EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第3页

Measuring self-disgust in adolescence: Adaptation and validation of a new instrument for the Portuguese adolescent population 青少年自我厌恶的测量:葡萄牙青少年群体新工具的适应和验证

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-06-02 DOI: 10.1080/13632752.2023.2220163

D. Carreiras, M. Guilherme, M. Cunha, P. Castilho

引用次数: 0

ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school ADHD症状与适应不良成就策略:过渡到中学后学业表现的相互预测

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI: 10.1080/13632752.2023.2189404

Palmu Iines R., Määttä Sami J., Närhi Vesa M., Savolainen Hannu K.

{"title":"ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school","authors":"Palmu Iines R., Määttä Sami J., Närhi Vesa M., Savolainen Hannu K.","doi":"10.1080/13632752.2023.2189404","DOIUrl":"https://doi.org/10.1080/13632752.2023.2189404","url":null,"abstract":"ABSTRACT This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs. Highlights ADHD and MAS had a reciprocal over-time association, and both negatively predicted academic performance beyond school transition. CDs and MAS had a strong within-time association and they separately predicted academic performance beyond school transition. Students with ADHD symptoms seem to be more vulnerable to the negative effects of MAS than students with CDs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"146 1","pages":"3 - 17"},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75671860","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

Australian teachers and school leaders’ use of differentiated learning experiences as responsive teaching for students with ADHD 澳大利亚教师和学校领导对ADHD学生使用差异化学习体验作为响应式教学

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI: 10.1080/13632752.2023.2194131

K. Gibbs

引用次数: 0

Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder 谁的声音被听到了?自闭症和注意缺陷/多动障碍儿童学校经历研究的范围综述

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI: 10.1080/13632752.2023.2202441

Shruti Taneja-Johansson

{"title":"Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder","authors":"Shruti Taneja-Johansson","doi":"10.1080/13632752.2023.2202441","DOIUrl":"https://doi.org/10.1080/13632752.2023.2202441","url":null,"abstract":"ABSTRACT The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication context and research methodology. Studies were identified through a systematic scoping review of research published between January 2000 and December 2021 in four electronic databases and a subsequent ancestry search. Fifty-eight articles met the inclusion criteria. The results show an increased research interest in first-person accounts of schooling from 2016 onwards. The autism voice dominated over ADHD and was strongly skewed towards the academically able group. There was an overrepresentation of boys and secondary school children across the studies. Characteristics such as the child’s social class, ethnicity and socioeconomic background were largely neglected, with details associated with the diagnosis being foregrounded. Interviewing was the main method used, and student perspectives were often accompanied by other data sources. The article concludes with a discussion on the silencing of already marginalised sub-groups and the importance of approaching research as an ethical enterprise.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"23 9 1","pages":"32 - 51"},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82678753","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

Self-debasing cognitive distortions as predictor of emotional disturbance among school bullying bystanders 自我贬低认知扭曲作为校园欺凌旁观者情绪障碍的预测因子

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI: 10.1080/13632752.2023.2207251

Segun Emmanuel Adewoye, Nettie N Ndou

{"title":"Self-debasing cognitive distortions as predictor of emotional disturbance among school bullying bystanders","authors":"Segun Emmanuel Adewoye, Nettie N Ndou","doi":"10.1080/13632752.2023.2207251","DOIUrl":"https://doi.org/10.1080/13632752.2023.2207251","url":null,"abstract":"ABSTRACT The purpose of this study is to ascertain how the four domains of self-debasing cognitive distortions, namely personalisation, catastrophising, overgeneralisation and selective abstraction could predict or inform bullying bystanders’ emotional disturbance in reactions to witnessing bullying. A descriptive case study research design was adopted. Ten school bullying bystanders were purposefully selected to participate in the study. Interviews were recorded on a voice recorder and then transcribed. Qualitative data were analysed through inductive thematic analysis. The findings of this study revealed that personalisation evoked bystanders’ self-blame and feelings of guilt, catastrophising amplified bystanders’ anxiety and fear over generalisation-induced and exacerbated bystanders’ negative perceptions of school safety, and selective abstraction led to indirect co-victimisation. It is recommended that school psychologist, councilors and behavioural healthcare service providers should teach victims of bullying, especially bystanders, how to recognise, challenge and reappraise negative and unhelpful thoughts and feelings related to their experiences.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"15 1","pages":"86 - 97"},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82168528","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

Essentialist beliefs about attention-deficit/hyperactivity disorder (ADHD): an empirical study with preservice teachers 注意缺陷/多动障碍(ADHD)的本质主义信念:对职前教师的实证研究

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI: 10.1080/13632752.2023.2199480

