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  • Title: Emotional security with teachers and children's stress reactivity: a comparison of special-education and regular-education classrooms.
    Author: Little M, Kobak R.
    Journal: J Clin Child Adolesc Psychol; 2003 Mar; 32(1):127-38. PubMed ID: 12573938.
    Abstract:
    Examined children's exposure and reactivity to negative peer and teacher events in special-education and regular-education classrooms. Participants were 40 children in regular classrooms and 20 children classified as seriously emotionally disturbed (SED) in special-education classrooms. Children completed 7 days of diary data over the course of the school year. SED children reported higher rates of exposure to negative teacher and peer events than comparison children. The self-esteem of both SED and comparison children was reactive to negative peer events in the classroom, but emotional security with teacher (EST) reduced this reactivity. The self-esteem of SED children was also reactive to negative teacher events but, EST, once again, reduced reactivity to negative events. Finally, SED children's perception of maternal warmth moderated their self-esteem reactivity and was concordant with their views of teachers. Results are discussed in light of treatment implications for SED children.
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