Dissertations / Theses on the topic 'Behavioural problems in children'
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1
Haider, Mariam. "Emotional and behavioural problems among Pakistani children." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.
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The first objective of the present study was to investigate the prevalence rates of emotional and behavioural problems among Pakistani children. Age and gender effects were also investigated. The internal consistency and construct validity of the Urdu Child Behavior Checklist (CBCL) were examined. In addition, the Pakistani sample was compared to a demographically similar American sample. Parents of 600 children ranging in age from 6 to 16 years completed the Urdu CBCL, with the sample divided equally between boys and girls. Data were collected from private and public schools in the Pakistani city of Lahore. A higher prevalence of Internalizing Problems as compared to Externalizing Problems was found in the overall sample. Within empirical syndromes, Anxious/Depressed was the most prevalent whereas among the DSM-oriented scales, Somatic Problems were the most prevalent. Similar to other cultures, there were significant gender differences with a higher degree of Externalizing Problems scores among boys as compared to girls. The converse was true for Internalizing Problems. Consistent with other cultures, Internalizing Problems increased with age whereas Externalizing Problems decreased with age. Despite the cross-cultural similarities in developmental trends, there was a significant effect of culture. Based on Cohen's criteria (1988), the effect size for Culture was medium (.06) for Total Problems scores. Cross-cultural comparisons indicated that Pakistani children had higher scores on all the scales except Thought Problems. The high Pakistani scores may be attributed to the current increase in violence and terrorism in Lahore. Current findings support the ecological-transactional model. There were also some significant interactions. Findings also indicated that the Urdu CBCL has adequate internal consistency in the current sample. With regard to construct validity, there is good convergent validity whereas discriminant validity needs to be improved. The theoretiL'objectif principal de l'étude a été d'examiner les taux de prévalence des problèmes émotionnels et comportementaux parmi les enfants Pakistanais. L'effet dû à l'âge et au sexe ont également été étudié. La cohérence interne et la validité conceptuelle du CBCL de l'Ourdou ont été examinées. De plus, un prélevé des échantillons de Pakistanais fut comparé à celle d'une démographique Américaine. Les parents de 600 enfants âgés de 6 à 16 ans ont complété le CBCL en Ourdou, avec l'échantillon divisé également entre garçons et filles. Les données ont été recueillies parmi les écoles privées et publiques dans la ville Pakistanaise de Lahore. Une plus haute prévalence de problèmes d'internalisation comparée aux problèmes d'externalisation a été trouvée dans l'échantillon. Dans le cadre de syndrome empirique, soucieux/déprimé était la plus répandue mais parmi l'échelle DSM, les problèmes somatiques ont été la plus répandue. Semblable aux autres cultures, il y avait d'importantes différences entre les sexes avec un degré plus élevé de problème d'extériorisation parmi les garçons comparativement aux filles. L'inverse était vrai pour les problèmes d'internalisation. Les problèmes d'internalisation augmentent avec l'âge mais les problèmes d'extériorisation diminuent avec l'âge. Malgré les ressemblances interculturelles dans les tendances du développement, il y avait un effet accordé par la culture. Fondé sur les critères de Cohen (1988), l'effet de la Culture était moyenne (0.06) pour les résultats totale. La comparaison interculturelle a indiqué que les enfants Pakistanais avaient de meilleurs résultats sur toutes les échelles sauf ceux des problèmes qui font réfléchir. Les résultants peuvent être attribués à l'augmentation de la violence et du terrorisme à Lahore. Les constatations actuelles soutiennent le model écologique-transactionnel. Il y avait également des interactions signif
2
Williams, Deirdre. "Cognitive functioning in children with language impairment and/or hyperactivity." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320779.
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Wiggs, Luci. "Sleep problems and daytime behaviour in children with severe learning disabilities." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320113.
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Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.
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Most recent Canadian studies on the mental health and behavioural problems of Canadian immigrant children have focused on the impact of various socioeconomic and demographic factors. To better understand the emotional and behavioural problems of immigrant children, it is important to look beyond the children's family demographics and to assess the broader social context. The current study explored the effects of immigrant children's social relationships within families and peer groups, as well as the effects of their demographic backgrounds, on the children's behavioural problems. This paper is based on the data for 182 Chinese immigrant children aged 11 to 13 years old collected from the New Canadian Children and Youth Study (NCCYS) 1st Wave in Montreal. Measures of the social relationships and behavioural problems include the following three tools: children's perceptions of their emotional and behavioural problems scales (five subscales); children's perception of parental relationships (parental nurturance, parental rejection, and relationships with parents); peer relationships (social competence, involvement with peers in trouble, and participating in bullying). The regression results indicated that immigrant children's relationships with both parents and peers were the most significant predictor of specific behaviour problems. Demographic factors, especially family structure, gender, and ethnicity, were also found to influence behavioural problems of Chinese immigrant children. In order to improve the integration and adaptation process for immigrant children and their families with adjustment difficulties in their social relationships and behavioural problems, relevant intervention and prevention programs (including early identification of children at risk, developing pro-social skills, improving parent-child interaction skills) need to be developed in school settings in collaboration with the community, by government, and by ethno-specific community groups.
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Mizusawa, Risa. "Sleep problems in children with disabilities : behavioural family interventions." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2358.