T. Hennig, K. Reininger, Marie-Luise Schütt, J. Doll, Gabi Ricken

{"title":"Essentialist beliefs about attention-deficit/hyperactivity disorder (ADHD): an empirical study with preservice teachers","authors":"T. Hennig, K. Reininger, Marie-Luise Schütt, J. Doll, Gabi Ricken","doi":"10.1080/13632752.2023.2199480","DOIUrl":"https://doi.org/10.1080/13632752.2023.2199480","url":null,"abstract":"ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) is a frequent diagnosis among children with emotional and behavioural difficulties. However, it is unclear which specific beliefs teachers hold about the disorder and how these shape their expectations. Essentialist beliefs about ADHD (the assumption that individuals with ADHD are fundamentally different from others) are prevalent in scientific and public discourse, but they may raise inauspicious expectations that could trigger negative self-fulfilling prophecies. In an online study, we randomly assigned preservice teachers (N = 213) to a group in which essentialist beliefs about ADHD were induced vs. a control group. The experimental manipulation induced essentialist beliefs, though only in a subgroup. In participants who had more previous experience with ADHD, essentialist beliefs could be induced and were associated with some of the pessimistic expectations studied. Our preliminary findings appear promising and should be further investigated to improve teacher training and to better support children with ADHD.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"10 1","pages":"52 - 67"},"PeriodicalIF":1.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83514497","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

Parents’ experiences of parenting a preadolescent child with OCD: A qualitative study 父母养育患有强迫症的青春期前儿童的经验:一项定性研究

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2023-01-02 DOI: 10.1080/13632752.2023.2215036

C. Chessell, K. Harvey, Brynjar Halldorsson, A. Farrington, C. Creswell

引用次数: 1

Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals 忍耐之旅:被学生、看护人和学校专业人员排斥的故事

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI: 10.1080/13632752.2023.2171344

V. Feingold, J. Rowley

引用次数: 0

First steps towards a mental health and neurodevelopmental screening of secondary school children following two fixed-term school exclusions in the UK 继英国两次定期学校排除后，对中学生进行心理健康和神经发育筛查的第一步

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI: 10.1080/13632752.2022.2141871

Caron Lawson, Kathy Prentice, Janine M. Jennings, K. Johnston

{"title":"First steps towards a mental health and neurodevelopmental screening of secondary school children following two fixed-term school exclusions in the UK","authors":"Caron Lawson, Kathy Prentice, Janine M. Jennings, K. Johnston","doi":"10.1080/13632752.2022.2141871","DOIUrl":"https://doi.org/10.1080/13632752.2022.2141871","url":null,"abstract":"ABSTRACT Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening of secondary school children with two or more fixed-term exclusions, as well as compare differences in rates to matched controls. Mental health and neurodevelopmental measures were collected from 40 children aged 11–16, 13 parents and 9 teachers. The screening process was feasible and acceptable for the children, however there was limited informant response. Case participants showed elevated levels across all screening measures compared to matched control participants. This study highlights the range of difficulties experienced by children at risk of exclusion from school and suggests a screening process may help to identify underlying neurodevelopmental and mental health difficulties.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"52 1","pages":"280 - 296"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85160215","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

Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances 以小学为基础的儿童心理健康问题筛查和干预措施的实施:对困难环境下父母的定性研究

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI: 10.1080/13632752.2022.2122285

V. Williamson, M. Larkin, Tessa Reardon, T. Ford, S. Spence, Fran Morgan, Creswell Cathy

{"title":"Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances","authors":"V. Williamson, M. Larkin, Tessa Reardon, T. Ford, S. Spence, Fran Morgan, Creswell Cathy","doi":"10.1080/13632752.2022.2122285","DOIUrl":"https://doi.org/10.1080/13632752.2022.2122285","url":null,"abstract":"ABSTRACT Few children with mental health problems access evidence-based interventions. Primary schools may be an ideal setting to improve access to treatment through screening and intervention programmes, but some families’ circumstances and experiences may increase barriers to benefiting from this approach. Interviews were carried out with parents of children living in potentially challenging circumstances, including foster and military-connected families. We aimed to explore parent perceptions of a school-based screening/intervention programme and potential barriers to uptake. Parents described that due to their past experiences, that they might not trust or engage with a school-based screening/intervention. Nonetheless, parents considered that the delivery of a sensitive school screening/intervention programme might provide an opportunity for schools to strengthen their relationship with families. These findings highlight the need for future school-based screening/intervention programmes for child mental health to consider the needs of families of children from varied circumstances, and ensure steps are taken to promote trust.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"80 1","pages":"267 - 279"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78455369","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