EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第10页

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

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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

{"title":"The association between problematic school behaviours and social and emotional development in children seeking mental health treatment","authors":"Amanda Krause, Briana J. Goldberg, B. D’Agostino, Amy Klan, Maria A. Rogers, J. D. Smith, J. Whitley, Michael J. G. Hone, Natasha McBrearty","doi":"10.1080/13632752.2020.1861852","DOIUrl":"https://doi.org/10.1080/13632752.2020.1861852","url":null,"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.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85379572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Editorial for volume 25 issue 3-4 25卷第3-4期社论

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-10-01 DOI: 10.1080/13632752.2020.1868806

H. Daniels

引用次数: 0

The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S) 教师报告的低水平课堂干扰量表(LLCD-S)的开发与验证

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-09-12 DOI: 10.1080/13632752.2020.1816651

Suzanne Cogswell, Amanda Carr, N. Abbott, C. Monks

{"title":"The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)","authors":"Suzanne Cogswell, Amanda Carr, N. Abbott, C. Monks","doi":"10.1080/13632752.2020.1816651","DOIUrl":"https://doi.org/10.1080/13632752.2020.1816651","url":null,"abstract":"ABSTRACT Low-level classroom disruption (LLCD) is characterised by pupils swinging on chairs, whispering or fidgeting in class. This paper provides initial data on the development and validation of the teacher-rated Low-Level Classroom Disruption Scale (LLCD-S), with two samples of primary school pupils. Exploratory factor analysis in Study 1 (N= 120) revealed one factor accounting for 61% of the variance; supported by confirmatory factor analysis in Study 2 (N= 274), with one factor accounting for 63% of the variance. Both studies reported high Cronbach’s alpha values of.82 and.93 respectively. The evidence supports LLCD being a unidimensional construct, measured by the eight item LLCD-S. Weak convergence validity was found between the LLCD-S and the Strengths and Difficulties Questionnaire’s (SDQ) externalising behaviours: conduct problems and hyperactivity. This preliminary evidence indicates that LLCD-S is a valid and reliable measure of low-level classroom disruption. Further research is needed to test the utility of the LLCD-S across different levels of education, cultures and as a pupil-reported measure.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77126814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relational aggression and relational inclusion in adolescents: the role of empathic concern for victims of relational aggression and perspective taking 青少年的关系攻击与关系包容:共情关怀对关系攻击受害者的作用及观点采取

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-08-10 DOI: 10.1080/13632752.2020.1790798

Tove Flack

引用次数: 1

‘Sitting on a wobbly chair’: mental health and wellbeing among newcomer pupils in Northern Irish schools “坐在摇摇晃晃的椅子上”:北爱尔兰学校新生的心理健康状况

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-04-02 DOI: 10.1080/01629778.2020.1763095

J. McMullen, S. Jones, Rachel Campbell, J. Mclaughlin, Barbara E. McDade, Patricia O’Lynn, Catherine Glen

{"title":"‘Sitting on a wobbly chair’: mental health and wellbeing among newcomer pupils in Northern Irish schools","authors":"J. McMullen, S. Jones, Rachel Campbell, J. Mclaughlin, Barbara E. McDade, Patricia O’Lynn, Catherine Glen","doi":"10.1080/01629778.2020.1763095","DOIUrl":"https://doi.org/10.1080/01629778.2020.1763095","url":null,"abstract":"ABSTRACT Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling over the past decade. While studies have shown an increasingly high prevalence of mental health difficulties among young people in NI generally, there is a paucity of research with at risk groups, including members of ethnic minority communities. This paper draws on data from a study commissioned by The Education Authority (NI) that investigated the mental health needs of newcomer pupils in schools in NI according to newcomer pupils themselves, as well as school staff and youth workers who support them, and to make recommendations for future development. Participant views and lived experiences were explored through questionnaires, online surveys, semi-structured interviews, and focus group discussions. Results suggest that, while many newcomer pupils have adapted well and display average levels of emotional well-being, many have experienced a range of adversities that may negatively impact mental health. Recommendations are made that relate to the emergent themes: to consider pre-existing stress and trauma (especially among refugees); respect socio-cultural differences and perspectives; foster relationships and collaboration; and empower and support schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89807031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts 面向教育和学习情境的弹性动态互动模型(DIMoR

