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Published: 10 December 2022
Last updated: 28 January 2023

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1

Harris, Gene A. "Ecological risk factors and severity of child conduct problems /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8987.

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2

Richerson, Lauren A. "BEHAVIORAL, COGNITIVE, AND AFFECTIVE PREDICTORS OF CHILD CONDUCT PROBLEMS IN THE CONTEXT OF PARENT-CHILD INTERACTIONS." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193156476.

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3

Tate, Candace Bette. "Child conduct problems and parent support, a home-based counselling intervention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58585.pdf.

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4

Hay, Fiona B. "The psychometric properties of the parent-child relationship questionnaire." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327136.

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Conduct disorders in children are very common. The consequences of such problems are far-reaching not least because they impact upon the quality of the parent-child relationship. Parent Management Training (PMT) is a widely recognised treatment for childhood conduct disorders although the outcomes for many children are disappointing. Theoretically, the current study considers why outcomes are not more favourable and illustrates that attention should be paid to the role of maternal cognition in the quality of mother-child relationships. The aims of this study were to: • orientate the reader to the nature of the problem • describe the development of a tool that measures the quality of the mother-child relationship, The Parent-Child Relationship Questionnaire (PCRQ) • assess the psychometric properties of the PCRQ • discuss the findings, strengths and weaknesses of the study and consider future research ideas Control mothers completed the PCRQ once. Referred mothers completed the PCRQ and a measure of depression pre and post PMT. These mothers also completed a measure of parenting stress pre group only. A further sample of mothers completed the PCRQ twice. Principal components analysis was used to determine a) the factor structure of the PCRQ and b) whether this differed between a control and referred sample. One factor was extracted from the control sample and two from the referred. The two factors extracted were named Negative Cognition and Emotion (NC-E) and Behavioural Management (BM). Reliability analysis revealed adequate levels of alpha (Cronbach's) for the PCRQ and NC-E subscale although only barely adequate for BM subscale in both samples. Testretest reliability analysis on a small sample revealed a high Pearson's correlation coefficient. Intra-class correlation coefficients for total PCRQ and the BM subscale were reasonable whereas for NC-E the coefficient was weak. Criterion validity was explored by comparing the control and referred sample means. The differences between the means were significant. Concurrent and convergent validity were investigated by computing correlations between the PCRQ and the Parenting Stress Index Short-Form (PSI-SF; Abidin, 1995). This showed moderate correlations between the measures. The correlations between two PSI-SF dimensions and the BM subscale were low. Discriminant validity was investigated by computing correlations between the PCRQ and the Beck Depression Inventory (BDI; Beck & Steer, 1993). This showed a moderate relationship. Sensitivity to change following PMT was investigated by computing a paired samples t test in the referred sample. This test was also used to compare the pre and post group scores for the individual subscales. The changes were significant. There was no relationship between PCRQ scores and either age or gender. Normative values for the PCRQ and its subscales were calculated using a theoretical normal distribution. The results suggest that the PCRQ can be used to investigate the extent of negative maternal cognition underlying the quality of the mother-child relationship. Its usefulness is enhanced by employing a measure of maternal depression.
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5

Chikosi, Veronica. "Clinic-referred conduct problem children, a description of child and family characteristics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33353.pdf.

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6

Dahl, Rebecca Wade. "Maternal discipline approaches : a comparison between children with conduct problems and a nonclinic group /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/7297.

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7

Ward, Sarah. "Parenting, conduct problems and the development of conscience in young children." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365744.

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8

MacMartin, Clare. "Discursive constructions of child sexual abuse, conduct, credibility and culpability in trial judgments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ47398.pdf.

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9

Stanley, Sybil S. "The effectiveness of self-control training on a child with a conduct disorder." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1992. http://digitalcommons.auctr.edu/dissertations/1686.

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Self-control training will decrease the frequency of aggressive behaviors displayed by subject of this paper. Support was found for a decline in the frequency of aggressive behaviors that were sustained for a period of time. However, it cannot be assumed that the intervention was entirely responsible for changes in behavior.
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10

Schoeman, Ulrike Charlotte Wanda. "A Training program for intermediaries for the child witness in South African courts." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-11032006-175438.

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11

Logie, Robin. "What is it like to parent a child with conduct problems? : a qualitative study." Thesis, Bangor University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421673.

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12

Gambill, Samantha Marie. "An Investigation of Child and Family Factors Predicting Parental Response to Children's Conduct Problems." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1491915896302843.

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13

Hooven, Carole. "Developmental outcomes of marital and parenting variables for children with conduct problems /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7743.

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14

Villadsen, Aase. "Comparing early parental warmth and effective management as predictors of child conduct and emotional problems." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:edb28887-004a-4659-9469-c742a5a51efb.

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Introduction: Identifying aspects of parenting that are protective for child emotional and behavioural outcomes is important for informing parenting intervention. Attachment theory and social learning theory represent two major theories that propose different mechanisms for how parenting influences child functioning. The aim of this study was to compare dimensions of early positive parenting associated with these two theoretical frameworks as predictors of child conduct and emotional problems. Method: Data were from a US based longitudinal study (the Early Steps study, Dishion et al., 2008) following a sample of 731 toddlers from age 2 to 7.5, from low income families and at high risk of early onset of child problem behaviours. Associations between observed parenting (age 2-3 and age 5) and parent reported child externalising and internalising behaviour (age 3, 4, 5 and 7.5) were examined in structural equation models. Results: Parenting related to attachment theory ('warmth') had little short-term association with child outcomes, but over time this parenting dimension increasingly predicted lower levels of child problems. Parenting associated with social learning theory ('effective management') was related to lower child conduct and emotional problems short-term, but in the long-term it had no predictive effect on child functioning. Discussion: Differences between parenting dimensions in terms of their respective short-term and long-term effects might be explained by the underlying mechanisms linking parenting and child outcomes. Attachment theory emphasises internal and emotional processes, and these may be slow building but more enduring. Social learning theory proposes that behaviours are driven largely by external motivations and inspirations, and these might be relatively instantaneous but short-lived. Conclusion: Results of this study indicate that early childhood parenting associated with attachment theory is an important protective factor for children's longitudinal outcomes. For enhancing longer term, more enduring outcomes, it is likely that parent intervention and prevention programmes in early childhood should emphasise programme components drawing on attachment theory. However, it would be necessary to test this before making any firm recommendations.
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15

Eremsoy, C. Ekin. "How Do Parental, Familial, And Child Characteristics Differentiate Conduct-disordered Children With And Without Psychopathic Tendencies?" Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608520/index.pdf.

