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1
Christou, Antonios I. "Neurophysiological, behavioural and genetic markers of behavioural problems in early childhood." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6636/.
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The work presented in the present thesis investigated the neural, behavioural and genetic markers that may be associated with the manifestation of behavioural problems during the early years of life. Across four different empirical studies, and by incorporating, behavioural, neurophysiological and genetic investigations, it was demonstrated that: (1) there are neurophysiological signatures that may be associated with the manifestation of behavioural problems early in life; (2) common genetic variations that determine serotonin variability are strongly associated with affectivity-related patterns of frontal brain activation; and that (3) normal genetic variations that modulate serotonin availability and neuroplasticity are each associated with affectivity-related patterns of visual scanning behaviours in response to faces and aversive scenes. Taken together, the results illustrate the existence of robust neural, genetic and behavioural markers that may be associated with the manifestation of behavioural problems in early childhood and prompt further investigation of the area by generating novel hypotheses. Together, the empirical findings of the thesis provide a first stage contribution to the complex mechanisms that may yield risk and resilience for behavioural problems during the early years of life by generating a more comprehensive insight on the field of affectivity.
2
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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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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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
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Kristoffersson, Marcus. "Efficient treatment of adolescents with behavioural problems." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24551.
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The purpose of this essay is to investigate which components previous scientific studies suggest that an efficient treatment for adolescents with behavioural problems should contain. For this purpose, an extensive review of scientific research conducted in Scandinavia has been read and will be presented in this essay. This essay also present an introduction to residential care in Sweden as well as to an alternative form of treatment for adolescents with behavioural problems called Multidimensional Treatment Foster Care (MTFC). The result of this essay suggest that treatment of adolescents with behavioural problems should be based on the emphasis of risk/resilience factors of the youth and that the treatment should be adapted to the youth’s individual personality and way of learning. Furthermore should the method of treatment be well incorporated within the staff and be based on methods proven effective by scientific research. Based on the scientific research previously conducted, one could argue that the MTFC treatment is more efficient when it comes to treatment of adolescents with behavioural problems than residential care due to the residential cares inconsistency in treatment methods.
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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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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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Meireles, Rodrigues Andrea Sofia. "Non-concave and behavioural optimal portfolio choice problems." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9694.
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Our aim is to examine the problem of optimal asset allocation for investors exhibiting a behaviour in the face of uncertainty which is not consistent with the usual axioms of Expected Utility Theory. This thesis is divided into two main parts. In the first one, comprising Chapter II, we consider an arbitrage-free discrete-time financial model and an investor whose risk preferences are represented by a possibly nonconcave utility function (defined on the non-negative half-line only). Under straightforward conditions, we establish the existence of an optimal portfolio. As for Chapter III, it consists of the study of the optimal investment problem within a continuous-time and (essentially) complete market framework, where asset prices are modelled by semi-martingales. We deal with an investor who behaves in accordance with Kahneman and Tversky's Cumulative Prospect Theory, and we begin by analysing the well-posedness of the optimisation problem. In the case where the investor's utility function is not bounded above, we derive necessary conditions for well-posedness, which are related only to the behaviour of the distortion functions near the origin and to that of the utility function as wealth becomes arbitrarily large (both positive and negative). Next, we focus on an investor whose utility is bounded above. The problem's wellposedness is trivial, and a necessary condition for the existence of an optimal trading strategy is obtained. This condition requires that the investor's probability distortion function on losses does not tend to zero faster than a given rate, which is determined by the utility function. Provided that certain additional assumptions are satisfied, we show that this condition is indeed the borderline for attainability, in the sense that, for slower convergence of the distortion function, there does exist an optimal portfolio. Finally, we turn to the case of an investor with a piecewise power-like utility function and with power-like distortion functions. Easily verifiable necessary conditions for wellposedness are found to be sufficient as well, and the existence of an optimal strategy is demonstrated.
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Needs, A. P. C. "The subjective context of social difficulty." Thesis, University of York, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233294.
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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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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.
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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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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.
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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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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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Mohr, Caroline 1952. "Behavioural and emotional problems in adults with intellectual disability : the developmental behaviour checklist for adults." Monash University, Dept. of Psychological Medicine, 2003. http://arrow.monash.edu.au/hdl/1959.1/5588.
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Samaitienė, Rūta. "Rolando epilepsija sergančių vaikų EEG pakitimų, miego bei elgesio sutrikimų ir klinikinių charakteristikų sąsajos." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130919_161212-43923.
