Eureka! Institutional Repository

The aim of this study is to look into the subject of collaborations which primary school teachers develop in order to confront children with Contact Disorder. More to the point, through this study the types of behavioral problems caused at school by students with Conduct Disorder are analyzed as well as the teachers’ opinions on the main responsible for the management of these children and the way these children are being approached in class. The collaborations developed in and out of school among teachers who are responsible for students with Conduct Disorder, their parents, the school principal, their colleagues and specialized scientists are recorded in this study. In addition, this study not only emphasized on the difficulties confronted by teachers during the building up of these collaborations but also the effectiveness of them. Fifteen teachers participated in the survey giving interviews with the aim of analyzing the above – mentioned issues. By analyzing the content of the interviews some conclusions have been drawn as to that teachers lack in specialization on Behavioral Disorder, yet they know what this disorder includes by experiencing it themselves in class. The majority of the teachers consider that parents are responsible for their children’s behavioral problems and, therefore, they hold them mainly responsible for their dealing with these misbehaviors. However the teachers themselves apply some techniques in order to handle difficult conducts in class as they are of the opinion that they are equally responsible for helping to deal with these situations. All teachers indiscriminately, also, aspire to collaborate with parent as well as with anyone else involved at school. According to the teachers’ assertions they find so many difficulties in collaborating with all these people and, especially, parents that it ends up being a totally ineffective way and, as a result, the teachers themselves are burdened with the dealing of behavioral disorders.