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The present study aimed to investigate the predictors of conduct problems and callous-unemotional (CU) traits in a non-clinic sample of children from different socioeconomic levels. It was hypothesized that conduct problems and CU traits will be associated with different risk factors. Regression analyses were conducted in order to find out the predictors of conduct problems/hyperactivity and CU traits. Results showed some significant differences between risk factors of conduct problems/hyperactivity and CU traits. Predictors according to mothers&rsquo
and teachers&rsquo
ratings were not the same, except for some overlapping variables. The findings indicated that teachers could not differentiate conduct problems/hyperactivity symptoms and CU traits appropriately from each other. However, they could make more reliable comparisons between two groups of children with conduct problems who differ on severity of CU levels as compared to mothers. The results were discussed in terms of using of multiple informants forassessing different problem areas in children. In addition, the study aimed to investigate the differences between three groups of children, namely, children with conduct problems and high CU traits, children with conduct problems and low CU traits, and children without conduct problems and low CU traits were compared on child-related, parenting-related, and other family measures by using multiple factorial analyses of variances. Although significant differences were found between the control group and the two conduct group, the significant differences between the two conduct groups were limited. The results were discussed in terms of treatment needs and possible differences in cultural expression of CU traits.
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16

Lambha, Meenakshi Brestan Elizabeth V. "Reports of child conduct problems and parenting styles among Asian Indian mothers in the United States." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/LAMBHA_MEENAKSHI_56.pdf.

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17

Illsley, Staci D. "Remediating conduct problems in children : examining changes in children and parents following consultation." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38206.

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The purpose of these investigations was to compare changes in child conduct problem behavior and parental ability and to examine the relationship between parent and child outcome. An A/B research design was used across two studies with a total of 34 children (aged 3--10 years) and 43 parents randomly assigned to one of three parent-mediated treatment modalities (i.e., individualized conjoint behavioral consultation using a self-administered treatment manual; CBC, group-administered videotape parent training with shared consultant contact; GVT, and self-administered videotape parent training with minimal consultant contact; VT). In the first study, child outcome was evaluated using direct observations of target behavior, along with pretreatment and posttreatment estimates of problem behavior on standardized instruments. Both single- n and group analyses were used for analysis of data. The results indicated that 77%, 50%, and 75% of children in the CBC, GVT and VT groups respectively, evidenced at a minimum, small improvements in their conduct problem target behaviour. In addition, parents reported global improvements in children's problem behavior. No differential effects of treatment group, however, were detected. A second study was carried out to examine the mediating factors thought to produce children's behavioral improvements. Outcome was evaluated for parents through the use of observed child-management skills during parent-child play interactions and by using pretreatment and posttreatment estimates of parental knowledge of behavioral principles and attitudes toward parenting (i.e., satisfaction, involvement and limit setting). Further, children's level of deviancy (e.g., noncompliance) was examined during parent-child play interactions. Results of single-n analyses varied depending on the parent variable examined, however group analyses revealed improvements in parental use of several child management skills and in parental knowledge. For the children, ind
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18

Lenke, Helena, and Sofia Olsen. "Measuring Psychopathic Core Traits in Children : Re-examining the Validity of the Child Problematic Traits Inventory." Thesis, Örebro University, Department of Behavioural, Social and Legal Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-2111.

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This study re-examines whether a new instrument, Child Problematic Traits Inventory, can assess core traits of psychopathy in children. A sample of 309, 3-5 year olds, (mean age 4 ), were recruited from 3 medium sized Swedish communities. Results show that items from the test load in three dimensions: Grandiose/Deceitful, Callous/Unemotional and Impulsivity, Need for stimulation. They are related to symptoms of Conduct- and Oppositional Defiant Disorder, fearlessness, proactive- and relational aggression. The study presents evidence that psychopathic like traits can be meaningfully studied in young children and that the Child Problematic Traits Inventory is a valid instrument for assessing these traits. Future longitudinal research is needed to see whether this construct is stable and predictive for future psychopathic disorder.


Studien replikerar om ett nytt instrument, Child Problematic Traits Inventory, kan mäta grundläggande psykopatiska personlighetsdrag hos barn, 3-5 år. Försökspersonerna bestod av 309, 3-5 åringar (medelålder 4) från tre medelstora svenska kommuner. Resultat visar att frågor från Child Problematic Traits Inventory laddar och formar tre dimensioner, en Grandiose/Decieteful en Callous/Unemotional och en Impulsivity/Need for Stimulation. Dessa tre dimensioner är relaterade till symptom av trotssyndrom, uppförandestörning, oräddhet samt proaktiv och relationell aggression. Studien visar att psykopatiliknande drag kan bli meningsfullt studerande i barn och att Child Problematic Traits Inventory är ett bra instrument för att mäta detta. Framtida longitudinell forskning är nödvändig för att undersöka om psykopati liknande personlighetsdrag är stabila över tid samt predicerar psykopati.

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19

Thorne, Cecilia. "New interpretations of developmental psycbology regarding the determinants of conduct." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101471.

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Two current positions in the field of human development are presented. On the one hand, Scarr' s theory abour the effects of genotype on environment is discussed. On the other hand, the ecological theory of Bronfenbrenner, which describes human developmenr as an interaction between the developing person and his/her environment. The author discusses some aspects of both positions that need furrher study in order ro prevent negarive effects and have a better understanding of child development, in third world countries.
El artículo presenta dos posiciones actuales que buscan explicar el desarrollo humano desde perspectivas diferentes. Por un lado, se presenta la posición de Scarr acerca de los efectos de los genotipos sobre el ambiente, donde el peso de la interpretación está dado en los aspectos hereditarios. Por otro lado, la teoría ecológica sustentada por Bronfenbrenner que define al desarrollo humano como una interacción entre la persona en desarrollo y su medio ambiente. La aurora discute algunos aspectos de ambas posiciones en los que sería importante profundizar para prevenir negativos y tener una mejor comprensión del desarrollo del niño, en países en vías de desarrollo.
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20

Heung, Yin-kwan Kitty. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B36782427.

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21

Heung, Yin-kwan Kitty, and 香燕君. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895396.

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22

Altafim, Elisa Rachel Pisani [UNESP]. "Práticas parentais de mães de bebês: a influência de variáveis maternas e do bebê." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/105586.

