Emotional support for teachers who interact with disabled children’s families

Abstract

The interaction between teachers and family members of children with disabilities may be marked by confusion, dissatisfaction, disappointment, anger, etc. Often these feelings are not recognized and expressed in the professional relationship, which creates multiple difficulties which can be overcome by improving human relations through a supportive psychotherapeutic intervention. This research aims to identify the needs and emotional states experienced by teachers. The obtained results support the need to implement support groups for these teachers, groups that focus on the most effective strategies for maintaining constructive working relations.