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Sleep problems are frequently reported in children and studies indicate that
approximately 15 to 30% of children experience some form of sleep difficulty (Partinen &
Hublin, 2000; Richman, 1981; Zuckerman, Stevenson, & Bailey, 1987). Children's sleep
problems often impact on family members, in particular parents, causing a considerable
amount of stress and frustration. Difficulties with sleep are a common problem for typically
developing children; however, research indicates that the incidence of sleep problems is even
higher in the disabilities population (Didden, Korzillius, van Aperlo, Overloop, & de Vries,
2002; Espie & Tweedie, 1991; Richdale, Francis, Gavidia-Payne, & Cotton, 2000; Saxby &
Morgan, 1983). This has implications for families already under considerable amounts of
stress and pressure of having a child with a disability.
The present study aimed to treat persistent sleep problems in children with disabilities
using family behavioural intervention methods. A range of behavioural strategies was utilised
to reduce sleep problems such as bed refusal, sleep onset delay, night waking, co-sleeping,
and nightmares. Techniques such as a positive bedtime routine, reward systems, the parental
presence programme, standard and modified extinction were used. In one case, a short-term
decremental dose of a mild sedative (trimeprazine tartrate) was used in the initial stages of
implementing a behavioural intervention to reduce child and parent distress. A "fear busting
and monster taming" programme (White, 1985) was employed in conjunction with other
behavioural techniques to reduce the occurrence of nightmares in another child. The results
indicate that behavioural family interventions are effective in treating sleep problems in
children with disabilities. The majority of the sleep behaviours targeted for intervention were
eliminated or reduced to low levels of occurrence with 9 out of 11 target behaviours rated as
showing a substantial improvement. These positives changes were maintained at follow-up
with the exception of co-sleeping in Case Study Two. The social validity for the programmes
was high and caregivers reported satisfaction.
6
Singh, Gurmeet Mohinder Pal. "Social cognitions in children with emotional and behavioural problems." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019078/.
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The existence of emotional and behavioural problems in young children has been extensively documented. Such problems have a substantial impact on children themselves, their families, their schools, and society more generally. A basic tenet of social cognitive psychology is that the way people think in their daily lives about themselves and their social world is linked with the way they behave. Based on this assumption, the main aim of this thesis was to explore whether and how children who show emotional and behavioural problems in the first year of primary school, differ from their nonproblem peers in the way they think about themselves and their relationships with their mothers, teachers and peers. Three studies were carried out. The first two dealt with the development of a standardised procedure for identifying emotional and behavioural problems in children in the first year of primary school. The third study endeavoured to explore social cognitions of the selected children. In the first study, 61 reception class teachers in London (England) evaluated three existing behaviour rating scales by providing assessments for children in their classes. One of these scales was further evaluated for use In India, In a normative study of 488 children. Using this measure, 210 children attending the first year In 26 primary schools were selected. Of these, 115 formed the target group- showing emotional and behavioural problems and the rest were their comparison children- free from reported problems but matched on gender within the same class. The children's social cognitions were examined in individual interviews. The measures used included the Harter Scale, Cassidy's Incomplete Stories With Doll Families and the Puppet Interview. The children in the target group scored significantly lower than the comparison group on all the measures except the Puppet Interview, depicting a less positive view of themselves and their relationships with their mothers, teachers and peers. Follow up analyses indicated that the differences in the two groups were largely due to those children who showed internalising or multiple problems. Children showing predominantly externalising problems did not differ significantly from their comparisons. The findings add to the literature by showing that a meaningful link exists.
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Ali, Nabeel Jawad. "The epidemiology and consequences of sleep and breathing disorders in young children." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264889.
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Kam, Chi-ming. "A study on teacher's attributions and helping behaviours for students with behavioural problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29788948.
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Wong, Wai-hou. "Sports participation by students with behavioural problems in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810524.
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Illsley, Staci D. "Treating children with conduct problems : examining changes in parental knowledge of behavioural principles and parenting skills utilizing conjoint behavioural consultation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ43886.pdf.
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Edvardsson, Lotta, and Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.
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The aim of this study was to investigate the associations and differences regarding behaviour- and emotional problems and physical activity (PA) in early school-age children born preterm in comparison to children born full term. The sample consisted of 131 children at age 6-9 (mean age 7.8, including 54 % girls). The participants were divided into four groups depending on weeks of gestational age (GA): extremely preterm (EPT; 22-27 weeks), very preterm (VPT; 28-33 weeks), moderate preterm (MPT; 34-37 weeks) and the control group born at full term (FT; 38-42 weeks). The data were received from parent’s ratings on the questionnaire Child Behaviour Checklist (CBCL). The result showed that children born EPT were rated as having significantly more symptoms of depression, ADHD and conduct disorders, compared to the children born VPT, MPT and FT. The children born EPT also participated more in individual sports rather than team sports and in particular for those children with high ratings on ADHD Scale and Oppositional Defiant Scale. In conclusion, children born EPT seem to have more symptoms on behavioural and emotional problems and therefore more attention is needed to define appropriate interventions for this group to prevent and treat these problems. Even though PA didn’t manifestly decrease with lower GA in this sample it’s likely that bigger differences will show when the children grow older and more investigations are needed to examine the impact of PA among children born PT.Syftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
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Laukka, Tuisku Inari. "Interventions for school engagament among children displaying behavioural difficulties." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Specialpedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40800.