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Made available in DSpace on 2014-06-11T19:35:04Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-07-02Bitstream added on 2014-06-13T20:06:16Z : No. of bitstreams: 1 altafim_erp_me_bauru.pdf: 431290 bytes, checksum: 6fe8a0303254cb7bdfce907248c37446 (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
As práticas parentais possuem uma função primordial no desenvolvimento das crianças e uma estreita relação com os seus repertórios comportamentais. O presente estudo pretendeu descrever, comparar e correlacionar as práticas parentais de mães de bebês de até 12 meses de idade, com as variáveis: idade e a escolaridade da materna, sexo e a idade dos bebê. O estudo foi realizado com 250 mães de bebês de 0 a 12 meses. Foi aplicado o Inventário de Estilos Parentais para Mães de Bebês (IEPMB) (adaptado de Gomide, 2006). A coleta de dados foi realizada no Centro de Psicologia Aplicada, da UNESP, campus de Bauru. Os resultados revelaram que as mães utilizam-se com frequencia da prática parental positiva Monitoria Positiva, no entanto as práticas negativas, também são presentes no repertório das participantes, principalmente a prática Disciplina Relaxada. Com a maioria das práticas negativas ainda não são frequentes no repertório comportamental das mães, esta fase seria portanto, um ótimo momento para a realização de intervenções preventivas. Ao comparar as práticas de acordo com o sexo do bebê, foi verificada diferença significativa para a prática Monitoria Positiva, mais utilizada pelas mães de meninas. Esse resultado demonstra, que diferenças nas práticas parentais relacionadas ao sexo da criança, podem ser observadas desde as primeiras relações que as mães estabelecem com os seus bebês. Analisando a idade do bebê verificou-se diferença significativa entre mães de bebês mais novos e mães de bebês mais velhos para a prática Monitoria Positiva, Punição Inconsciente e na somatória das práticas negativas, que são mais utilizadas mães de bebês de sete a 12 meses de idade. Quando os bebês são mais velhos as mães utilizam-se mais das práticas parentais positivas, e por outro lado passam a utilizar mais...
Parenting practices have a major role in the development of children and a close relationship with their behavioral repertories. The presente study aimed to describe , compare and correlate the parenting practices of babies' mothers, with the variables of maternal age and education, age and sex of the baby. A total of 250 mothers of babies 0-12 months participated of the study. The data were collected by the Parental Styles Inventory for Mothers of Babies (IEPMB) (adapted from Gomide, 2006), at the Center for Applied Psychology, UNESP, Bauru Campus. The results revealed that mothers use the positive parental practice Monitoring Positive, however the negative practices, are also present in the repertorie of the participants, especially the practice Discipline Relaxed. The negative practices are not common in the behavioral repertorie of the mothers, so this phase is an appropriate stage to promote preventice interventions. By comparing the practices according to the sex of the baby, there was a significant difference to the practice Positive Monitoring, most often used by mothers of girls. This result demonstrates that differences in parenting practices related to the sex of the child, can be observed from the first relationships that mothers have with their babies. Looking at the age of the baby there was a significant difference between mothers of younger babies and mothers of older babies to the practices Monitoring Positive, Punishment Inconsistent and in the sum of the negative practices, that are used more by mothers of babies aged seven to 12 months. When babies are older mothers use more positive parenting practices, and more negative parenting practices. There were significant differences between adolescent and adult mothers in the practice Monitoring Positive that is mostly used by adult mothers. Significant... (Complete abstract click electronic access below)
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23

Huang, Li. "Family processes, low self-control, and deviance a longitudinal test of self-control theory /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/HUANG_LI_23.pdf.

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24

Mikles, AnnMarie. "Contributing factors of aggression in elementary school age boys." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/477.

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25

Lapsley, A. M. "Attachment and conduct problems : using the child attachment interview to examine the relationship in middle childhood and early adolescence." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445649/.

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This review investigates the role of attachment security in the development of later externalizing behaviour problems. 33 studies were identified which have examined this relationship and these are discussed in terms of their key findings. The majority of these studies broadly support the idea that attachment insecurity and behaviour problems are linked. Differences in the findings across studies are discussed with consideration of the level of risk of the sample, gender of the children within the sample, type of measurement of behaviour problems, specific attachment classifications and the interaction of attachment with other variables. Future research investigating the nature of the interaction of attachment with other variables, particularly environmental risk, is suggested, as is further research into the mechanisms by which attachment influences future behaviour and the role of internal working models.
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26

Boone, Linda Tellez. "Conduct problems and depressive symptom from ages 5 – 9: the additive and synergistic effects of parenting and child temperament." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5575.

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The present study examined the additive and synergistic effects of parenting quality and the child temperament component, executive frontal control, on the development of conduct problems and depressive symptoms from entry to kindergarten to the 3rd – 4th grade transition. Participants were a community sample of 267 children, 133 girls and 134 boys and their parents. Parenting quality was assessed via two 120 minute videotaped observations and a structured interview. Child executive frontal control was measured via a series of behavioral tasks and classroom observation. Child adjustment was measured with the Child Behavior Checklist and Teacher Report Form (Achenbach, 1991). Ratings of conduct problems and depressive symptoms based on parent and teacher report were examined separately using latent growth modeling and full information likelihood estimation in path analysis. Deficits in executive frontal control were related to chronic levels of both conduct problems and depressive symptoms across settings and related to growth of conduct problems and depressive symptoms only in the school setting. Coercive parenting was related to chronic levels of conduct problems at home and in the school setting while skilled parenting predicted lower chronic levels of school conduct problems and predicted diminution in the growth of conduct problems at school. Parenting and executive frontal control interacted and influenced chronic levels of conduct problems at school. These results support the hypothesis that executive frontal control and unskilled parenting are salient risk factors for the development of conduct problems and depressive symptoms in childhood.
Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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27

Walker, Alice R. "Children's conduct problems and the role of emotion regulation : is there a relationship between child-parent emotion regulation strategies?" Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/14219.

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Introduction Behavioural and externalising disorders are estimated to affect around seven per cent of those aged 9 to 15, and may account for one third to a half of all clinical referrals. Without intervention, the projected outcomes for these children are likely to be poor. This study aimed to explore whether there is a relationship between child and parent emotion regulation strategies. The study also investigated the relationship between children’s emotion regulation and conduct difficulties. Method A cross sectional design was used to determine the relationship between emotion regulation strategies used by children and their parents, in a non-clinical population. Children were recruited through primary schools and were between the ages of 9 to 11. Children completed two questionnaires: one measuring emotion regulation strategies (external-functional, external-dysfunctional, internal-functional, internaldysfunctional), and a second measuring their general well-being. Parents also completed two questionnaires: one measuring emotion regulation strategies and a second measuring their child's behaviour and emotional well-being. Results The analysis indicated that there were some correlations between parent-child emotion regulation strategies; children and mothers external-dysfunctional strategies were correlated, as were children and mothers internal-functional strategies. The analysis also indicated that there was a correlation between children's externaldysfunctional strategies and conduct difficulties.
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28

Ramklint, Mia. "Influence of Child and Adolescent Psychopathology on Adult Personality Disorder." Doctoral thesis, Uppsala University, Department of Neuroscience, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-2153.

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Individuals afflicted with childhood and adolescent mental disorders have an increased risk for poor outcome in adulthood. The progression of psychopathology from childhood to adult life may be influenced by a multitude of interacting variables, both biological and psychosocial. There is limited information on the relationships between child psychopathology and adult personality and personality disorders. The main aim of this thesis was therefore to gain better knowledge concerning adult personality outcome in patients with early onset of mental disorders.

Former child psychiatric patients as compared to controls had a significantly higher prevalence of all DSM-IV personality disorders (38.0 vs. 10.9 percent, p<0.001) and also a considerably higher personality disorder co-morbidity. They also had more psychosocial and environmental problems. This was exaggerated in those diagnosed with a personality disorder. Major depression, disruptive disorders and substance use disorders at a young age were strong predictors for adult personality disorder.

