EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第4页

A cross-sectional study on the impact of parental educational level and gender differences on emotional and behavioural difficulties in adolescents in Qatar 父母教育水平和性别差异对卡塔尔青少年情绪和行为困难影响的横断面研究

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI: 10.1080/13632752.2023.2171349

Maha Al-Hendawi

{"title":"A cross-sectional study on the impact of parental educational level and gender differences on emotional and behavioural difficulties in adolescents in Qatar","authors":"Maha Al-Hendawi","doi":"10.1080/13632752.2023.2171349","DOIUrl":"https://doi.org/10.1080/13632752.2023.2171349","url":null,"abstract":"ABSTRACT Heterogeneous findings on the prevalence of emotional and behavioural difficulties (EBD) have been reported in Middle Eastern countries. Moreover, the prevalence of EBD among adolescents in Qatar is unknown, making it difficult to implement the necessary educational or psychosocial programs. This study used a cross-sectional methodology to assess emotional and behavioural problems among 533 high school students from the public government schools. Only 10.6% of the students were found to have EBD, and the prevalence varied significantly in different EBD subscales, as identified using the Strengths and Difficulties Questionnaire (SDQ). The reliability of the scales was good. The population of this study had lower mean EBD scores than those reported in three other Middle Eastern countries. There were significant differences in EBD between males and females, with a higher prevalence in females. No effect of parental education was observed, suggesting that in a society with high economic stability and an excellent social structure, parental education may not be an independent factor influencing the EBD in adolescents. More studies are needed to confirm this hypothesis; however, the findings of the current study will be of importance in establishing the use of the SDQ as a tool for gauging EBD and prioritising necessary interventions.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"27 1","pages":"330 - 343"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84414013","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

The identity making of teachers, pupil assistants and the diagnosed pupil: discourses in the context of segregated special education units 教师、学生助理和被诊断学生的身份建构:种族隔离特殊教育单位背景下的话语

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI: 10.1080/13632752.2023.2175460

Johan Edin

引用次数: 0

Perceived Social Support and Alcohol Consumption during Adolescence: A Path-Analysis with Internalizing and Externalizing Behaviour Problems 青少年感知社会支持与酒精消费:内化与外化行为问题的路径分析

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-10-02 DOI: 10.1080/13632752.2022.2148880

Alissa Schüürmann, Naska Goagoses

{"title":"Perceived Social Support and Alcohol Consumption during Adolescence: A Path-Analysis with Internalizing and Externalizing Behaviour Problems","authors":"Alissa Schüürmann, Naska Goagoses","doi":"10.1080/13632752.2022.2148880","DOIUrl":"https://doi.org/10.1080/13632752.2022.2148880","url":null,"abstract":"ABSTRACT The aim of the current study was to investigate the relationship between adolescents’ social support, their internalising and externalising behaviour problems, and their alcohol consumption. Adolescents attending Grade 7–10 (N = 329), answered questionnaires regarding their perceived social support (from parents, teachers, classmates, and friends), internalising (emotional and peer problems) and externalising behaviour problems (hyperactivity and conduct problems), and alcohol consumption (monthly frequency of consumption, beverage consumption on the weekend, and problematic consumption). Building a structural equation model, we found negative associations between parent support and all internalising and externalising behaviour problem scales. Furthermore, social support from classmates was negatively associated with the internalising behaviour problem scales. In turn, peer problems were negatively associated with alcohol consumption, and conduct problems were positively associated with alcohol consumption. Both parent and teacher support had a direct effect on alcohol consumption, and parent support also had an indirect effect via behaviour problems. The findings highlight the importance of parents and teachers for alcohol consumption during adolescence.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"35 1","pages":"297 - 309"},"PeriodicalIF":1.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74028026","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

Disrupting unlawful exclusion from school of minoritised children and young people racialized as Black: using Critical Race Theory composite counter-storytelling 打破学校对少数族裔儿童和黑人化年轻人的非法排斥:运用批判种族理论复合反叙事

