EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献_第7页

School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff 学校员工对ADHD和培训的看法:了解英国小学员工的需求和观点

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-07-03 DOI: 10.1080/13632752.2021.1965342

Rebecca J. Ward, H. Kovshoff, J. Kreppner

引用次数: 2

Concurrent Associations between Parenting Dimensions, Callous-Unemotional Traits, and Externalizing Behaviour Problems during Adolescence 青少年时期父母教养维度、冷酷无情特质与外化行为问题之间的关联

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-07-03 DOI: 10.1080/13632752.2021.1979316

Naska Goagoses, Neele Schipper

{"title":"Concurrent Associations between Parenting Dimensions, Callous-Unemotional Traits, and Externalizing Behaviour Problems during Adolescence","authors":"Naska Goagoses, Neele Schipper","doi":"10.1080/13632752.2021.1979316","DOIUrl":"https://doi.org/10.1080/13632752.2021.1979316","url":null,"abstract":"ABSTRACT Considering that externalising behaviour problems are one of the most prominent psychopathologies, it is important to investigate the interplay of individual and environmental factors that are associated with such behaviours. Although previous literature revealed associations between parenting dimensions, callous-unemotional traits, and externalising behaviour problems, only a few studies examined these simultaneously during adolescence. The current study investigated the association between parental warmth/coercion and aggression/rule-breaking behaviour, and to determine whether these associations are mediated by callous-unemotional trait dimensions. A sample of 462 adolescents completed a questionnaire assessing callous-unemotional traits and externalising behaviour problems, and their parents completed a parenting style questionnaire. A path model revealed that parental warmth had a negative direct effect on the dimensions callousness and uncaring, which in turn had a positive effect on aggression and rule-breaking behaviour. Parental coercion had a positive direct effect on unemotionality, which was not associated with aggression and rule-breaking behaviour. Only parental warmth had an indirect effect onto externalising behaviour problems via callous-unemotional traits. Our findings demonstrate that even during adolescence, parenting remains an important factor for callous-unemotional traits and externalising behaviour problems. The unique differences between the parenting dimensions and the callous-unemotional trait dimensions have interesting implications for future research.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"23 1","pages":"293 - 305"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84263224","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

Sleep quality and child abuse: the mediating role of alexithymia 睡眠质量与儿童虐待:述情障碍的中介作用

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-07-03 DOI: 10.1080/13632752.2021.1958498

Michael Bakhshesh-Boroujeni, Sepideh Farajpour-Niri, A. Karimi

引用次数: 3

Moral disengagement mechanisms and its relationship with aggression and bullying behaviour among school children and youth at psychosocial risk 道德脱离机制及其与有社会心理风险的在校儿童和青少年的侵略和欺凌行为的关系

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-07-01 DOI: 10.1080/13632752.2021.1945801

A. S. Gómez Tabares, D. Landínez-Martínez

引用次数: 7

Behavioural regulation difficulties at primary and secondary school: risk and protection factors 中小学行为规范困难:风险与保护因素

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-06-29 DOI: 10.1080/13632752.2021.1943176

Imma Balart, Marta Sadurní Brugué, Marc Pérez-Burriel

{"title":"Behavioural regulation difficulties at primary and secondary school: risk and protection factors","authors":"Imma Balart, Marta Sadurní Brugué, Marc Pérez-Burriel","doi":"10.1080/13632752.2021.1943176","DOIUrl":"https://doi.org/10.1080/13632752.2021.1943176","url":null,"abstract":"ABSTRACT The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive educational support due to the fact that they are experiencing difficulties with behavioural regulation. A theoretical revision is performed of the different ways of compression, in relation to the conduct disorders, the process of acquisition of the capacity of regulation among children, their relationship with adverse life experiences and finally their consequences in adult life. Age, gender, family socioeconomic status (SES), and clinical diagnosis were collected using a consecutive sampling on one hundred children and adolescents (N = 100) who were referred by the schools to two specialised psycho-educational teams. Risk factors such as the presence/absence of addiction in parents or caregivers, mental disorders, or family history in situations of abuse and lack of protection are also considered. The findings suggest that there exists far more demand for intensive support services among boys versus girls, in secondary schools and within socially disadvantaged families. Protection and risk factors that stand out above the others have been identified. The teachers’ awareness of the presence or absence of such factors among students, should allow early detections that might allow the planning of preventive actions in order to promote a full development of people from the point of view of wellbeing and health. The results are discussed in relation to the importance of adopting a socio-ecological and multisystemic approach to address the behavioural problems that in many cases are interpreted as symptoms or expressions of Adverse Childhood Experiences.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"1 1","pages":"264 - 279"},"PeriodicalIF":1.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89867581","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: 3