Patients with an early onset major depression had more personality disorders and more deviant personality traits than those with a late onset.

Forensic psychiatric male patients diagnosed with a previous conduct disorder as compared to those without had more cluster B personality disorders, and more repeated violent criminality and mixed abuse. They also exhibited more deviant personality traits and higher psychopathy scores.

The instrument "Child and Adolescent Psychiatric Screening Inventory-Retrospect" had acceptable sensitivity and specificity for assessment of child psychiatric disorders. Subscales demonstrated good internal reliability (Crohnbach´s alpha = 0.76-0.93).

The results suggest that adult personality disturbances are prevalent in individuals affected with mental problems at young ages. A better understanding of the transition of psychopathology from childhood to adulthood and a better identification of those at risk will be of help in attempts to prevent permanent impact on the adult personality.

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29

Carter, Catherine S. (Catherine Shriver). "The Relationship Between One Aspect of Morality of Young Children and Parental Attitudes Toward Child-Rearing, Gender, Employment Status and Socio-Economic Status." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332443/.

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This study examined the relationship between the resistance to temptation of three-, four-, and five-year-old children and parental attitudes toward child-rearing. Other variables explored included gender of the children, employment status of mothers, and socio-economic status of families. Fifty-two three-, four-, and five-year-old children from two centers were tested to determine their levels of resistance to temptation as measured by Grinder's Bean Bag Instrument. Parental attitudes toward child-rearing were measured by Schaefer and Bell's Parental Attitude Research Instrument (PARI). To determine the difference between the resistance to temptation scores and socio-economic status, gender, and employment status of mothers, Jt tests were employed. No significant differences were found with regard to these variables. Factor analysis of the PARI resulted in three primary factors: Hostility-Rejection, Authoritarian- Control, and Democratic-Attitude. To determine the difference between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and socio-economic status, _t tests were employed. There were no significant differences between mothers of a lower socio-economic level and their Hostility- Rejection and Democratic-Attitude scores. However, mothers of a lower/upper socio-economic level showed significantly higher levels of Authoritarian-Control than mothers of an upper socio-economic level. To determine the difference between the Hostility-Rejection scores, Authoritarian- Control scores, and Democratic-Attitude scores of the mothers and employment status of the mothers, t_ tests were employed. No significant differences were found regarding these variables. To determine the relationship between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and resistance to temptation scores of the children, a Pearson Product Moment Correlation Coefficient was employed. Results indicated that there was no significant relationship between the Hostility-Rejection scores and the Authoritarian-Control scores of the mothers and the resistance to temptation score of the children. A significant relationship was found between the Democratic-Attitude scores of the mothers and the resistance to temptation score of the children.
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30

Shay, Nicole Lynn Knutson John F. "The connection between maternal depression, parenting, and child externalizing disorders." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/433.

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31

Jacobs, Philencia Daniela. "A systematic review of the influence of parenting on the development of antisocial behaviour." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020144.

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The role that parenting plays in the development of antisocial behaviour has been, and is still widely researched. International studies on this topic are vast. In South Africa, however, very little has been researched within this area. This study aimed to systematically review literature on the role of parenting in the development of antisocial behaviour. International literature published between 2000 and 2013 was reviewed in order to gain a better idea of the current state of knowledge on this topic. All of the articles included in the review examined some aspect of parenting behaviour, parenting practices and/or parenting styles related to the development of antisocial behaviour, conduct disorder, and/or oppositional defiant disorder. The articles were systematically assessed, and eight themes emerged which include: effective parenting behaviours; the moderating effects of callous unemotional traits on parenting; parental warmth; parental discipline; parental knowledge and monitoring; parental psychopathology; parenting styles; and parenting during infancy.
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Silver, Rebecca Berkovitz. "An ecological approach to understanding heterogeneity in early antisocial trajectories : the role of parents, peers, and teachers /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882941&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Results of a study of 241 children participating in the Wisconsin Study of Families and Work (WSFW), an ongoing longitudinal study of familes and child development. Includes bibliographical references (leaves 99-112). Also available for download via the World Wide Web; free to University of Oregon users.
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Enebrink, Pia. "Antisocial behaviour in clinically referred boys : early identification and assessment procedures in child psychiatry /." Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-268-3/.

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Small, Kylie. "The Development of Interpersonal Problem Solving and Anger Management Skills in Boys with Early Onset Conduct Problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/402.

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The aim of study one was to investigate the effectiveness of interpersonal problem solving (IPS-AM) skills training to parent-child dyads compared to parent group intervention. Four boys, aged 7 to 9 years, who met diagnostic criteria for Oppositional Defiant Disorder, participated in the study with their mothers. A multiple baseline across participants, single case experimental design was implemented. Both interventions resulted in improvements in the children’s prosocial reasoning and reduced antisocial reasoning but with some floor effects. Independent naturalistic observation in the home recorded no changes in the noncompliance to parental instruction and verbal aggression of the children. In addition, no change was found for negative parental verbalisation toward the child and very low levels of positive verbalisation and praise between parents and children were observed. In addition, poor parental compliance to program requirements was also found. Study two’s aim was to focus the parent-child interaction onto a specific area of conflict and examine the effectiveness of parent-child training using behaviour task analysis. There was a reduction in the task demand and the number of intervention sessions provided. A multiple baseline across participants, single case experimental design was implemented with three, 7 to 8year-old boys and their mothers. Independent observers recorded no change in child and parent behaviour from baseline during intervention. However, at follow-up improvements in non-compliance and verbal aggression in the children and verbal aggression in parents were found. Improvements in children’s prosocial reasoning, antisocial reasoning and parent report of the internalizing and externalizing behaviour scores as measured by the Child Behavior Checklist were found at post-intervention. At follow-up parent report was more consistent with in-home observation. It was concluded that reducing the number of intervention sessions and the task demand improved attendance and program compliance. The paradoxical finding was of worsening behaviour in some children and parents during intervention yet improvement on follow-up. Implications for future research and clinical practice were explored.
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Schiller, Ulene. "Development of a training programme for state prosecutors to address re-victimization of the sexually abused child during forensic procedures." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07242006-162500.

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Baldock, Wynn P. "Self-efficacy, efficacy appraisal and social skills in children." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53863.