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2146225

Zahra Bei, Helen Knowler

{"title":"Disrupting unlawful exclusion from school of minoritised children and young people racialized as Black: using Critical Race Theory composite counter-storytelling","authors":"Zahra Bei, Helen Knowler","doi":"10.1080/13632752.2022.2146225","DOIUrl":"https://doi.org/10.1080/13632752.2022.2146225","url":null,"abstract":"ABSTRACT Utilising Critical Race Theory (CRT) as the analytical lens and CRT composite counter-storytelling as the method, this paper seeks to illuminate the experiences of minoritised children and young people racialised as Black in relation to encounters with the exclusionary practice called ‘off-rolling’. We conceptualise off-rolling as a hidden process of exclusion in education, and the stories shared in this paper bring into sharp focus the educational, relational and emotional impacts of camouflaged exclusionary practices. We offer four composite stories of exclusion to demonstrate how some of the most vulnerable, excluded, and marginalised young Black people from English urban cities experience further marginalisation because off-rolling, we argue, places learners in a space (both physically and educationally) located beyond care and inclusion. Storytelling is mobilised as a central method in CRT for challenging and exposing exclusionary practices, as it foregrounds the knowledge and lived experience of people of colour and we explore the processes of constructing such counter-stories. As an encouragement to reflection and critical conversation about unlawful exclusion and racial disparities, this paper was written with three goals in mind. The first is that it may inspire educators of colour to tell counter-stories that name their own reality and experiences of exclusion. Second, that in reading and responding to counter-stories, white educators will be encouraged to develop their own racial literacy. Finally, the third goal is that the call to action is answered from within and beyond the confines of academia, where inclusion and racial justice in education can no longer be left to wait.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"9 1","pages":"231 - 242"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78711163","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

A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education 学校领导在Twitter上关于“开动”的对话及其与教师教育的相关性的内容分析

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2092275

Alice E. Potter, Helen Knowler, E. Done

{"title":"A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education","authors":"Alice E. Potter, Helen Knowler, E. Done","doi":"10.1080/13632752.2022.2092275","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092275","url":null,"abstract":"ABSTRACT This article seeks to illustrate the usefulness to teacher educators of small-scale qualitative social media content analysis by reporting a study of online microblogs (tweets) posted by senior school leaders’ relating to ‘off rolling’ (practices that bypass legal permanent exclusion procedures in English mainstream schools). The outlined method enables analysis of social media content in the absence of costly opinion mining software and its associated affordances and limitations are discussed. The article also outlines the implications of the study’s findings for teacher education. In this instance, it served to illustrate a disparity between different types of professional discourse which future teachers should be prepared to navigate in their teacher training. Given the illegality of ‘off rolling’ and an increasingly incontestable socio-political discourse around inclusive education, it was hypothesised that Twitter affords school leaders a forum for the articulation of views that rest uneasily with this discourse, current legislation and statutory guidance around off rolling. A tendency to discount ‘off rolling’ as a rare occurrence was found despite growing anecdotal evidence that it is viewed as a legitimate, if illegal, practice within some school cultures. This finding is relevant to teacher educators and future teachers who aspire to an inclusive education system.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"1 1","pages":"254 - 264"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83052328","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

Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts 将“off rolling”作为一个敏感话题进行研究:“确凿”证据和经验记录

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2152589

E. Done

引用次数: 2

Illegal school exclusion in English education policy 英语教育政策中的非法学校排斥

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2092274

M. Whitehouse

引用次数: 1

‘But what do the statistics say?’ An overview of permanent school exclusions in England “但是统计数据怎么说呢?”英国永久性学校排斥的概述

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2091895

A. Black

{"title":"‘But what do the statistics say?’ An overview of permanent school exclusions in England","authors":"A. Black","doi":"10.1080/13632752.2022.2091895","DOIUrl":"https://doi.org/10.1080/13632752.2022.2091895","url":null,"abstract":"ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population of children and young people permanently excluded in England. The article does not seek to explain the trends, rather it presents them as a ‘where are we’ picture of permanent exclusions in England. It is important to have such an overview in order to contextualise the English education system and view the implications of policy for practice relating to exclusions as demonstrated through pupil numbers and proportionality. The analysis highlights issues of disproportionality and the characteristics of students permanently excluded as well as revealing the ‘under counting’ of those who are excluded. The discussion explores issues around disproportionality, relating these to broader educational issues. Suggestions are made as to how to accurately account for all children and young people who are permanently excluded or ‘off-rolled’.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"122 1","pages":"199 - 219"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86444985","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

English schooling and little e and big E exclusion: what’s equity got to do with it? 英式教育和小写e和大写e的排斥:公平和它有什么关系?

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-07-03 DOI: 10.1080/13632752.2022.2092273

Martin Mills, P. Thomson

引用次数: 1

Person-centred planning in education: an exploration of staff perceptions of using a person-centred framework in an alternative provision 以人为本的教育规划:探讨工作人员对在另一项规定中使用以人为本框架的看法

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2092065

A. Gray, K. Woods, Clare Nuttall

引用次数: 0