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Nors Rolando epilepsijai (RE) būdinga gerybinė eiga, dalis sergančiųjų turi miego bei elgesio problemų. Nuosekliai ištyrėme 75 RE sergančius bei 32 lyginamosios grupės nesergančius epilepsija pacientus. Grupės nesiskyrė pagal amžių ir lytį. Suskirstėme sergančiuosius RE į dvi grupes pagal priepuolių pasikartojimą per paskutinius 6 mėnesius. Elgesio sutrikimai buvo vertinami pasitelkiant CBCL (angl. Child Behavior Checklist) klausimyną, miego sutrikimai-pagal vaikų miego sutrikimų skalę (SDSC) (angl. Sleep Disturbance Scale for Children). Vertinome miego ir elgesio problemas bei jų sąsajas su klinikiniais, EEG duomenimis bei vizualinės-motorinės reakcijos laiko duomenimis. Bendradarbiaudami su Vilniaus universiteto Matematikos ir informatikos fakultetu rankiniu ir automatiniu būdu tyrėme pacientų EEG.
Tik tiems RE pacientams, kuriems buvo priepuolių per paskutinius 6 mėn., nustatėme patikimai aukštesnius SDSC klausimyno įverčius (padidintą mieguistumą, kvėpavimo sutrikimus miego metu, miego- budrumo ritmo sutrikimus, ilgesnę miego latenciją) bei patikimai aukštesnius CBCL klausimyno rodiklius (socialinių sunkumų, mąstymo sunkumų, dėmesio sunkumų, agresyvaus elgesio bei bendrų sunkumų skalių įverčius). Elgesio problemos buvo susiję su ilgesne epilepsijos trukme, sunkesniais ir dažnesniais priepuoliais, miego problemomis bei miego EEG pakitimais (>35/min pikų kiekiu bei pikų lokalizacija ir kitose nei centrotemporalinės srityse). Budrumo EEG nustatytas >17/min pikų kiekis buvo... [toliau žr. visą tekstą]Although patients with benign Rolandic epilepsy (RE) exhibit a benign course of the disease, some of them display sleep and behavioural problems. Seventy five patients with RE, aged 6–11 years, were included in this study. The patients were divided into two subgroups according to the presence of seizures over the preceding 6 months. The comparison group comprised 32 patients without epilepsy and with similar characteristics in terms of age and sex. All patients underwent evaluation of sleep (Sleep Disturbance Scale for Children) and behaviour (Lithuanian version of Child Behaviour Checklist). We examined the sleep and behavioural problems in correlation with the clinical data, EEG data, and simple visual-motor reaction time data. We automatically and manually analysed EEG in the collaboration with Vilnius University Faculty of Mathematics and Informatics. Only patients who had had seizures over the preceding 6 months displayed significantly higher scores for sleep problems (disorders of excessive daytime sleepiness, disorders of sleep breathing, and disorders of sleep-wake transition, longer sleep onset latency), and behavioural problems (social problems, thought problems, attention problems, and aggressive behavior) than the patients of the comparison group. Behavioural problems were associated with the longer epilepsy duration, more frequent and more severe seizures, sleep problems and sleep EEG data (spike frequency >35/min and spike focus, spreading to the other than... [to full text]
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Franzen, Ewaldz Lena, and Mikael Sjögren. "Beteendeproblematik utifrån ett klientperspektiv"Behavioural problems from a clients perspective"." Thesis, Kristianstad University College, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4179.
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ABSTRACT
Behavioural problems are a compound conception for emotional difficulties at different levels. Individuals with behavioural problems could have difficulties with social relations, low self-esteem, anxiety and worry.
The purpose with the examination was to describe how clients apprehend their behavioural problems and what they consider could be the causes of it.
The examination was based on the qualitative interviews with 5 clients and a professional helper. We came in contact with our clients through our practice. The results showed that the clients experienced their behavioural problems as a hidden handicap in various ways. Our clients were aware of their problems but they kept it to themselves.
One of the difficulties that behavioural problems can lead to are problems in the social relations. The clients consider them selves to have succeeded in dealing with their situation in a satisfying way and believe their future to be positive.
Keywords: Behavioural problems, growth, mental health, future prospect, parent/child relation, substance abuse, a parent psychological illness, low self-esteem, emotional difficulties, attachment theory.
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Butler, Lucy Marie. "Paternal depression, expressed emotion and child emotional and behavioural problems." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3698.