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According to the current literature, dysfunctional social behavior in children is purported to be strongly related to adult behavior problems. Hersen and Bellack (1977) reported that deficits in children's social skills are generally the result of "a deficient learning history, wherein the necessary responses never became a viable part of an individual's repertoire, or the result of the disruptive effects of anxiety that inhibit behavior" (p. 510). Thus, social skills training usually consists of a behavioral-acquisition procedure designed to provide the necessary skills repertoire, promote more skillful response alternatives, and reduce social anxiety. Based on social learning theory (Rotter, 1972) and Bandura's (1977) theory of self-efficacy, individuals who display dysfunctional social behavior in a given situation may be handicapped by perceived inefficacy, rather than, or in addition to, a lack of appropriate social knowledge of social skill. To date, no research has examined the relative roles of self-efficacy and children's self-efficacy appraisal in producing social skill deficits in either aggressive or withdrawn children. The purpose of the present research was two-fold: (l) to assess and investigate the relationship between self-efficacy, self-efficacy appraisal skills, and social behavior, and (2) to examine the relative effectiveness of a social skills training group, a social skills plus efficacy appraisal group, and a discussion group in remediating social skill deficits in children judged to exhibit aggressive and withdrawn behaviors in the classroom and on the playground. In general, the results of the current research failed to support the experimental hypotheses. Nevertheless, posttreatment changes in efficacy appraisal and self-efficacy were obtained, and some differential effects of treatment attributable to status of subject were reported. Unfortunately, however, post-treatment changes on measures of efficacy appraisal and self-efficacy did not generalize to produce subsequent changes in social behavior. Several alternative explanations for these results are discussed.
Ph. D.
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蘇軍堡. "魏晉南北朝撰文家訓之研究= A study of textual family-instructions of Wei, Jin and North-South dynasties." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/247.

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本文旨在探討魏晉南北朝撰文家訓的興盛原委及發展現象。所謂撰文家訓 ，是指在具有血源或養子關係的家庭中，由長輩、族長和尊者，對晚輩、族人 及卑者布施的文字訓誡。 　　較諸前代，魏晉南北朝撰文家訓不但數量大增，而且篇幅內容的深、廣度也 有顯著躍進，因此學界普遍認同魏晉南北朝是家訓趨向成熟的過渡期。本文關 注的問題是：為什麼撰文家訓會在漢魏之際大量出現？而這時的家訓在內容、 撰作形式上，跟前代的作品有何分別？甚或以同時代的作品比較，不同氏族創 作的家訓在命題上存在什麼異同？以及這些特徵與差異是受到什麼因素影響而 產生的？ 　　本文嘗試以家族為研究單位，著重分析十五支具有家訓傳承現象的氏族的 撰文家訓內涵，務求找出該家族的價值取向，挖掘家訓這種為導引家族發展方 針而出現的實用文體之精神。其次，對於部分以單篇形式流傳的家訓，本文也 會將之聯繫至政治、社會的層面，考查政治氛圍、知識分子的心態和社會地位 差距，跟家訓發展的交互影響。冀能完整呈現出魏晉南北朝家訓發展的畫面。 本論文共分六章：除第一章緒論及第六章總結外，正文部分共有四章。第 二章主要疏理前人對撰文家訓定義理解的分歧，以明確研究範圍與材料對象。 第三章從史學的角度，追溯家訓文學之由來，了解其在先秦至兩漢時之遞變， 並嘗試探析魏晉家訓作品大量湧現的原因。第四章、五章則以家訓作品本身作 為考察的對象，分析當時不同地域及氏族的家訓內容特色，並會比對家訓出現 歧異的原因，外在環境因素與家訓發展的交互影響，藉此了解家訓作品中慣常 出現內容的精神基點所在。 Abstract This thesis examines the reasons of mass production and the development of textual family-instructions during Wei, Jin & the North-South Dynasties. Textual family- instructions, refers to “A written reprimand issued by the elders or chiefs whom have blood or adoption relationship with the younger. - 2 - 　Compared to the previous dynasties, textual family-instructions appeared in Wei, Jin & the North-South Dynasties not only increased in number, but the depth and breadth were also enhanced. Therefore, scholars generally agree that this is a transition period for family-instructions. This phenomenon led me to ponder upon a number of issues: Why did the numbers of family-instructions grow rapidly between the age of Han and the Wei Dynasty? Are there any differences in comparing a family-instruction in Wei, Jin & the North-South as well as in the previous Dynasties? By comparing with the contemporary works, what are the similarities and differences among them? What are the factors causing the differences and similarities? In order to approach the topic in a holistic way, this study not only explores the contents of each single family-instruction, but also reviews all works from the same clan. I sort out fifteen clans which emphasized on family-instruction heritage, so that the core values and development policy of the whole clan could be clearly observed. For those single-piece family-instruction, would be observed together with the political and social context. Therefore, through the study of the political climate, the mentality of intellectuals, disparities status in the society, the result of family- instruction development could be achieved in a more comprehensive way. This thesis contains six chapters. Chapter I is “Introduction and Chapter VI “Conclusion. Chapter II gives definition of textual family-instruction, which clarifies the scope of the study. Chapter III is written from the perspective of history, tracing the origin, understanding of the transitions, also the reasons of recruiting mass production of family-instruction during Wei, Jin & the North-South Dynasties. Chapter IV & V analyze the features of family-instruction by different clans, and find out the reasons for discrepancy. Also, the external factors influencing the contents of family-instruction will also be investigated.
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Arney, Fiona Marie. "A comparison of direct observation and self- report measures of parenting behaviour." Title page, table of contents and abstract only, 2004. http://hdl.handle.net/2440/37713.

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The importance of parenting behaviour as a risk factor for the development and persistence of externalising behaviour problems, and as a focus for early interventions, has led to a desire for the accurate measurement of parenting attitudes and practices. Several methods of measuring parenting behaviour have been employed in theoretical research and program evaluation, including self-report and observational measures. Both of these methods have advantages and limitations, but a systematic comparison of self-reports and observations of parenting behaviour has not been conducted. This study compared self- reports and observations of parental responsiveness and control in a sample of 68 parents of preschool children in metropolitan Adelaide, South Australia. Videotaped observations of parents interacting with their children in four set tasks (free play, drawing, pack-up and no distraction) were interval-sampled using behavioural items that paralleled self- report items on the Parenting Scale and the Child-Rearing Practices Questionnaire. In addition, parents completed questionnaires about their child's behaviour and temperament, and factors associated with parenting behaviour including parental psychopathology, social support, marital adjustment, disagreements about child-rearing and demographic characteristics. Reports of children's behaviour at preschool were also obtained from teachers. When the correlations between corresponding behaviour domains on the self-report and observational measures were compared, the only significant correlation was for parental warmth. Observations of parental control practices (such as permissiveness, inconsistency and overreactivity) were not significantly associated with self-reports of these behaviours. The observational system used in this study yielded observations of permissive and inconsistent parenting that had good validity and reliability, whereas self-reports of harsh and overreactive parenting practices were more validly and reliably assessed using self-report methods. Self-reports and observations of responsive parenting practices demonstrated results that are more equivocal. Possible explanations for these results and the implications for the use of self-report and observational measures in parenting research are discussed.
Thesis (Ph.D.)--Department of Psychiatry, 2005.
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Saunders, Marilyn C. "Adolescent girls testifying in a criminal court in cases of sexual abuse or rape a narrative analysis /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-04292008-110951.

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Morgan, Geoffrey John Robert. "An exploratory evaluation of a community interactive training programme for parents of children aged birth to five." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3311.