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Children with behaviour problems tend to be more unengaged and low-achieving at school than children without behaviour difficulties. This systematic literature review is highlighting the meaning of intervention to support children towards the school engagement. The interventions for decreasing behaviour problems, is seen as a facilitator to be engaged. The school engagement will lead to an academic achievement at school. Early engagement has impact for longer in future in child’s life. The engagement in kindergarten has influence in primary school engagement and achievement. Therefore, intervening in early age to support children at-risk, will lead to better possibilities in learning. The risk factors can be child’s socioeconomical status, race, disability and parent’s low involvement in the school settings. Behaviour problem has pointed out to be hindering factor for the school engagement and this means missed opportunities in learning. This might lead even more disruptive behaviour. That kind of behaviour is challenging for the whole classroom, since it affects on everyone’s learning. Teacher’s attitudes manifest the self-worthiness in students. Supportive and friendly environment at school embraces the participation to the school settings. Especially, children from low socioeconomical families tend to score lower at school. These children need more intervening from the teacher to cultivate the school engagement. This systematic review analysed the data from 14 different articles from Europe, USA and Australia.
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Presnall, Melissa. "Sleep problems in anxious children : a behavioural family intervention : a dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2943.
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This study used a multiple baseline across participants design to examine the relationship
between sleep and anxiety in school-aged children, the effectiveness of a behavioural family
intervention, and the co-existence of depression with children presenting with sleep
disturbances and anxiety symptoms. The families of five school-aged children, three females
and two males that met the selection criteria as having problematic sleep and anxiety
participated in the study. Interventions incorporating a combination of strategies from sleep
and anxiety research were individually designed for each child.
The hypotheses of the study were measured by the use of parent and child sleep
diaries, the Child Behaviour Checklist (CBCL), the State-Trait Anxiety Inventory for
Children (STAIC), and the Children's Depression Inventory (CDI) and were administered at
baseline, post-intervention, and follow-up. This study provides preliminary results that
indicate a relationship between sleep and anxiety may occur. The use of a behavioural family
intervention in the treatment of these problems showed mixed results, appearing most
successful in reducing participants' self-ratings of anxieties followed by reductions in parental
presence and sleep onset latency. The co-occurrence of depression was indicated and
symptoms decreased for those children whose sleep behaviours and anxiety problems
improved. The limitations of this study and implications for future research and professional
practice are discussed.
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Wong, Wai-hou, and 王偉豪. "Sports participation by students with behavioural problems in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195988X.
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Chronaki, Georgia. "A behavioural and electrophysiological exploration into facial and vocal emotion processing in children with behaviour problems." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197239/.
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The present thesis consists of two parts: a behavioural and an electrophysiological exploration of children’s facial and vocal emotion processing. Former research has suggested that social dysfunctioning in school-aged children with behaviour problems may stem from difficulties in understanding others’ emotions from facial expressions. Study 1 examined emotion processing difficulties, from facial and vocal expressions, in preschool children with externalising and internalising behaviour problems from the community. Study 1 provided evidence for vocal emotion processing difficulties in preschoolers with externalising but not internalising symptoms. Studies 2 and 3 examined the development of facial and vocal emotion processing and investigated emotion processing difficulties in school-aged children with externalising and internalising symptoms. Study 4 addressed the cognitive processes (ERPs) underlying vocal anger processing in children and isolated a neural marker of vocal anger processing. This emotion modulation of children’s brain potential was not observed during facial anger processing (Study 5). Study 4 provided initial evidence for links between a neural marker of vocal anger processing and emotion dysregulation and conduct problems. In contrast, non emotion-specific difficulties in face processing were associated with internalising symptoms (anxiety and depression) in children. The present research highlights the potentially salient role of vocal anger processing in child externalising psychopathology
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Piché, Ronald. "Are residential family programs effective at reducing severe behavioural problems in children?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ46498.pdf.
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Bjornstad, Gretchen. "An investigation of self-help behavioural interventions for conduct problems in children." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519750.
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Black, Carol. "A comparison of emotional and behavioural problems in preschool children from differing socioeconomic backgrounds /." Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09PM/09pmb6266.pdf.
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Cheng, Sau Chee Gigi. "The English language attitudes of students with behavioural problems in Hong Kong." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/378.
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Moulton, V. G. "Children's aspirations and emotional and behavioural problems." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1522668/.
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Life stage is important in the development of aspirations. Compared to adolescents, children’s aspirations are characterised as ambitious and unrealistic, and have rarely been considered. Aspirations are related to self-esteem and control beliefs, which are more likely for younger children to be free of societal opportunities and constraints. Therefore, at a younger age aspirations may be a better reflection of children’s hopes for the future. The general aim of this research was to investigate the pathways to primary school children’s aspirations and to explore the relations between younger children’s aspirations and emotional and behavioural problems. Data was used from the first four sweeps of the Millennium Cohort Study, when the children were aged 9 months, 3 years, 5 years and 7 years, respectively. Information from the parents, teachers and the children themselves was used. At age 7 the MCS children were asked ‘when you grow up, what would you like to be’. Aspirations were classified to reflect their occupational status, masculinity/femininity and intrinsic/extrinsic motivation, and by the realism and maturity of the aspiration. Structural equation, pathway, and regression models explored the child, family, and contextual pathways to and from children’s aspirations at age 7. Younger children although more unrealistic than adolescents, already have occupational aspirations for the future. Gender, ethnicity, family SES, parental values, cognitive ability and school engagement directly predicted (albeit weakly) children’s aspirations. Family SES, the child’s gender and ethnicity also, albeit weakly, influenced children’s aspirations via parental values, parent involvement and the child’s ability. Although aspirations at age 7 were by no means the strongest factor predicting behaviour difficulties at that age, low, intrinsic, fantasy, descriptive and uncertain aspirations were related to more child behavioural problems. While rare occupational aspirations, compared to non-rare occupational outcomes were related to fewer emotional symptoms and peer problems.