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Few studies currently exist which examine expressed emotion in depressed fathers, despite considerable evidence linking expressed emotion and depression in mothers. These findings are important as they indicate that mothers’ depressed mood is associated with an increase in child-directed critical comments and a decrease in positive comments, which have been linked to poorer child emotional and behavioural outcomes. There are limited findings exploring how depressed mood may impact fathers’ expressed emotion, and how this is in turn may impact upon the child. This paper reports findings from part of a longitudinal study examining fathers with depression in the postnatal period. The aim of this study was to determine whether child emotional and behavioural problems at age 2 years were associated with increased critical comments and decreased positive comments made by fathers (N = 143). It was predicted that fathers who were depressed when their child was 3 months or 12 months old would make more critical comments and fewer positive comments about their children at age 24 months, and that fathers’ critical comments would predict child emotional and behavioural problems at 24 months. Fathers’ depression at 12 months was found to be significantly related to child emotional and behavioural problems at 24 months. The children of fathers who made more positive comments had fewer reported emotional and behavioural difficulties at 24 months. Fathers’ positive comments were found to remain stable from 12 months to 24 months. There were no significant relationships found between fathers’ depression and the frequency of positive or critical comments. This study has implications for increasing fathers’ child-directed positive comments in order to prevent the development of child emotional and behavioural difficulties.
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Tse, Alex Sing-Lam. "Dynamic economic decision problems under behavioural preferences and market imperfections." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/89266/.
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This thesis is a collection of three individual works on dynamic economic decision problems which go beyond expected utility maximisation in complete markets. The first chapter introduces an asset liquidation model under prospect theory preferences. We demonstrate that the probability weighting component of the model can predict liquidation strategies which better fit the empirical patterns of investors’ stock trading behaviours, when compared to models which do not incorporate probability weighting. The second chapter explores the role of randomised strategies in an exit-timing problem faced by a prospect theory agent. Several new insights are offered: in a discrete model, access to randomisation can strictly improve the economic value to the agent; in a continuous time counterpart, allowing randomisation will significantly alter the prediction of an agent’s behaviours and more realistic exit-strategies would be observed in contrast to the results from the existing literature. The final chapter studies an extension to the Merton’s optimal investment and consumption problem under transaction costs, where the agent can also dynamically invest in a liquid hedging asset without a trading fee. We provide a complete solution. Important properties of the problem such as well-posedness conditions and comparative static results are derived.
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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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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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Bisseker, Gabrielle Jayne. "Management of Sleep Problems in Preschoolers." Thesis, University of Canterbury. Health Sciences, 2010. http://hdl.handle.net/10092/5329.
Full textAbstract:
There is minimal research into behavioural interventions for typically developing preschoolers (2-5 years of age) with sleep problems. Often these children are not considered as a distinct developmental group and are incorporated into sleep intervention studies for infants or school-aged children. Yet preschoolers do differ in their language, social and cognitive abilities. The present study examines an intervention tailored to the developmental abilities of four preschool children with sleep problems. It utilised positive reinforcement in order to create a less restrictive intervention than those based on extinction alone. This was combined with a range of other behavioural strategies such as parental presence, standard and graduated extinction to reduce a variety of sleep problems. Problems targeted included bedtime refusal, co-sleeping, night waking and a possible diagnosis of sleep terrors. Behavioural interventions effectively reduced sleep problems in all four participants. Parental report demonstrated acceptance of strategies implemented and satisfaction in intervention outcomes.
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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.
Full textAbstract:
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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Luppi, Barbara. "The consequences of behavioural bias : bandit problems and product liability law." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/2373/.
Full textAbstract:
The aim of the thesis is to explore how certain behavioural biases affect decision making. It focuses on two contexts, bandit problems and the case of legal decision making. In regard to bandit problems, the focus of interest is to examine the role of risk aversion and loss aversion, which are both excluded from the standard literature on bandit problems. We consider the standard bandit problem under alternative models of behaviour, from the standard expected utility model with risk neutral agents, to models with risk aversion, with loss aversion, and with risk and loss aversion. In Chapter 2 we show that new qualitative features of the prediction emerge in the presence of both risk aversion and loss aversion. Subjects who are moderately loss averse find it optimal to experiment more than highly loss averse or loss neutral individuals. In Chapter 3, an experimental study is conducted that involves a three-stage one-armed bandit problem. The main substantive finding in Chapter 3 is that there is a bias towards over-experimentation in stages 1 and 2, and a bias towards under-experimentation in stage 3, relative to the theoretical model, which is not explicable by reference to subjects' levels of risk or loss aversion. This remains a 'behavioural' puzzle. In regard to legal decision making, in Chapter 4 we examine the role of overconfidence in undermining the incentives provided by liability rules. Even factually informed, overconfident people tend to think that risks are less risky to materialize for themselves than for others and therefore inadequately react to legal threats and incentives such as liability rules. We examine the role of tort rules in "debiasing" overconfidence, showing paradoxically that the most effective way to correct overconfidence could be to forgive it, rather than to penalize it through liability. In Chapter 5 we examine applications to the field of product liability. Products regulations that impose liability on producers for not increasing the safety of their products in anticipation of consumer's overconfidence can be viewed as a legal strategy analogous to legal forgiveness of consumers' overconfidence.