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Background: Conduct problems (CPs), a persistent pattern of challenging, oppositional, defiant or aggressive behaviour are a significant concern to educators, families and other professionals. CPs in preschool children are related to poorer educational and social outcomes in addition to a range of behavioural and emotional difficulties. Although there is evidence for hereditary and temperamental influences, parental factors are widely considered to be significant in the development of CPs. Parents experiencing psychological or social distress are considered to be at risk for challenging behaviour in their children. Psychologists and other theorists have suggested several possible reasons for this association. Firstly, it is possible that parents in distress have difficulty managing stress and as a result use harsh, inconsistent or coercive approaches to parenting. Secondly, parents with children who have CPs may be low in parental self efficacy, a consistent belief in their capacity to parent, which leads them to parent ineffectively and inconsistently. A third possibility is that parents in distress struggle to form stable attachments with their children which can lead to later behavioural difficulties. Finally, it is possible that parent’s distress is influenced by external contextual factors which also influence children such as family or social conflict. Studies suggest that training programmes for the parents of preschool children are effective in reducing child behaviour problems. Training approaches are influenced by a combination of psychological theories including behaviourist, social-cognitive, attachment and ecosystemic approaches. There have been many quantitative evaluations supporting the use of parent training programmes (PTPs). However, there has been limited inquiry into the process of PTPs from the perspective of those who attend them. Aims: The first part of this study was designed to evaluate vulnerability factors related to conduct problems; parental self efficacy, stress and child behaviour problems over the course of a community parent training programme designed to help participants to understand and manage the behaviour of young children. The overall research aim was to evaluate the outcomes and process, using different methodologies to address several questions. A realist methodology was applied to evaluating: 1. was there an association between parental stress, parental self efficacy and child behaviour problems at the start of the programme consistent with the established theory? 2. Did the parents attending the course experience higher than expected levels of stress and child behaviour problems? 3. Did quantitative and qualitative data indicate that these vulnerability factors changed over the duration of the course? Finally, an interpretivist methodology was used to explore how parents of young children evaluated as at risk of challenging behaviour described the experience of learning in the programme. Methods: The study utilised a pragmatic approach to evaluation with mixed methods and differing methodologies. At the start of the programme, a cohort of 38 parents agreed to participate in the study prior to the programme and completed self report measures related to parental stress and parental self efficacy. Parents with concerns about the behaviour of a child aged over three also completed a questionnaire relating to child behaviour problems. Of the original cohort, 27 completed self report measures at the end of the programme. 17 parents completed the same measures at a follow up meeting at the Children’s Centre, five to six weeks after the programme was completed. At this meeting 16 parents were interviewed to discuss their experience of the programme and any subsequent changes which had occurred. Results The results of the first part of the evaluation suggested a significant relationship between parental self-efficacy and stress and between stress and child behaviour problems. However, there was no statistical association between self-efficacy and child behaviour problems, as expected. This tentatively indicates that parental self-efficacy is less important in the development of child behaviour problems than has been previously suggested. The analysis of stress data at the start of the programme indicated that the frequency of parents reporting moderate to extremely severe stress was 4.42 times that which would be expected in a typical British cohort. At the start of the programme, frequency of child behaviour problems in the cohort were 5.9 times higher with conduct problems being 9 times what would be expected based on British norms. This suggests that the programme is being accessed by parents whose children are evidencing behaviour problems and, in particular, conduct problems. However, methodological issues are likely to have led to a slight overestimate of relative prevalence of child CPs in the cohort. Results indicated that parents reported significantly increased self efficacy, significantly reduced stress and child behaviour problems, including conduct problems, between the start and end of the programme. Thematic analysis and subsequent content analysis of outcome themes from interviews suggested that the majority of parents interviewed identified changes in parenting behaviour, knowledge, confidence, reduced stress and improved child behaviour as outcomes from the programme. However, changes in the quantitative data were not observed as frequently, reliably or to the same extent in the interview subgroup as they were in the main cohort, suggesting a sampling bias or a discrepancy in findings between methods. The self report data and interviews for all interviewees were then reviewed and interviews with six parents evaluated as having moderate to high stress, social or psychological difficulties and possible child behaviour problems were sampled. These were then re-analysed using a rigorous inductive approach to Thematic Analysis to identify emergent themes relating to the experience of participating and learning through the programme. Six themes emerged from analysis including; Understanding Difficulties, Identifying and Connecting, New Knowledge, Stopping and Thinking, Approach and Interaction and Reconstructing. The Understanding Difficulties theme described the different ways in which parents understood of their difficulties relating to themselves, their children and others which motivated them to attend the programme. The Identifying and Connecting theme described the importance to parents of personal identification with several aspects of the programme in terms of “being understood” in addition to identifying connections with established support, learning objectives and personal development goals. New Knowledge was categorised into three sub-themes of theoretical, practical and contextual. Contextual knowledge was constructed as understanding the experience of other parents, for example, identifying that other parents had similar difficulties. Theoretical knowledge about child behaviour and development encouraged parents to “stop and think” about the reasons for their children’s behaviour. Practical knowledge was constructed as parenting strategies which, when used, helped parents to feel more confident in themselves, more relaxed and more in control. The Stopping and Thinking theme described parents withholding action and considering the motivations for their children’s behaviour or the best approach to interacting with them. Approach and Interaction described changes to the way parents interacted with their children. The parents in question described changed or reconstructed understandings of their children, themselves and their difficulties as a result of participating in the programme. The theoretical implications of analysing the learning experience are that it highlights the importance of personal identification with the course objectives and experience.
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Anderson, Emily K. "A Study Looking at How Youth’s Self- Perception is Affected by Their Temperament." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/408.

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Abstract Self- perception is defined as the “distinctive combination of personality characteristics and social style by which one defines oneself and by which one is recognized by others” In children, self-perception can influence how they will approach a new situation, whether that is in school, at home, or a public outing with their family. Our study aims to expand on this research by defining the relationships between proximal influences, global self- worth, self- perception, behavioral conduct and how youth’s temperament influences these variables. We will be using the Rothbart Temperament Questionnaire and the Susan Harter Self- Perception Profiles to obtain data for our study. We hypothesize that youth’s temperament will affect two specific domains on the Susan Harter Self- Perception Profiles. We found that based on parents’ reports of their child’s temperament, a higher level of negative affectivity decreases the child report of self-perceived behavioral conduct.
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Man, Lo Lai-ping Laurene. "Facilitating change in Chinese family systems an application of structural family therapy in the treatment of five Chinese family systems in Hong Kong with children with conduct disorders /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B31975562.

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Wolfe, Nancy L. "Application of the relational model of therapy in cross cultural counseling with children." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/511.

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The purpose of this study was to examine the origins of the Multicultural Relational Model of therapy and demonstrate the application of this model in the clinical setting. Subjects were two ethnic minority children, a Hispanic boy, age nine, and a mixed-race boy, age 10, who was adopted by an African American family.
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CREIGHTON, JUDITH MATLOCK. "MOTHERS' PERCEPTIONS OF SOCIAL BEHAVIORS OF THEIR CHILDREN WITH AND WITHOUT OTITIS MEDIA (HEARING, PARENTING, PRESCHOOL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187975.

