Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of aggression in schools; however, little is known about student perceptions of VA among students with EBD. We surveyed 144 secondary students with EBD finding infrequent reporting to teachers about VA victimization. According to students, the most effective teacher responses to a report of VA victimization were moving the victim away from the perpetrator, providing advice, and punishing the aggressor. Students reported that the content of teacher instruction about VA most often included reporting victimization to a teacher, avoiding the aggressor, and ignoring the verbally aggressive behavior. We discuss implications for teacher education and practice including what strategies deter VA and effective teacher responses to victimization. We conclude with recommendations for future research such as examining risk and protective factors for VA involvement, assessing whether students’ attitudes and beliefs contribute to VA, and conducting longitudinal studies.

中文翻译：

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教师对言语攻击受害的反应和指导：对患有情绪和行为障碍的中学生的调查结果

患有情绪和行为障碍 (EBD) 的学生通常在社会适应和学业成绩方面存在困难，会出现诸如反抗、违反规则和逃学等问题行为，但一种特别具有挑战性的行为是攻击性行为。研究人员断言，言语攻击（VA）是学校中最常见的攻击形式；然而，对于患有 EBD 的学生对 VA 的看法知之甚少。我们对 144 名患有 EBD 的中学生进行了调查，发现他们很少向老师报告 VA 受害情况。据学生们称，教师对退伍军人管理局受害报告最有效的反应是让受害者远离施暴者、提供建议并惩罚施暴者。学生们表示，教师关于 VA 的教学内容通常包括向老师报告受害情况、避免攻击者以及忽视言语攻击行为。我们讨论了对教师教育和实践的影响，包括阻止 VA 的策略以及教师对受害的有效反应。最后，我们对未来的研究提出了建议，例如检查 VA 参与的风险和保护因素、评估学生的态度和信念是否有助于 VA 以及进行纵向研究。