EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第5页

Bullying and victimization in students with emotional and behavioural disabilities: a systematic review and meta-analysis of prevalence rates, risk and protective factors 情感和行为残疾学生的欺凌和受害:患病率、风险和保护因素的系统回顾和荟萃分析

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2092055

Jule Eilts, Ute Koglin

{"title":"Bullying and victimization in students with emotional and behavioural disabilities: a systematic review and meta-analysis of prevalence rates, risk and protective factors","authors":"Jule Eilts, Ute Koglin","doi":"10.1080/13632752.2022.2092055","DOIUrl":"https://doi.org/10.1080/13632752.2022.2092055","url":null,"abstract":"ABSTRACT Bullying and victimisation are extremely damaging behaviours that are present in schools all over the world. However, there is little research on the involvement of students with emotional and behavioural disabilities in the bullying dynamic and their risk and protective factors. Following the PRISMA guidelines, the search terms were entered in bibliographic databases in February 2020. Articles needed to report on empirical studies that examined the association between EBD and bullying with primary data and be published in English in a peer-reviewed journal.Articles were excluded based on certain designs and no verifiable diagnosis. The narrative synthesis includes 12 articles, 8 are included in the meta-analysis. General trends indicate that students with EBD are more frequently victims and perpetrators of bullying. The meta-analysis reveals small to moderate significant effect sizes. Students with EBD are more often involved in the bullying dynamic. The heterogeneity of the studies is low to moderate. The funnel plots demonstrate evidence of publication for perpetration but none for victimisation . Limitations include the varying conceptualisations of bullying behaviour and the limited number of studies focusing on specific disabilities. Although more research is needed, the review provides indications of the significance of developing targeted interventions and preventions.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"15 1","pages":"133 - 151"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85208439","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

Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions 直觉反应还是理性解决问题?教师在应对课堂中断时的考虑

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2125210

Ronen Kasperski, Eliezer Yariv

引用次数: 2

Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study 小学心理健康从业者对儿童精神障碍校本筛查和干预实施的看法:一项质性研究

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2110704

V. Williamson, M. Larkin, I. Macdonald, Fran Morgan, T. Ford, S. Spence, Tessa Reardon, C. Creswell

{"title":"Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study","authors":"V. Williamson, M. Larkin, I. Macdonald, Fran Morgan, T. Ford, S. Spence, Tessa Reardon, C. Creswell","doi":"10.1080/13632752.2022.2110704","DOIUrl":"https://doi.org/10.1080/13632752.2022.2110704","url":null,"abstract":"ABSTRACT Schools may be well-placed to identify signs of mental health (MH) problems in children; however, there has been little research into how school-based screening and intervention initiatives should be delivered. One-to-one in-depth interviews were carried out with 15 practitioners that support children’s MH within primary school settings. Data were analysed with template analysis. We explored practitioners’ perceptions of a school-based screening/intervention programme for childhood MH problems and views about potential barriers to uptake. Three themes were identified. First, practitioners described feeling overwhelmed by the volume of children requiring support and the limited capacity of their service. Second, practitioners identified potential barriers to engagement in a school screening/intervention programme, including familial concerns about stigma. Finally, practitioners were optimistic that a screening/intervention programme could have positive effects for children who might otherwise not be identified as potentially benefitting from support. This study highlights that a primary school-based screening/intervention programme designed in partnership with stakeholders would be well received by practitioners supporting MH within school settings.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"46 1","pages":"105 - 117"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85685567","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

Domain-specific discrepancies between self- and caseworkers’ proxy- reports of emotional and behavioral difficulties in unaccompanied refugees 在无人陪伴的难民中，自我和个案工作者代理的情感和行为困难报告之间的领域特定差异

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2129369

Marco Walg, Florentine Löwer, Stephan Bender, G. Hapfelmeier

引用次数: 0

Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis COVID-19危机期间印度ADHD儿童学习成绩和认知功能的基于动画的教学方法

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2074103

Jaishree Devi, Ananta Kumar Jena

{"title":"Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis","authors":"Jaishree Devi, Ananta Kumar Jena","doi":"10.1080/13632752.2022.2074103","DOIUrl":"https://doi.org/10.1080/13632752.2022.2074103","url":null,"abstract":"ABSTRACT Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11–12 years) from three different schools of Assam, India. The mean performance of animated cartoon-based instruction and static cartoon-based instruction was found better over the comparison group. Moreover, the ANCOVA result reveals a significant effect of animation and static cartoon-based intervention in learning attainment and cognitive functioning of the participants. Overall, the animation-based instructional approach was particularly effective in favouring development of memory and reasoning capacity in participants. Results demonstrated that as the study used small sample size and lacked proper observation effect, thereby more research is required to come to conclusion about the application of animation-based intervention at different levels of education.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"13 1","pages":"88 - 101"},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81238234","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

Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools 从替代条款中维持16年级后的目的地:对低、中、高表现学校校长的数据和观点的回顾