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This study examined the extent to which mothers of children with and without otitis-media histories differ in their perceptions of children's social behavior. Twenty-three mothers, each with two children aged 2 1/2 to 9 (30 boys, 16 girls) participated. Mothers' average age was 34. Two-thirds were full-time homemakers. Most belonged to middle-class Anglo socioeconomic status. Early recurrent otitis media (EROM) children (n = 27) had had four or more episodes before age 2 and a first episode before age 1. Mild or no otitis media (MNOM) children (n = 19) had had either fewer than four episodes before age 2 or none before age 1. Mothers rated children's social behaviors on the two-part Eyberg Child Behavior Inventory. Its intensity scale score represented frequencies with which a child showed any of 36 behaviors. Its problem scale score was the number of behaviors a mother perceived as a problem for her. Intensity scale score means did not differ significantly for EROM and MNOM children [F(1, 44) = 1.56, p ≥ .05], suggesting no differences in the frequency of occurrence of problem behaviors for the two groups. Problem scale score means differed significantly [F(1, 44) = 5.46, p < .05], suggesting that mothers perceived more behavioral problems in EROM than in MNOM children. Thirteen EROM children had conduct problems (scores above either scale's cutoff), versus two MNOM children. A significant relationship between otitis-media history and conduct problems was shown by a chi-square test [χ² (df=1)= 5.57, p < .05 . Children's age, sex, and birth order did not influence mothers' ratings. Mothers' general anxiety, measured by the Anxiety Scale Questionnaire, influenced their ratings of children's social behaviors on each individual ECBI scale, but did not have an effect after children were described as having conduct-problem or normal behavior. EROM children were rated as having conduct problems significantly more often than were MNOM children. The findings have restricted generalizability, but suggest that psychologists, pediatricians, and speech/hearing pathologists and clinicians may need to help mothers reduce children's conduct problems related to early otitis media.
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Meador, Alice E. "Assessment of the correlates of sociometric status in children: behavioral, cognitive, peer perception and age differences." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/52308.

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Sociometric status in childhood, despite its predictive validity, remains determinants.The relatively poorly understood construct with regard to its aim of the present study was to attempt a better understanding. Like most research studies, for every question answered, several were raised. Results of the present study indicated that, undoubtedly, an interaction of factors relate to sociometric standing. These include behavioral and cognitive skills as well as personal attributes such as athletic ability and physical attractiveness. The direction of these relationships remains unanswered. Exemplary of this causal confusion is the finding from this and other studies of a positive relationship between various cognitive social skills and popularity. This relationship has been demonstrated most reliably with withdrawn children. However, it is unclear whether cognitive skill deficits discourage interaction or whether reluctance to engage in social interaction impedes the development of social understanding. With this, as with other variables, it is likely best represented as a transactional model. Hence, acceptance by peers for whatever reason encourages, through social reinforcement, continued pursuit in that and other dimensions which, in turn, facilitate increased skill. Further, the importance of many of these dimensions varies with age and sex. Results of the present study partially replicated previous findings of the importance of peer behavior to sociometric status. However, the finding of a positive relationship between popularity and peer initiated negative interactions underscored the importance of differentiating rejected and neglected subgroups of unpopular children. For treatment studies, the accurate identification of these subgroups as well as the development of different treatment programs for withdrawn versus aggressive children is indicated. Although the results of the present study indicated that unpopular children, as a whole, demonstrated poorer skills in social perception, findings from previous studies, coupled with the small magnitude of difference in present findings, suggest that these skills may vary according to the type of unpopular child. Further, it appears that the importance of these cognitive skills is age dependent. Future research in the area of sociometric status should continue to focus on the identification of behaviors, cognitive skills, and personal attributes associated with peer popularity. Rejected and neglected children should be considered as significantly different subgroups of unpopular children. Finally, it is recommended that future research focus on developing more refined and standardized procedures for measuring affective social perception skills since this appears to be a fruitful and relatively unexplored area in relation to sociometric status.
Ph. D.
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Man, Lo Lai-ping Laurene, and 文盧麗萍. "Facilitating change in Chinese family systems: an application of structural family therapy in thetreatment of five Chinese family systems in Hong Kong with childrenwith conduct disorders." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31975562.

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Teixeira, Eduardo Henrique 1969. "Clozapina no tratamento da agressividade patológica grave em crianças e adolescentes com transtorno de conduta ou com autismo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/311601.

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Orientador: Paulo Dalgalarrondo
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
Made available in DSpace on 2018-08-20T05:57:37Z (GMT). No. of bitstreams: 1 Teixeira_EduardoHenrique_D.pdf: 18618532 bytes, checksum: 0774e13250c5cbc72b5b26afc4bc65d7 (MD5) Previous issue date: 2012
Resumo: Introdução: Comportamento agressivo pode ser a principal manifestação clínica de Transtorno de Conduta (TC) e Autismo e deve ser cuidadosamente manejado na criança e adolescente, considerando os possíveis prejuízos e a evolução para transtornos psiquiátricos graves na idade adulta. A clozapina se mostrou eficaz no controle da agressividade em crianças e adolescentes com esquizofrenia. Objetivos: Fazer uma análise detalhada dos resultados do uso clínico naturalístico da clozapina no manejo da agressividade patológica grave em TC e Autismo e seu impacto no funcionamento global dos casos estudados. Método: Sete crianças/adolescentes com diagnóstico de TC e quatro com diagnóstico de Autismo foram acompanhados durante seguimento ambulatorial em uso de clozapina por um período de 26 semanas para controle de agressividade patológica grave. Foram avaliadas periodicamente através das escalas CGI e CBCL. Resultados: O resultado foi positivo com dose média de clozapina de 375,0 mg/dia (± 202,2) principalmente em relação à agressividade afetiva/impulsiva, independente do diagnóstico. Em apenas um caso de TC os níveis de agressividade se mantiveram inalterados. A agressividade predatória/pró-ativa teve diminuição apenas parcial. As alterações hematológicas ficaram dentro dos limites de segurança. Conclusões: A clozapina se mostrou eficaz, foi bem tolerada e não ocorreram reações adversas graves, podendo ser considerada um recurso terapêutico útil nos casos em que os níveis de agressividade são muito elevados ou foram esgotadas outras abordagens terapêuticas. Esse antipsicótico se mostrou mais eficiente nos padrões de agressividade do tipo impulsiva/afetiva, portanto, esse tipo de agressividade parece poder ser manejada farmacologicamente e a clozapina é uma opção viável
Abstract: Introduction: Aggressive behavior can be the main clinical manifestation of Conduct Disorder (CD) and Autism, and has to be carefully approached in children and adolescents, since it may lead to serious psychiatric disorders in adulthood. Clozapine has proved effective in controlling aggressive behavior in schizophrenic children and teenagers. Objectives: Make a detailed analysis of the results of the naturalistic clinical use of Clozapine to control serious aggressive behavior in CD and Autism and its the global impact on patients. Method: Seven adolescents diagnosed with CD and four with Autism treated with Clozapine were followed during a period of 26 weeks to control severe aggressive behavior. They were analyzed periodically on the CGI and CBCL scale. Results: The results were positive with a medium doze of clozapine of 375,0 mg/day (± 202,2), specially in the cases affective/impulsive aggressiveness, regardless the diagnosis. In just one case of CD the levels of aggressiveness didn't change. The predatory/pro-active kind of aggressiveness experienced only partial reduction. The hematological alterations remained within safe limits. Conclusion: Clozapine was helpful, easily accepted and there weren't important adverse reactions. It can be considered a useful resource in cases where the levels of aggressiveness are extreme or there are no other therapeutic ways. This antipsychotic drug has show to be more effective in the impulsive/affective type of aggressive disorder. Therefore, this kind of aggressiveness seems to be controllable by pharmaceutical means and Clozapine is a viable option
Doutorado
Saude Mental
Doutor em Ciências Médicas
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Helker, Wendy Pretz. "The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5457/.