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Gregory, Alice Maria. "Associations between anxiety, depression and sleep problems in children : phenotypic and behavioural genetic approaches." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414976.
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Hwang, Hye Jung Jin. "Emotional and behavioural problems in Korean primary school children from nuclear and extended families." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020259/.
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Frost, Aaron Desmond James, and n/a. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour." Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.094343.
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Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.
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Frost, Aaron Desmond James. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365583.
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Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Priddis, Lynn E. "The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1134.
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This study examined the relationship between child and family factors, treatment approaches, and behavioural outcomes in a socio-psychoeducational resource centre for children with behavioural and emotional problems. Twenty four boys aged between five and twelve years on entrance to the centre were rated on “A Children's Behaviour Questionnaire for Completion by Teachers - Child Scale B” (Rutter, 1967). Data was also collected on the following variables: reading achievement, intelligence, problem severity, problem type, family disturbance, family involvement, and child living situation. On the basis of the type of problem the boys presented with they were selected for an additional therapy programme. Baseline data was collected from the referring school, on entrance to the programme, at six, monthly intervals whilst enrolled in the centre, on exit from the programme, and at follow-up three to four years after exit from the programme. Descriptive statistics or the child and family variables at entrance, exit, and follow-up are reported. Data on the main outcome variable was analysed using repeated measures ANOVA and multiple regression analyses. Results show that the S.P.E.R. Centre had behavioural improvement similar to other published studies. The older, more intelligent boys, and those selected for regular individual therapy sessions, tended to fare best.
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Lo, Hay-ming. "Father absence and behavioural problems of primary school students in Hong Kong : a systems perspective /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991553.
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Salater, Julie, and Marthe Røhr. "Parent-Reported Psychological and Sleep Problems in a Preschool-Aged Community Sample: Prevalence of Sleep Problems in Children with and without Emotional/Behavioural Problems." Thesis, Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11727.
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Objective : To examine (a) the prevalence of sleep problems among 4-year-olds in the general population, (b) the prevalence of sleep problems among children with emotional and/or behavioural problems, and (c) whether specific sleep problems are associated with particular emotional/behavioural problems. Method: Using The Preschool Age Psychiatric Assessment (PAPA) , data about sleep and emotional/behavioural problems was obtained from 727 parents of 4-year-olds, recruited for a large-scale research project, Trondhei m Early Secure Study (TESS). Results: 31, 7 % of the 4-year-olds had one or more sleep problems, of which bedtime resistance and sleep terror were the most prevalent. Significantly more children with emotional/behavioural problems had sleep difficulties, compared to children without such problems. The results indicate that children with different types of psychiatric problems may have dissimilar sleep problems. Anxiety was associated with primary insomnia and nightmares; depression with sleep terror, bedtime resistance, difficulty initiating sleep and nightmares; behaviour problems with bedtime resistance, sleep terror and restless sleep; and ADHD was associated with sleep terror, restless sleep, primary insomnia and nightmares. Nightmares and sleep terror were prevalent across all the disorder groups. Conclusion: Sleep problems are prevalent among 4-year-olds, especially in children with symptoms of psychiatric disorders. Certain sleep problems seem to be more strongly associated with some psychological problems than others.
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Loorits, Ellen. "Behavioural problems of children in foster care as affected by attachment to and visitation with biological parents." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1036.
Full textAbstract:
The following paper examines the literature on attachment and children in foster care to form the foundation for a study of the effects of attachment and visitation on the behavioural problems of these children. It begins with an overview of the area of attachment, focusing on the work of Bowlby, Ainsworth, and Main. Cicchetti and colleagues extensive research on attachment in maltreated school aged children is reviewed. The mental health imp1ications for maltreated children are discussed. The section on foster care gives an overview of the area including demographics and practices. Attachment theory has led to development of current practices that emphasise the important role that natural parents need to continue to play when their child is placed in foster care. The ways in which contact has been shown to assist children with identify formation, improved psychological health and increasing the chances of reunification, is discussed.
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Akawa, Ester Anna Nelago. "Teachers' perceptions of behavioural problems manifested by Grade 11 and 12 learners in three Namibian schools." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1010868.
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In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.
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Halstead, Elizabeth. "Resilience, behavioural problems and well-being in children with intellectual and developmental disabilities and their families." Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/resilience-behavioural-problems-and-wellbeing-in-children-with-intellectual-and-developmental-disabilities-and-their-families(00336cc1-bddb-4d24-8fc3-6ba9d4975422).html.
