The association between problematic school behaviours and social and emotional development in children seeking mental health treatment

IF 1.5 Q3 PSYCHOLOGY, EDUCATIONAL

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI:10.1080/13632752.2020.1861852

Amanda Krause, Briana J. Goldberg, B. D’Agostino, Amy Klan, Maria A. Rogers, J. D. Smith, J. Whitley, Michael J. G. Hone, Natasha McBrearty

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引用次数: 2

Abstract

ABSTRACT Problematic and disruptive behaviours continue to be a pervasive problem in elementary school classrooms across the globe, with recent reports indicating rising trends. The present study seeks to describe a unique sample of children who are seeking mental health services and present with specific problematic school behaviours. Preliminary analyses were conducted to provide a descriptive understanding of the demographic characteristics of the sample of children. Comparative analyses were conducted to investigate the social and emotional functioning of children who engage in minimal problematic school behaviours and children who engage in more severe and frequent problematic school behaviours. Findings indicate significant between-group differences for conduct problems, hyperactivity-inattention, and peer relationship problems. Implications and possible suggestions are discussed regarding how key stakeholders can make use of these findings within their school contexts.

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问题学校行为与寻求心理健康治疗的儿童的社会和情感发展之间的关系

问题和破坏性行为仍然是全球小学课堂上普遍存在的问题，最近的报告表明这一趋势正在上升。本研究旨在描述一个独特的儿童样本，他们正在寻求心理健康服务，并呈现出特定的问题学校行为。进行了初步分析，以提供对儿童样本的人口统计学特征的描述性理解。研究人员进行了比较分析，以调查在学校行为问题最少的儿童和在学校行为问题更严重、更频繁的儿童的社会和情感功能。研究结果表明，在行为问题、多动症、注意力不集中和同伴关系问题上，组间存在显著差异。讨论了关键利益相关者如何在其学校环境中利用这些发现的影响和可能的建议。

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来源期刊

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES PSYCHOLOGY, EDUCATIONAL-

CiteScore

1.80

自引率

10.00%

发文量

期刊介绍： The central intention of Emotional & Behavioural Difficulties (EBDs) is to contribute to readers" understanding of social, emotional and behavioural difficulties, and also their knowledge of appropriate ways of preventing and responding to EBDs, in terms of intervention and policy. The journal aims to cater for a wide audience, in response to the diverse nature of the professionals who work with and for children with EBDs.