Το ντροπαλό παιδί όπως το βλέπουν οι εκπαιδευτικοί.

Περίληψη

One hundred and sixty seven primary school teachers were asked to report their views on 78 items describing both internalizing and externalizing behav¬iors in children, in terms of a. whether the behavior was indicative of shyness, and b. the degree of perceived seriousness of those behaviors which according to their views were indicative of shyness. The results revealed that teachers did not seem to have a clear picture of the behavioral characteristics of shyness. While they tended to attribute the correct behavior characteristics to shyness, they were not able to distinguish it from other internalizing behaviors such as social withdrawal, depression, and behavioral inhibition. A great number of' teachers reported incorrect or imperfect knowledge by attributing also exter¬nalizing behaviors to shyness. In terms of the degree of perceived seriousness of those behaviors perceived as indicative of shyness, most of them were rated as fairly serious, similarly to those behaviors indicative of externalizing symp¬toms, but not relevant to shyness. The results are discussed in terms of their implications to teacher training programs.