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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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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.
Full textAbstract:
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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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.
Full textAbstract:
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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Stallman, Helen M. "Self-directed teen triple P : a behavioural family intervention to reduce risk factors for adolescent behavioural and emotional problems /." St. Lucia, Qld, 2003. http://adt.library.uq.edu.au/public/adt-QU20031223.115158/index.html.
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Almurtaji, Yousuf. "The relationship between behavioural problems and academic achievement in Kuwait primary schools." Thesis, University of Surrey, 2016. http://epubs.surrey.ac.uk/810774/.
Full textAbstract:
This thesis contains three related studies in the general field of educational psychology and in the specific area of behaviour, educational achievement and educational needs in mainstream schooling. The work investigated relationships between behaviour and achievement in the educational context of Kuwait, where poor behaviour has been argued to be a primary cause of low education achievement levels. Using a systemic approach, the first study sought to establish patterns of behaviour and educational achievement among Kuwaiti pupils in grades 4 and 5 of primary schools. The results indicated associations between some behavioural traits (particularly hyperactivity) and measures of literacy and numeracy. The second study took advantage of an inclusion project undertaken in Kuwait to improve classroom management practices and increase awareness of, and support for, students with learning problems. Using the same methods as in Study 1, the second study investigated levels of behaviour and educational achievement among pupils in grades 4 and 5 taught by teachers who had been inclusion trained in comparison with non-inclusion trained teachers in an adjacent educational district. Results suggested that the hypothesised associations between behaviour and academic attainment existed but there were no significant differences in the measures between schools where teachers had been inclusion trained and those where they had not. Thus, relations between behaviour and academic achievement are important and may be impervious to change. The third study explored the comparative attitudes, practices and beliefs of inclusion and non-inclusion trained teachers and identified one significant difference, which was in terms of the educational structures of Kuwait. The thesis has the potential to make contributions to knowledge in several areas, both theoretical and practical. One is that there is a relative lack of similar studies that are set within a Middle Eastern context generally and within a Kuwaiti context specifically. Others include a systemic approach (something that differentiates it from a majority of work in this area of educational psychology) and the potential to inform future policies and interventions in Kuwaiti primary schools that are focused on behaviour and its associations with academic attainment.
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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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Elgar, Frank J. "Rural-urban differences in stress, coping styles and behavioural problems in adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0006/MQ42372.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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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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Ng, Lily, and 伍莉莉. "Family involvment and residential care: decision making about adolescents with behavioural problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249905.
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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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Ng, Lily. "Family involvment and residential care : decision making about adolescents with behavioural problems /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2066588X.
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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.
Full textAbstract:
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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Ferguson, Shirley, and n/a. "An examination of a school based, multimodal program for middle primary boys with difficult behaviours." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060710.101053.
Full textAbstract:
This study examined the efficacy of a multimodal intervention with conduct
disordered boys in the middle primary years. The intervention consisted of a behavioural
classroom program; a small group, social skills program; and a behavioural parenting
program Resource implications of this model were also evaluated.
A review of the current literature on conduct disorders showed that these children
account for less than 5% of the population, but they have a strong impact on families,
teachers, peers, schools and the wider community. About 50% of children with severe, early
behavioural problems will continue with these problems, not only throughout their adult
lives, but into the next generation. Early intervention appears to offer our best hope of
altering this trajectory.
Interventions with this population have been largely unsuccessful. At the present
time the most promising intervention is behavioural parent training programs. Combining
these with child focused social skills programs, and behavioural programs in the school
setting, increases their efficacy.
This study used a single subject experimental design to examine the effects of this
program on four boys with behavioural difficulties. Continuous measures were taken with
parent, and teacher daily record charts, and classroom observations. Pre, post and followup
measures were taken with the Child Behaviour Checklist. The results of the study were
mixed. Some subjects, according to some respondents, improved in home and school
behaviours. All three subjects, for whom there was followup data, had improved.
The classroom, and parenting programs appeared to be associated with positive
changes in child behaviour, the small group was associated with more disruptive behaviour
at school.
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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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Del, Col Nadia Marie. "Childhood emotional and behavioural problems and their relationship with parenting and other sociodemographic variables /." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09HS/09hsd345.pdf.