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-04-02 DOI: 10.1080/13632752.2020.1771923

Adeela ahmed Shafi, Sian Templeton, T. Middleton, R. Millican, Paul Vare, Rebecca Pritchard, Jenny Hatley

引用次数: 17

“It doesn’t matter because I love you”. A case study examining the interpretation of Behaviour Classification Tables and Positive Behaviour Support models "没关系，因为我爱你"个案研究检视行为分类表和积极行为支持模型的解释

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-03-23 DOI: 10.1080/13632752.2020.1738698

Alicia Blanco-Bayo

{"title":"“It doesn’t matter because I love you”. A case study examining the interpretation of Behaviour Classification Tables and Positive Behaviour Support models","authors":"Alicia Blanco-Bayo","doi":"10.1080/13632752.2020.1738698","DOIUrl":"https://doi.org/10.1080/13632752.2020.1738698","url":null,"abstract":"ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation examines how the flexibility to interpret BCTs enables staff to support children throughout the school. Whilst the positive impact of adapting BCTs is recognised, it is also highlighted that a strict interpretation of behavioural expectations can hinder the improvement of behaviour. The benefits of using some aspects of the Positive Behaviour Support model (PBS) are identified through the analysis of one case study in a small school in the North West of England. Further research is suggested to design a model that sets behavioural expectations according to developmental needs and might be contextualised according to specific circumstances of individual schools. It is recommended that BCTs might be presented using colour coded diagrams and pictures to develop through illustrations an accessible definition of acceptable behaviour.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77839564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Behind the SCREEN: identifying school refusal themes and sub-themes 屏幕背后:确定拒学主题和副主题

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-03-14 DOI: 10.1080/13632752.2020.1733309

Marie Gallé-Tessonneau, D. Heyne

{"title":"Behind the SCREEN: identifying school refusal themes and sub-themes","authors":"Marie Gallé-Tessonneau, D. Heyne","doi":"10.1080/13632752.2020.1733309","DOIUrl":"https://doi.org/10.1080/13632752.2020.1733309","url":null,"abstract":"ABSTRACT School refusal is heterogeneous in aetiology and presentation. The heterogeneity in its presentation, the focus of this study, complicates the conceptualisation and assessment of school refusal. The present study documents the development of a descriptive model of school refusal that was used to inform the development of a questionnaire for identifying manifestations of school refusal (the SChool REfusal EvaluatioN – SCREEN). Semi-structured interviews were conducted with 42 participants: adolescents who display school refusal and those who do not, middle school professionals, and care professionals working with adolescents displaying school refusal. Analysis of interview data led to the organisation of school refusal manifestations according to four main themes comprising ten categories. The four themes were: School, Daily and Family Life, Health, and Socialisation Outside Home and Family. These themes correspond to the various contexts in which school refusal may be manifest. Results support the common notion that school refusal manifestations are not limited to absence from the school context, and are likely to occur outside this environment. This study represents the first empirical analysis of the manifestations of school refusal among French youth displaying school refusal.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80697547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Attitudes to pupils with EBD: an implicit approach 对EBD学生的态度:一种隐含的方法

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-03-04 DOI: 10.1080/13632752.2020.1729609

Geraldine Scanlon, Ciara McEnteggart, Yvonne Barnes-Holmes

引用次数: 8

Supporting student with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision 在爱尔兰小学后教育中支持有情绪障碍/行为障碍的学生:用教学提供取代护理支持

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-01-21 DOI: 10.1080/13632752.2020.1716514

Bairbre Tiernan, D. McDonagh, A. Casserly

引用次数: 4