EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第10页

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":"52 1","pages":"125 - 138"},"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":"58 1","pages":"155 - 168"},"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":"109 1","pages":"139 - 154"},"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

{"title":"Supporting student with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision","authors":"Bairbre Tiernan, D. McDonagh, A. Casserly","doi":"10.1080/13632752.2020.1716514","DOIUrl":"https://doi.org/10.1080/13632752.2020.1716514","url":null,"abstract":"ABSTRACT Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require additional teaching in self-management of behaviour from qualified teachers, rather than the care support provided by a Special Needs Assistant (SNA). This paper reports the findings of a review of APP, focusing on the types of interventions utilised with students with EBD that were found to be implemented the Irish mainstream post-primary schools involved in the project. Findings indicate that a range of different interventions is in place. However, schools require greater guidance and support, particularly in terms of planning and implementing bio-psychosocial approaches. Furthermore, a significant gap in the findings was the lack of evidence of multi-disciplinary interventions as reported by the participants.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"27 1","pages":"169 - 182"},"PeriodicalIF":1.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83508367","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

What is social competence? An investigation into the concept among children with antisocial behaviours 什么是社会能力?反社会行为儿童观念的调查

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-01-02 DOI: 10.1080/13632752.2019.1687168

S. Hukkelberg, Terje Ogden

{"title":"What is social competence? An investigation into the concept among children with antisocial behaviours","authors":"S. Hukkelberg, Terje Ogden","doi":"10.1080/13632752.2019.1687168","DOIUrl":"https://doi.org/10.1080/13632752.2019.1687168","url":null,"abstract":"ABSTRACT The study investigates child social competence a three different measurement levels (overall level, factor level, and item level), in a sample of parents and children participating in interventions towards emerging or present child problem behaviours. Parents of 550 children aged 3–12 (71% boys) evaluated social competence using the Home and Community Social Behaviour Scales (HCSBS), which assess two aspects of the concept: peer relations and self-management/compliance. An additive index across all 32 items was made to examine how parents reported overall social competence across ages, whereas factor analysis was used to investigate their underlying latent structure. Network analysis was used to investigate how the social competence items connect and interact. Results showed that parents reported higher levels of overall social competence among the girls compared to the boys, but this difference vanished about age 12. Factor analyses showed that a bifactor-ESEM model obtained the best model fit to data, whereas the network analysis revealed differential clustering and strength centrality for the items. Implications of these results are discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"18 1","pages":"80 - 93"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73683053","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: 5

RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools RE-AIM对一项教师授课方案进行评估，该方案旨在提高澳大利亚土著社区小学儿童的自我管理能力

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-01-02 DOI: 10.1080/13632752.2019.1672991

Bree Wagner, D. Cross, E. Adams, M. Symons, T. Mazzucchelli, Rochelle E. Watkins, Edie Wright, J. Latimer, J. Carapetis, J. Boulton, James P Fitzpatrick

{"title":"RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools","authors":"Bree Wagner, D. Cross, E. Adams, M. Symons, T. Mazzucchelli, Rochelle E. Watkins, Edie Wright, J. Latimer, J. Carapetis, J. Boulton, James P Fitzpatrick","doi":"10.1080/13632752.2019.1672991","DOIUrl":"https://doi.org/10.1080/13632752.2019.1672991","url":null,"abstract":"ABSTRACT Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"12 1","pages":"42 - 58"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77274592","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: 6

What do children with social, emotional and behavioural difficulties think about themselves in early childhood? 有社交、情感和行为困难的儿童在童年早期是如何看待自己的?

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2020-01-02 DOI: 10.1080/13632752.2019.1695397

M. Heinonen, P. Pihlaja

引用次数: 1