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Didaskalou, Eleni S. "Emerging teacher perspectives in relation to emotional and behavioural problems in Greek primary schools." Thesis, University of Newcastle Upon Tyne, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403670.
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Bonham, Elizabeth Mary. "Systems theory : a theoretical framework for understanding and treating difficult emotional and behavioural problems." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435042.
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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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Damons, Thirza. "An analysis of teacher's skills in the identification of learners with behavioural and emotional problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012183.
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This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.
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Chan, Ho-yung Dennis, and 陳可勇. "How the staff exercise discretionary decisions in handling residents' behavioural problems in a boys' hostel." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31977996.
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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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Ewing, Donna. "The role of sleep problems and sleepiness in cognitive and behavioural processes of childhood anxiety." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/53492/.
Full textAbstract:
Sleep in children is important for the functioning of a range of cognitive processes, including memory, attention, arousal, executive functioning, and the processing of emotional experiences. This, in addition to the high comorbidity between sleep problems and anxiety, may suggest that sleep plays a role in the cognitive and behavioural processes associated with childhood anxiety. Although a body of research exists which considers the associations between sleep problems and anxiety, there is currently little research evidence available for the effect of children's sleepiness on anxiety, or for the effect of childhood sleep problems or sleepiness on anxiety related processes. To address this, this thesis begins with a meta-analysis exploring the efficacy of transdiagnostic cognitive-behavioural therapy (CBT) for the treatment of childhood anxiety (Paper 1). CBT is generally the treatment of choice for childhood anxiety, and targets the processes that the subsequent papers in this thesis consider in relation to children's sleepiness and sleep problems. Papers two to five consider the effect of sleepiness on a range of cognitive and behavioural processes, including vicariously learning and unlearning fear (Paper 2), ambiguity resolution (Paper 3), emotion recognition (Paper 4), and habituation and avoidance (Paper 5). The final paper considers sleep problems in relation to a CBT intervention for childhood anxiety (Paper 6). Overall, while sleep problems and usual sleepiness were found to be associated with childhood anxiety, current sleepiness was not. On the other hand, sleepiness (usual and current), and reduced sleep, affected children's behavioural processes when exposed to anxiety provoking stimuli, but were not found to affect children's anxietyrelated cognitive processes. Sleep problems interacted with vicarious learning processes, but not with ambiguity resolution or emotion recognition processes, or with change in anxiety symptoms following a CBT intervention for childhood anxiety. Implications for treatment and future research directions are discussed.
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Muhammad, Hoshiar Sadiq. "Parenting styles and their impact on children's academic self-concept, behavioural problems and executive functions." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12548/.
Full textAbstract:
Parental styles have a significant impact on children’s developmental outcomes. It could be argued that negative parenting characteristics, including strictness, neglect, control, punishment, and lack of support potentially impact child academic self-concept, behavioural problems as well as child’s cognitive abilities. The current thesis examines this question in Kurdish primary school children. This thesis comprises 6 chapters: Chapter 1 and 2 consist of an introduction and literature review about the topic. Chapter 3 reports study 1 which examines parenting styles and their relationship with academic self-concept and behavioural problems. This chapter also considers whether academic self-concept serves as a mediator in the relationship between parenting styles and behavioural problems. In support of previous studies, results indicate a vital role of parenting styles on children’s academic self-concept and behavioural problems among Kurdish children. The results also indicate that academic self-concept serves as a significant mediator in the relationship between parenting styles with prosocial behaviour and internalising problems. Chapter 4 reports study 2, which is an intervention study. This study tests the impact of Systematic Training for Effective Parenting (STEP) programme to improve parenting styles and decrease parental stress. After three months a follow-up study was carried out in order to examine the effectiveness of the STEP programme. It was found that the intervention was effective in promoting parenting styles and reducing the level of parental stress in Kurdish mothers. The follow-up study showed that the changes were sustained over a three months period. However, contrary to expectation, no significant statistical differences were found in academic self-concept and behavioural problems between children whose mothers attended STEP and others whose mothers did not attend. Chapter 5 reports study 3 in which the individual differences in executive functions based on the parental monitoring and hyperactivity expressed by children was investigated. Additionally, a moderating role of parental monitoring in the relationship between children’s executive function and hyperactivity was performed in this study. Results indicated that children subjected to poor parental monitoring and showing a high level of hyperactivity had difficulties in inhibitory control, accuracy, processing speed and task persistence compared with the matched sample. PROCESS analysis indicated a significant moderating role of parental monitoring in the association between accuracy, verbal inhibition and task persistence with hyperactivity. The last chapter, Chapter 6, summarizes the findings of the empirical studies and provides the discussion, conclusion, limitations, implications and suggestions for future research.