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Behavioural problems exhibited by children with Intellectual and Developmental Disabilities (IDD) have been identified as a significant stressor for family members in both cross-sectional and longitudinal research. However, the extent to which family members are affected by child behavioural problems is variable which may be due to moderating factors between these relationships, including resilience. There is a lack of conceptual clarity in defining what resilience is in existing research, and it is unclear how resilience may improve well-being outcomes in this population. This thesis presented four studies. One study investigated mothers’ reporting on their child’s resilience where it was found that maternal depression had a significant effect on child behavioural and emotional problems. The study found that child resilience functioned as a compensatory factor, being associated with fewer child behavioural problems. Three studies investigated resilience and related constructs in mothers of children with IDD. Social support was found to function as a protective factor between child behavioural problems and maternal depression, life satisfaction and when mothers reported the positive affect of having a child with IDD on themselves and their family. There was also some evidence of the role of practical coping and positive perceptions acting as protective factors between child behavioural and emotional problems and maternal well-being. Consistent evidence was found that maternal resilience functioned as a compensatory factor, improving maternal outcomes; including stress, anxiety, depression, perceptions of positive gain and family satisfaction. One study focused only on mothers of children with Autism Spectrum Disorder (ASD) where the severity of the child’s current ASD symptoms was found to have a significant main effect on maternal depression. Longitudinally maternal resilience did not act as a significant predictor of maternal well-being outcomes over time. Finally, findings from the empirical studies were discussed along with their implications for future research and interventions.
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Bellefontaine, Sarah. "A Meta-Analytic Examination of Behavioural Parenting Interventions in the Treatment of Children's Behaviour Problems." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26172.
Full textAbstract:
The movement towards the provision of evidence-based services has become increasingly important to psychological practice (CPA Task Force on Evidence-Based Practice of Psychological Treatments, 2012; Levant, 2005). One of the key components of this movement is the summarizing and dissemination of important findings to key stakeholders for interventions using techniques such as meta-analysis. Meta-analyses are typically based on reviews of the published literature on a particular topic, but increasingly researchers are acknowledging the importance of examining and including unpublished, grey literature in their reviews in presenting an accurate picture of a body of literature (Hopewell, McDonald, Clarke, & Egger, 2008; McAuley, Pham, Tugwell, & Moher, 2000). However, the inclusion of grey literature in meta-analyses and reviews remains controversial (Coad, Hardicre, & Devitt, 2006; Martin, Perez, Sacristan, & Alvarez, 2005; Seymour, 2010). A number of reviews of behavioural parenting interventions have been conducted. The body of literature in this area continues to grow quickly, and recent meta-analyses in this area have examined only subsets of the literature, thus necessitating an overall examination of all available literature in this area: published and unpublished. The present meta-analysis synthesized the results of 42 published and 6 unpublished behavioural parenting intervention studies conducted between 1966 and 2011. In the first manuscript, treatment efficacy was examined with respect to three different outcomes (parent behaviour, child behaviour, and parent adjustment). I also examined the differential effects of six moderator variables in two categories: child characteristics (child formal diagnostic status and child age) and methodological characteristics (overall quality, comparison group, experimenter allegiance, and publication status). In the second manuscript, I examined both the advantages and challenges of including grey literature in meta-analyses, and explored the use of an innovative search program. I also explored the influence of the inclusion of grey literature on outcomes, including whether effect sizes, sample homogeneity, and publication bias indices are affected by the inclusion of grey literature. Results of the present study confirm the efficacy of behavioural parenting interventions on parent behaviour, child behaviour, and parent adjustment outcomes. Further, I extend the knowledge base through the inclusion of recent reports, grey literature, searches of basic search engines such as Google and Yahoo, and the examination of previously unexplored moderator variables. My results underline the importance of consistent reporting practices in the field and their impact on the availability of evidence for policy-makers, administrators, researchers, clinicians and consumers. I also discuss the implications of these findings for the provision of evidence-based services for parents, knowledge translation, and grey literature.
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Gardner, F. "Observational study of preschool children with behaviour problems." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376910.
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Savile, Amy Louise. "The influence of maternal reflective functioning and expressed emotion on children's attachment among children with, or at risk of, behavioural problems." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14607.
Full textAbstract:
Background: This study examined whether levels of parental reflective function (RF), parental expressed emotion (EE) and children’s attachment styles are significantly related in a sample of children with high levels of conduct disorder (CD) symptoms. Method: The sample (n = 143) consisted of children aged 5-7 years at risk of behaviour problems. Participants were recruited from a borough of London and a unitary authority in the south west of England. Data for the three main variables and confounders were collected using semi-structured interview, direct observation and questionnaires from both parents and children. The Parent Development Interview (PDI) was used to assess RF; the Five-Minute Speech Sample to assess EE and the Manchester Child Attachment Story Task (MCAST) to assess child attachment. Results: Global levels of maternal RF did not significantly differ between the securely and insecurely attached groups of children. Mothers of securely attached children, however, had higher RF ratings on the negative interactions and anger subscales of the PDI compared to mothers of insecurely attached children. No significant difference was found in parental EE between secure and insecurely attached children. High EE-warmth was associated with high global RF, but there was no significant relationship between EE-criticism and RF. Multiple logistic regression found no significant relationships between parental RF, parental EE and child attachment. Conclusions: These findings may suggest that attachment classification influences the levels of maternal RF in specific negative situations. Conversely it is possible that high maternal RF in such situations enables mothers to respond more sensitively to their child, leading to more secure attachment. The finding that maternal RF and EE were not associated with child attachment may suggest these variables are not strongly related, the sample is too small to detect any effect or that the specific sample lacks variability in scores. To the author’s knowledge this is the first study to test for these relationships with confounders included in the model, which may explain the null findings.