A review of mental health and wellbeing measures for universal secondary school screening 中学普遍筛查心理健康和福利措施综述

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1939997

Michael Waite, C. Atkinson

{"title":"A review of mental health and wellbeing measures for universal secondary school screening","authors":"Michael Waite, C. Atkinson","doi":"10.1080/13632752.2021.1939997","DOIUrl":"https://doi.org/10.1080/13632752.2021.1939997","url":null,"abstract":"ABSTRACT The mental health and wellbeing of children and young people is an area of great concern for those within education and health sectors, with young people reported to be especially at risk during adolescence. This has resulted in increasing demand for measures which can identify children and young people at risk of developing mental health difficulties, in order for appropriate and early intervention to be implemented. Previous literature highlights the large numbers of measures available, but guidance on which might be most appropriate for school use is limited. This review identified 10 measures which could be used for universal secondary school screening, from the Anna Freud National Centre for Children and Families (AFNCCF) and the Child Outcomes Research Consortium (CORC) toolkit. Measures were evaluated in relation to their implementation, psychometric properties and quality; and to how well items measured domains identified by the National Institute of Clinical Excellence (NICE) domains of mental health and wellbeing. Findings indicated that the Good Childhood Index, KIDSCREEN-27, Stirling Children’s Wellbeing Scale and the Warwick and Edinburgh Mental Health Scale are all suitable measures for universal secondary school screening of young people’s mental health and wellbeing, as defined by NICE.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"23 1","pages":"206 - 222"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90541595","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: 3

Looking back on compulsory school: narratives of young adults with ADHD in Sweden 回顾义务教育:瑞典青少年ADHD患者的叙述

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1930904

Shruti Taneja Johansson

引用次数: 7

Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England 定义、识别和认识社会、情感和精神健康困难的潜在原因:对英格兰校长访谈的专题分析

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1930909

Sarah Martin‐Denham

{"title":"Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England","authors":"Sarah Martin‐Denham","doi":"10.1080/13632752.2021.1930909","DOIUrl":"https://doi.org/10.1080/13632752.2021.1930909","url":null,"abstract":"ABSTRACT In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"1 1","pages":"187 - 205"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84535717","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

Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices 遏制排他性的学校纪律:实施与文化相适应的积极行为实践

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1930907

Gerardo Moreno

{"title":"Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices","authors":"Gerardo Moreno","doi":"10.1080/13632752.2021.1930907","DOIUrl":"https://doi.org/10.1080/13632752.2021.1930907","url":null,"abstract":"ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"37 3 1","pages":"176 - 186"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80600578","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

Risk behaviours in adolescence: predictive role of mindful parenting 青少年的危险行为:正念养育的预测作用

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES Pub Date : 2021-04-03 DOI: 10.1080/13632752.2021.1923649

Toni Maglica, Katija Kalebić Jakupčević, Ina Reić Ercegovac

{"title":"Risk behaviours in adolescence: predictive role of mindful parenting","authors":"Toni Maglica, Katija Kalebić Jakupčević, Ina Reić Ercegovac","doi":"10.1080/13632752.2021.1923649","DOIUrl":"https://doi.org/10.1080/13632752.2021.1923649","url":null,"abstract":"ABSTRACT This research aimed to explore the role of parental characteristics and mindful parenting in risk behaviour of adolescents. A total of 604 participants took part in the study, out of which N = 361 were adolescents aged 13 to 18, N = 158 were their mothers, and N = 85 fathers. To achieve the aim of the research, the following questionnaires were used: The General Data Questionnaire for Adolescents and Parents, The Adolescent Risk Behaviour Questionnaire, The Family Satisfaction Scale, and The Mindful Parenting Questionnaire. The results indicated that male adolescents report more often on violent behaviour, while girls report symptoms of eating disorders and they are less satisfied with their life. Related to age, older adolescents report lower life and family satisfaction and more often normative undesirable behaviour. The family satisfaction of adolescents, as well as mindful parenting, are negatively associated with risk behaviour, while the focus of attention on the child, self-efficacy, and empathy is positively related to the satisfaction of adolescents. The results support existing knowledge in this field and have strong practical implications for prevention and treatment interventions targeting family context.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"32 4 1","pages":"151 - 162"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77363263","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