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2025646

Andrew Malcolm

{"title":"Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools","authors":"Andrew Malcolm","doi":"10.1080/13632752.2022.2025646","DOIUrl":"https://doi.org/10.1080/13632752.2022.2025646","url":null,"abstract":"ABSTRACT This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016, 56% of young people transitioning from AP maintained a stable placement in the following year. This study took an approach which combined the analysis of official statistics, freedom of information requests and targeted semi-structured interviews. Findings suggest that practices which increased sustained transitions included; effective and ongoing tracking of ex-students; a high-quality, core academic offer; and opportunities for students to increase their independence by taking well-measured steps outside of their main placement. Additionally, the views of staff and their involvement in, or awareness of, the broader context within which they worked were found to be important. This study evidences the value of comparing outcomes across similar types of setting to improve our understanding of effective practice.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"112 1","pages":"20 - 42"},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79650213","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

School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study 学校教职员支持小学就学困难儿童的经验:一项质性研究

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2067704

Amethyst Cunningham, K. Harvey, Polly Waite

{"title":"School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study","authors":"Amethyst Cunningham, K. Harvey, Polly Waite","doi":"10.1080/13632752.2022.2067704","DOIUrl":"https://doi.org/10.1080/13632752.2022.2067704","url":null,"abstract":"ABSTRACT Children’s absence from primary school is associated with lower attainment and social difficulties, and persistent absence at this age often continues or worsens as children progress into secondary education. It is therefore important to intervene early to interrupt this negative trajectory. This study used individual semi-structured interviews to explore the perspectives of eight members of primary school staff, who had experience supporting children with difficulty regularly attending school, from both mainstream and special primary schools in England. Data were analysed using thematic analysis. Participants perceive school non-attendance to be a complex and challenging issue that can have a significant negative impact, and can be caused and maintained by multiple factors related to the child, family and school/education. Participants believe prevention is key and identify several different social/emotional and learning-focused interventions they have used to support children to attend school regularly, with varying degrees of success. Participants emphasise that success of any intervention relies strongly on collaboration between parents, school staff and other agencies involved. Findings from this study suggest that sufficient resource, early intervention, development of a school community, collaboration with families, liaison with other professionals and targeted evidence-based strategies are all important in improving attendance in this age range.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"22 1","pages":"72 - 87"},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73679997","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

Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties 有社交、情绪及行为困难的学生对教师课堂管理态度的看法

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2058561

Vincent Bernier, Nancy Gaudreau, L. Massé

{"title":"Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties","authors":"Vincent Bernier, Nancy Gaudreau, L. Massé","doi":"10.1080/13632752.2022.2058561","DOIUrl":"https://doi.org/10.1080/13632752.2022.2058561","url":null,"abstract":"ABSTRACT Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers’ classroom management attitudes (TCMA) from the perspective of pupils presenting with social, emotional and behavioural difficulties (SEBD). Individual interviews were conducted with fourteen SEBD pupils attending secondary-school special education programmes. Using thematic analysis, emergent themes were then identified and categorised, resulting in seventeen teacher attitudes which then fell into four overarching dimensions: 1) Respect; 2) Authority; 3) Supportiveness; and 4) Differentiation. The connection between the teacher attitudes, as voiced by the pupils, and the pupils’ perception of their teachers’ classroom management skill and proficiency is described at length. In light of these findings, avenues for better classroom intervention outcomes and for further research have been proposed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"24 1","pages":"58 - 71"},"PeriodicalIF":1.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80084123","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

How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews 儿童如何理解他们的永久排斥:半结构化访谈的主题分析

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-12-06 DOI: 10.1080/13632752.2021.2012962

Rick Murphy

引用次数: 3

Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder 有和没有注意缺陷/多动障碍或特殊学习障碍儿童的友谊质量、情绪理解和情绪调节

IF 1

EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-11-25 DOI: 10.1080/13632752.2021.2001923

S. Kouvava, K. Antonopoulou, Constantinos M. Kokkinos, A. Ralli, K. Maridaki-Kassotaki

{"title":"Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder","authors":"S. Kouvava, K. Antonopoulou, Constantinos M. Kokkinos, A. Ralli, K. Maridaki-Kassotaki","doi":"10.1080/13632752.2021.2001923","DOIUrl":"https://doi.org/10.1080/13632752.2021.2001923","url":null,"abstract":"ABSTRACT Understanding and regulating emotions influence children’s friendships. Children with Attention Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) have difficulties in understanding emotions and in controlling themselves. Τhe present study examines how children’s friendships and their quality may be affected by emotion understanding and regulation skills. Participants were 64 children with ADHD, 64 children with SLD, and 64 typically developing (TD) children (Mage = 9.77 years, SD = 1.22) who answered questionnaires about their friendships, and their emotion understanding and regulation. Results showed that ADHD children had less friends, lower friendship qualities, worse understanding of emotions and control of their impulsivity, and used less cognitive reappraisals to regulate emotions, followed by SLD children and finally by TD children. Children with SLD reported using more expressive suppressions for regulating emotions. For all children, emotion understanding and regulation predicted higher friendship quality. The results support the significance of understanding and regulating emotions upon the quality of children’s best friendships.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"47 1","pages":"3 - 19"},"PeriodicalIF":1.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74887618","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