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Louw, Kerry-Ann. "Correlates of Emotional and Behavioural Problems in Children with Perinatally Acquired HIV in Cape Town South Africa." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14256.
Full textAbstract:
In the antiretroviral era children perinatally infected with HIV (PHIV+) are surviving into adulthood and are at risk for emotional and behavioural problems. Few studies of these problems have been conducted in low and middle income countries (LMIC) and even fewer in sub - Saharan Africa where the burden of the HIV epidemic remains heaviest. The aims of this study were to provide a quantitative description of emotional and behavioural problems in a group of children and adolescents with perinatally acquired HIV in South Africa compared to a group of well - matched HIV - negative controls and to identify demographic, biological, cognitive and contextual correlates of emotional and behavioural problems. A cross-sectional descriptive, analytical study was conducted. Participants were recruited from community and hospital based clinics. Wi thin the HIV - infected group, children were further divided into three subgroups: PHIV+ children who had never been on antiretroviral therapy (ART naïve), PHIV+ children on ART and PHIV+ children on ART with a confirmed diagnosis of HIV - related encephalopathy (HIVE) . Emotional and behavioural problems were assessed using the Child Behaviour Checklist (CBCL). Several measures were used to assess demographic, biological, cognitive and contextual correlates of problem behaviours: socio - demographic questionnaire, clinic records, neuropsychological test battery, Family Resource Scale, Family Support Scale and Center for Epidemiologic Studies - Depression Scale. Children were compared by HIV status on demographic, cognitive and contextual variables as well as the total and subscale scores of the CBCL. Multivariate comparisons of the influence of contextual and cognitive variables on CBCL total problems was performed using a hierarchical step - wise linear regression analytic procedure. The final sample (N=108) for data analysis included 78 PHIV+ children and 30 HIV - negative children. Groups were comparable with respect to demographic and contextual variables. Cognitive performance scores were significantly lower in the PHIV+ children when compared to HIV - negative controls (p<0.001). Rates of caregiver depression were higher in both groups than the lifetime prevalence rates reported in the South African population.
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Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
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Viola, Teresa. "Remediating behaviour problems in children with cognitive disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64205.pdf.
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Viola, Teresa. "Remediating behaviour problems in children with cognitive disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30229.
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This study examined the efficacy of conjoint behavioural consultation (CBC) in the remediation of behavioural problems in children with cognitive disabilities. Further, this study sought to determine whether parents' knowledge of behavioural principles and behavioural management skills improved as a result of participating in CBC. An A/B design was utilized with 6 children (ages 7--10), their parents and teachers. Children evidenced improvements in their target behaviours from baseline to treatment at home or at school (effect sizes = -2.11 to +1.35). Overall, children evidenced improvements in social skills, problem behaviours, or externalizing behaviours (Reliable Change Indices [RCI] = -0.27 to 3.29). Moreover, knowledge of behavioural principles increased significantly for two parents at posttest when compared to pretest (RCI = 1.25 to 3.47). Also, parents used more praise statements, fewer critical statements, and fewer no-opportunity commands at posttest than at pretest. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.
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Viola, Teresa. "Remediating behaviour problems in children with developmental disabilities." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.
Full textAbstract:
The primary purpose of the present study was to evaluate the effectiveness of a highly individualized conjoint behavioural consultation model with group videotape therapy as a means of decreasing externalizing behaviour problems of children with developmental disabilities. The effects of the intervention were examined via changes in children's target behaviors throughout the course of the intervention, along with pre-intervention and postintervention changes of problem behaviors on standardized measures, and during parentchild play observations. Parent outcome was evaluated by changes in parental knowledge of behavioural principles, changes in parental management skills, and parental discipline approaches. Finally, parental acceptability of the intervention was examined as well as the relationship between intervention acceptability and outcome. A multiple baseline research design was used with 22 children, their parents, and teachers. Results indicated that children's target behaviors improved from baseline to intervention. Moreover, parental knowledge of behavioral principles, parental discipline strategies, and behavioral management skills improved from pre-intervention to post-intervention. Further, high acceptability ratings were reported by parents at post-intervention. Finally, a positive relationship was found between intervention effectiveness and acceptability. Results are discussed in light of their implications and contributions to the literature in school psychology.
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Lo, Hay-ming, and 盧希皿. "Father absence and behavioural problems of primary school students in Hong Kong: a systems perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249851.
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Timm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
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Hodgkinson, Michael. "Multiple-outcome evaluation and development of a behavioural parent-training course for parents of children with conduct problems." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31316.
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The literature related to the classification cause, prognosis and treatment of childhood conduct problems is reviewed, with particular emphasis on Behavioural Parent Training intervention approaches. The Child Behaviour Management Programme was developed and was piloted with a clinic-based group of referred parents. A parallel pilot study was conducted with non-referred parent in a community setting in order to provide a 'low-demand' comparison. Following the pilots, the outcome measures were amended for inclusion in Study Three, which was intended to form part of a larger, main study. Primary Attrition emerged as a major problem but the Reasons for Attrition Questionnaire (RAQ) did not secure an adequate response from non-attenders to elucidate their reasons. However, it provided positive consumer satisfaction data implying that those who attended were essentially satisfied with what they received. Following expansion of the clinical service and an increase in its referral-rates the Child Behaviour Course was run and evaluated in June 1996. This was a derivative of the CBMP, although the programme was more intensive over a shorter time and involved the attendance of the referred child for one day of the three. Positive treatment effects were achieved on all outcome-measures apart from the Beck Depression Inventory. Chapter Eight describes a further development of the CBMP to form the Family Day Programme (FDP) which involves the attendance of whole families for a series of 6 days. A retrospective survey was conducted to compare the perceived needs of individuals who had attended the CBMP, the CBC or the FDP.
