, 12.15 - 13.30 Poster Session II: Wednesday 12.15 - 13.30

Time:

2009-09-29

12:15-13:15

Room:

Otkogon

Chair:

Contribution

The development of autonomy and positive treatment is one of the basic objectives of educational programs that coordinate actions between the school and the home (García & Peralbo, 2001; Puig & Martin, 2007; Zimmer-Gembeck & Collins, 2003). The study presented here forms part of a wider research project focusing on behavioral autonomy and positive treatment in 10-14-year-old boys/girls. The first phase of this project aims to construct assessment trials and the second phase aims to carry out educational intervention. The results presented here form part of the first phase. Following a review of the literature (López & Snyder, 2003) and having carried out a pilot study to identify schemes and indicators of behavioral autonomy and positive treatment, an instrument was constructed through a process of consultation with different members of the educational community. Objectives The aim of the study is to construct a practical and useful instrument for assessing behavioral autonomy and positive treatment between boys and girls during the final years of primary school and the first years of secondary school, bearing in mind the perspective of those responsible for the children’s education. The two specific objectives of the study are: 1) to develop an instrument for assessing behavioral autonomy and positive treatment, reviewing both the home and school environment indicators highlighted by psychopedagogic literature. 2) to subject the instrument constructed to the opinions and specific experiences of educators.

Method

The working procedure was therefore twofold. On the one hand, the behavioral autonomy and positive treatment indicators highlighted by psychopedagogic literature were turned into specific tasks; and on the other, the results were verified and discussed by two experts’ committees: one made up by parents and another made up by professional experts from the educational field (guidance counselors and teachers). Participants were asked to complete the questionnaire and assess the trial.

Expected Outcomes

A questionnaire was developed for assessing behavioral autonomy and positive treatment, for use with three different groups: child/teenager version (10-14), parent version, education professional version. The dimensions assessed are presented and analyzed in this paper.

References

López, S.J. & Snyder, C.R. (2003), Positive Psychological Assessment: A handbook of models and measures (219-233). Washington DC: American Psychological Association (APA). García, M. & Peralbo, M. (2001): La adquisición de la autonomía conductual durante la adolescencia: expectativas de padres e hijos. Infancia y Aprendizaje, 24(2), (165-180). Zimmer-Gembeck, M.J. & Collins, A.W. (2003): Autonomy development during adolescence. In G.R. Adams & Berzonsky, M.D. (Ed.) Blackwell Handbook of Adolescence (175-204). Malden M.A.: Blackwell Publishing. Puig Rovira, J.M. & Martin Garcia, X. (2007): Competencia en autonomía e iniciativa personal. Alianza Editorial: Madrid.

Author Information

M. ANGELES DE LA CABA

UNIVERSITY OF THE BASQUE COUNTRTY-SPAIN

RESEARCH METHODS IN EDUCATION

DONOSTIA

RAFAEL LOPEZ ATXURRA

Rafael López Atxurra- UNIVERSITY OF THE BASQUE COUNTRTY-SPAIN

ISABEL BARTAU

Isabel Bartau- UNIVERSITY OF THE BASQUE COUNTRTY-SPAIN, Spain

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