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This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.
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49

De, Waal Neil-Owen. "Teachers' understanding of their learners' behaviour in the classroom." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53080.

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Thesis (MEdPsych)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher's understanding of a learner's behaviour, or the lack thereof, could be accompanied by a host of psychological and social consequences. The focus of this study will be to determine whether teachers understand the need/function of their learners' behaviour in the classroom. A qualitative study will be conducted. The instrument to be employed in the study is a self-constructed questionnaire and focus group interviews to clarify certain responses to the questionnaire. These will be administered to teachers at two mainstream primary schools in Bonteheuwel. Content and thematic analysis will be used to analyse the data. The primary aim of the study is to determine teachers' understanding of their learners' difficult/inappropriate/unacceptable behaviour in the classroom. The understanding of learners' behaviour in the classroom will inform teachers of the intervention strategies and behaviour management programmes to be used.
AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme ervaar, bly die begrip van onderwysers aangaande leerders se onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig van sielkundige literatuur insinieër dat onderwysers se verstaan van hul leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met verskeie sielkundige asook sosiale gevolge. Hierdie studie sal voorts probeer om vas te stelof onderwysers die behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys, asook fokus groep onderhoude, met die doelom sekere response op die vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as die fokus groep onderhoude sal aan onderwysers van twee hoofstroom primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese analise sal gebruik word om die data te analiseer. Die pnrnere doel van die studie sal wees om onderwysers se begrip rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in die klaskamer sal meer lig werp op intervensiestrategieë, asook gedragsbestuurprogramme wat deur onderwysers gebruik kan word.
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50

Pereira, Marcelo Campos [UNESP]. "Tempo livre na educação infantil: concepções teóricas e implicações pedagógicas a partir da teoria histórico-cultural." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153293.

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O desenvolvimento infantil é impulsionado por meio de situações sociais nas quais a atividade da criança é privilegiada, mobilizando nela as ações de pensar, sentir e agir de modo cada vez mais elaborado. Por isso, o trabalho docente em escolas de Educação Infantil envolve a criação de condições objetivas para que ela brinque, se relacione, expresse suas ideias e exteriorize suas aprendizagens, tornando-se, assim, cada vez mais humana. Tais condições exigem a organização dos espaços, da utilização do tempo, dos materiais usados e dos relacionamentos em que a participação ativa da criança atua como elemento principal. Dessa forma, o problema norteador deste trabalho foi: como propor o tempo livre das crianças na Educação Infantil, tendo em vista seu pleno desenvolvimento? Buscando o objetivo geral da presente pesquisa de caracterizar os elementos que compõem o tempo livre na escola de Educação Infantil, foram abordadas questões relativas à gestão do tempo livre pelas crianças e a influência desse tempo para sua humanização sob a ótica da Teoria Histórico-Cultural. Além disso, esta pesquisa teve como objetivo específico discutir as contribuições do tempo livre para o desenvolvimento de capacidades humanas, em especial, a apropriação do autocontrole da conduta pela criança. A hipótese que norteou o estudo foi a de que o tempo livre na Educação Infantil possibilita à criança vivências que promovam o seu desenvolvimento humano. Com abordagem qualitativa, a pesquisa de tipo exploratória envolveu revisão bibliográfica em diversas fontes digitais para conhecimento da produção na área, entrevistas semiestruturadas com professoras e coordenadoras, e a observação de vivências do tempo livre propostas às crianças de quatro e cinco anos, em duas escolas municipais. Da análise de fundamentos teóricos derivaram implicações pedagógicas, tais como a possibilidade do tempo livre promover o exercício de diferentes capacidades humanas nas crianças e o acesso à cultura mais elaborada a fim de motivar, nos docentes, reflexões sobre o valor do tempo livre intencionalmente organizado para a formação e o desenvolvimento integral das crianças. As análises apontaram a necessidade de o professor reconhecer, no processo de desenvolvimento infantil, a importância do tempo livre para o protagonismo das crianças, promovendo propostas capazes de desenvolver e exercitar habilidades humanas fundamentais, tais como: a capacidade de escolher, de tomar decisões, de planejar, de buscar soluções e de trabalhar de forma colaborativa, gradativamente exercitando e apropriando-se do autocontrole em sua conduta.
Child development is achieved by means of social situations in which the child's activity is privileged, mobilizing her actions to think, feel and act in an increasingly elaborate way. For this reason, the *teacher`s work in a early childhood Education involves creating of objective conditions for children to play, to relate, to express ideas, to externalize learning, thus becoming more and more human. Such conditions require the organization of spaces, the use of time, materials used and relationships in which active participation of the child acts as the main element. Thus, the guiding problem of this work was: how to propose children's free time in Early Childhood Education, with a view to their full development? Seeking the general objective of the present research to characterize the elements that make up the free time in the School of Infant Education, questions were approached regarding the management of free time by the children and the influence of this time for their humanization from the perspective of Historical-Cultural Theory. In addition, this research had the specific objective of discussing the contributions of free time to the development of human capacities, in particular, the appropriation of the child's self-control of behavior. The hypothesis that guided the study was that the free time in Early Childhood Education enables children to experience their human development. With a qualitative approach, the exploratory research involved a bibliographical review in several digital sources for knowledge of the production in the area, semi-structured interviews with teachers and coordinators, and the observation of free time experiences offered to children of 4 and 5 years of age in two municipal schools. From the analysis of theoretical foundations derived pedagogical implications, such as the possibility of free time promoting the exercise of different human capacities in children and access to the more elaborate culture in order to motivate, in the teachers, reflections on the value of free time intentionally organized for training and development of children. The analyzes pointed out the need for the teacher to recognize in the process of child development the importance of free time for children to play a role, promoting proposals capable of developing and exercising fundamental human skills such as: the ability to choose, to plan, to seek solutions and to work collaboratively, gradually exercising and appropriating self-control in their conduct.
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