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Ranceford-Hadley, Pamela Jane Spurr. "A study of the effects of parent counselling in relation to pre-school children with emotional/behavioural problems." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267739.
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Mudge, Jane. "Lead exposure and the prevalence of emotional and behavioural problems experienced by children in the Port Pirie cohort study /." Title page, contents and summary only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phm944.pdf.
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Beynon, Stephanie Jane. "Behaviour Problems in Children with Asthma and their Siblings." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/3158.
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The aim of this study was to examine the relationship between asthma and behaviour,
between children with asthma (mean age= 6.11), and their siblings without asthma (mean age=
6.03). Maternal reports of children’s behaviour with asthma (N=10) and their siblings without
asthma (N=10) were measured using the Strengths and Difficulties Questionnaire. Additional
questions on asthma severity and general health were also included. Using a Chi-square method
for matched pairs, the findings indicated that children with asthma did not have more behaviour
problems than their siblings who did not have asthma. However, children with asthma were more
likely to have tantrums and problems with attention than were their siblings without asthma. The
total behaviour score indicated that for seven of the sibling pairs their behaviour was similar, in
that there were no problems. Additionally, children who had asthma and took preventer
medication were less likely to have behaviour problems than children who did not use asthma
preventers. This study was limited by the small sample size and the reliance on maternal reported
measure of behaviour. Important factors that might affect behaviour in children with asthma and
their siblings were identified, and directions for future research and clinical practice have been
proposed.
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Pont, H. B. "The socio-cognitive assessment of children with behaviour problems." Thesis, University of Aberdeen, 1991. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU033121.
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There is an increasing acceptance within applied psychology of a socio-cognitive model, based on the belief that social behaviour is determined by expectations and beliefs and is under the control of mediating processes such as self-concept or reflective ability. Within this model children with behaviour problems are assumed to have maladaptive beliefs and expectations and to be deficient in appropriate skills. Treatment of such children is directed at changing the mediating cognitions. The research reported examined four components of the model thought to be of especial clinical relevance for educational psychologists. These were social problem solving skills, self-concept, attributions for educational success and failure and good and bad behaviour, and perceptions of potentially stressful situations. Within each area the performance of a group of non-problem children was studied to examine the effects of age, sex and ability on children's responses. In addition two groups of problem children, both from special educational settings, were compared with the non-problem chldren to determine the extent to which maladjusted children show systematic differences in mediating structures, and whether existing assessment techniques can contribute to an appropriate clinical appraisal. Differences between problem and non-problem groups were found in all four areas but the pattern of differences did not provide unqualified support for the existence of general mediational deficits. Such deficits were thought to be more specific than generally assumed. Existing measures in all areas were found to be problematic. The implications of these findings for the assessment of problem behaviour and for a model of maladjustment behaviour were considered.
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Pierre, P. Joseph. "Individual-level risk and community-level risk for emotional and behavioural problems in children of disadvantaged communities in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ55926.pdf.
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Castellanos, Prieto Mariela. "Behavioural and emotional problems, mothers' stress, and early intervention services for families of children with developmental disabilities over time." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121547.
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Early Intervention (EI) services for children with developmental disabilities (DDs) and their families are central to helping children achieve their optimal developmental outcomes and to supporting parents in meeting their families' needs. Research evidence suggests that parent perceptions about the quality of the EI services their children receive are related to their beliefs of children's progress in EI. In the current study mothers' perceptions of their children's behavioural and emotional problems, mothers' parenting stress, and mothers' perceptions about the quality of the EI services their children receive were examined at two time points, approximately two years apart, in order to assess whether change occurred following EI. The relationship between parenting stress and mothers' perceptions about EI services was also analyzed. The data used for the current study are part of the larger longitudinal National Early Intervention Research Initiative. Significant differences were found in mothers' perceptions of their children's behavioural and emotional problems from Time 1 to Time 2. Parenting stress related to mothers' characteristics changed significantly from Time 1 to Time 2 (t(17) = 4.81 p = .00). Parenting stress related to child characteristics also changed significantly from Time 1 to Time 2 (t(17) = 4.21, p = .00). No significant relationship was found between parenting stress and mothers' perceptions of EI services at either Time 1 or Time 2. The results of the current study are discussed in comparison with previous research on EI. Limitations are acknowledged and recommendations are made for future research, given the implications of EI services for the wellbeing of children with DDs and their families.Les services d'intervention précoce (IP) pour les enfants ayant une trouble d'envahissement de développement (TED) et leurs familles sont importants pour aider les enfants à atteindre leurs potentiels optimaux de développement et à aider les parents à répondre aux besoins de leurs familles. Les recherches indiquent que les perceptions des parents au rapport à la qualité des services d'IP reçu par leurs enfants sont liées à leurs croyances des progrès réalisés par les enfants dans l'intervention. Dans cette étude, les perceptions maternelles des difficultés comportementales et affectives des leurs enfants, les niveaux de stress parental, et les perceptions maternelles de la qualité des services d'IP reçu par leurs enfants ont été examinés deux fois, environ deux ans entre les évaluations, afin de juger si un changement est survenu à la suite de services d'IP. La relation entre le stress parental et les perceptions maternelles sur les services d'IP a été également analysée. Les données utilisées pour cette étude s'inscrit dans le cadre du National Early Intervention Research Initiative, un projet longitudinale nationale. Une différence significative a été observée dans les perceptions maternelles des problèmes comportementaux et affectifs des enfants entre la première et la deuxième évaluation. Le stress parental lié aux caractéristiques des mères a changé de façon significative entre les deux évaluations (t (17) = 4.81 p = .00). Le stress parental lié aux caractéristiques de l'enfant a également changé de façon significative entre les évaluations (t (17) = 4.21, p = .00). Aucune relation significative n'a été trouvée entre le stress parental et les perceptions maternelles des services d'IP. Les résultats de cette étude sont discutés par rapport aux recherches antérieures sur l'IP. Les limitations sont reconnues et des recommandations sont faites pour des futures recherches, étant donné les implications de services d'IP pour le bien-être des enfants ayant un TED et de leurs familles.
