Classroom Teachers' Ratings of the Acceptability of In-Class Crisis Intervention Services

Abstract

This study examined teacher attitudes regarding the provision of in-class crisis intervention services and factors associated with these attitudes. Nine hundred twenty six full-time teachers from 45 public schools completed a survey that indicated that teachers had positive attitudes toward the provision of in-class crisis intervention, with elementary school teachers possessing the most favorable attitudes. Regression analysis showed that teacher demographic variables (number of crisis events experienced, and number of crisis intervention workshops attended) explained 2.2%, 6.7%, and 1.7% of the variance in elementary, middle, and secondary school teachers' attitudes toward the acceptability of in-class crisis intervention. When teacher efficacy related to crisis intervention was related to the regression model, the resulting R2 values were .397, .399, and .308, in elementary, middle, and secondary teachers respectively. Increased teacher efficacy as a result of formal crisis intervention training for all teachers, may result in increased involvement and improved quality of teacher provided crisis intervention services.