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Hammarberg, Annie. "Pre-school Teachers’ Perceived Control and Behaviour Problems in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3338.
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In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied.
The results of Study I indicate that pre-school teachers’ high perceived control was related to high intentions to act in the event of child behaviour problems. Teachers’ high satisfaction with their work was also related to high perceived control. Study II showed that low perceived control was associated with having a high proportion of children with a high level of externalising behaviours and of boys in the classroom. Study III shows that children who had a high level of externalising behaviours at the beginning and throughout the school year had teachers with low perceived control. Teachers’ perceived control was not related to their perception of internalising behaviours in the same way as to externalising behaviours and it was unrelated to a change in any direction of problem behaviours. Concerning changes in problem behaviours, no other factor was found, except a low child to adult ratio for a positive change of internalising behaviours. In Study IV, the aim was to examine naturally occurring child–teacher interactions. Teachers’ responding with commands to children was associated with teachers’ low perceived control, whereas restrictive teacher responses were not related to teachers’ perceived control.
The present study indicates that teachers’ perceptions of children are important for their perceived control. It provides evidence that teachers’ low perceived control is associated with their difficulties in handling externalising behaviours and the behaviour of the boys in the classroom. Responding to problem behaviours can be explained by teachers’ perceived control, and their perception of a child’s sex and externalising behaviours.
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Cole, Sarah Caroline. "An emotion knowledge intervention for young children with behaviour problems." Thesis, University of Canterbury. Health Sciences Centre, 2009. http://hdl.handle.net/10092/3393.
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This dissertation describes an emotion knowledge intervention which was designed and conducted with four year old children with behaviour problems. The children’s parents and preschool teachers kept daily records of the children’s noncompliances to determine if there was any change in behaviour throughout the duration of the study. The children’s emotion knowledge and vocabulary ability were assessed and their parents completed a child behaviour checklist both before and after the intervention. The emotion knowledge intervention consisted of six sessions over a three week period. During the sessions the emotions angry, happy, sad and scared were discussed with the use of storybooks and games were played that involved identifying the emotions on faces of emotion cards and the children also practiced making the faces themselves. Results indicated that the intervention did not result in an increase in the children’s level of emotion knowledge or result in a change the children’s behaviour.
Possible reasons for this lack of effect may have included an insufficient number of sessions to result in a change of emotion knowledge or the intervention may have been ineffective at increasing the children’s level of emotion knowledge.
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Idris, Idayu B. "A longitudinal study of emotional and behavioural problems among Malaysian school children with a nested evaluation of a parenting programme." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59720/.
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Background: Emotional and behavioural problem in children and adolescence is an important public health issues. However, there is currently limited epidemiological evidence in terms of its prevalence or stability over time in Malaysia, and limited evidence about the role of parenting programmes in supporting parents and children experiencing such problems. Methods: This research comprises a longitudinal community-based study that measured the prevalence of emotional and behavioural problems among school children aged seven to eight years and thirteen to fourteen years in Malaysia, and assessed their stability at six months. The study also consisted of an evaluation of a parenting programme known as the Khalifah method in which the parents of a group of children aged seven to eight years who had been screened in the prevalence study as having emotional and behavioural problems, were invited to take part in the programme. Parents, teachers and children aged 13 to 14 were assessed at baseline and 6 months time using the SDQ, which was also validated in the Malay Language, as part of the current study. Results: The prevalence of emotional and behavioural problems in Malaysian school children was 9.3% for teacher-report, 8.5% for parent-report, and 3.9% for child-report. There was no significance difference in the prevalence of emotional and behavioural problems over a six-month period, except for Teacher-report emotional (p=0.006) and conduct problems scores (p=0.000) as well as child-report Total Difficulties scores (p=0.000) and emotional problems scores (p=0.002). Four variables were significant predictors of EBD at time 2 – being male, younger, from a low-income family and having externalizing behaviour problems at time 1. Finally the results of the pilot evaluation of the effectiveness of a Parenting Programme suggests that it was effective in reducing behaviour problems among children whose parent’s received the intervention after 6 months (p=0.001), as well increasing parent’s mental well-being (p=0.000). Conclusion: This study shows that the prevalence of EBD among Malaysian children is similar to western countries, and is stable over a 6-month period. It also provides preliminary evidence to suggest that a parenting programme is effective in reducing conduct problems among affected children.