To see the other types of publications on this topic, follow the link: Difficult behaviours.
Dissertations / Theses on the topic 'Difficult behaviours'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Difficult behaviours.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
2
Cornah, Deborah Jane. "Mothers' attributions for their own and other children's difficult behaviours : is there evidence of a child-serving bias?" Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392640.
Full text
3
Wolke, Dieter Fritz Heinz. "Maternal perceptions of difficult infant behaviour." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019707/.
Full text
4
Almenberg, Johan. "Difficult choices : essays on economic behavior." Doctoral thesis, Handelshögskolan i Stockholm, Samhällsekonomi (S), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-429.
Full text
5
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.
Full text
6
Jackson, Christopher John. "Relationships between rater bias, accuracy and perceived task difficulty." Thesis, Coventry University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327757.
Full text
7
Crittenden, Benjamin Michael. "The functional architecture of behavioural control under increasing difficulty." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648449.
Full text
8
Cole, Terri. "Behavioural investigative advice in difficult to detect murders : a pragmatic psychological approach." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/843565/.
Full textAbstract:
The second study focussed specifically upon the provision of statistical offender profiling advice to investigations. A total of 312 detected murder cases from the Serious Crime Analysis Section (SCAS) database were explored to search for patterns regarding what is known about the offence at different stages of an investigation, i.e. the first hour (also known as the golden hour) within the first 24 hours and thereafter. The data were analysed to search for features which could reliably be predicted regarding the offender responsible at each of these stages. In compliance with the Pragmatic Psychology approach, the research was organic, in that the variables regarding the offence (including victim and crime scene), and the variables regarding the offender, were drawn out of the information available to the investigation and practical requirements of the SIO as articulated by the interviewees in study one. Study two was split into two parts - the first undertaking univariate and bivariate quantitative analysis (base rate frequencies; chi square; odds ratios), and the second involving multivariate statistics (configural frequency analysis; logistic regression). As the research was pragmatic, consideration was given not only to statistically significant findings, but also to potential performance if applied to future (undetected) cases. The different statistical techniques were compared to one another, and some of the more complex analyses (e.g. logistic regression) did not significantly enhance predictions from those which could be made on the basis of more simplistic methods (e.g. base rate frequency). As such, pragmatic recommendation was made as to which findings regarding the offender should be reported in different offence situations. Finally, building on previous practice advice, the thesis proposed future recommendations for SIOs, BIAS, the National Policing Improvement Agency (NPIA) and the wider police service. A programme of future research has been suggested that incorporates other aspects of behavioural investigative advice.
9
Young, Clare. "Clinical helping towards clients diagnosed with a personality disorder who display difficult and challenging behaviour." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.580607.
Full textAbstract:
Cognition-Emotion-Action model (1980) with Ajzen's Theory of Planned Behaviour ABSTRACT (TpB, 1991) towards understanding helping behaviour of clinical staff who work with clients diagnosed with a personality disorder (PD) who display difficult and challenging behaviour. Design: This is a quantitative study making use of a single group cross-sectional regression design. A regression analysis was used to examine the predictive ability of the primary constructs within the TpB against the constructs of attribution and emotion from Weiner's (1980) model to explain staff helping behaviour. Method: Ninety three clinical staff from all professions took part in a short semi- structured interview regarding an incident of difficult behaviour they had recently experienced involving a client diagnosed with a PD. Participants then completed the Attributional Style Questionnaire Revised (ASQ-R), the Emotional Reactions to Challenging Behaviour scale (ERCB), the Generalised Self-Efficacy Scale (GSE), the Helping Behaviour Questionnaire (HBQ) and two bipolar scales for helping and severity of challenging behaviour. Results: The constructs within the TpB adequately predicted staff helping behaviour, with attitude and perceived control being significant determinants of intention and perceived control and intention significantly predicting helping behaviour. Subjective norm was non-significant in predicting intention. Weiner's (1980) model was also found to significantly predict helping behaviour with controllability being the only significant determinant of helping behaviour. A combination of the TpB and Weiner's model was found to account for greater variance in helping behaviour than the individual models.
10
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.
Full text
11
Childerhouse, Helen. "Supporting children with 'Social, Emotional and Behavioural Difficulty (SEBD)' in mainstream : teachers' perspectives." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/16546/.
Full textAbstract:
In this small-scale, qualitative study, the experiences of nine teachers who support learners identified with social, emotional and behavioural difficulties (SEBD) in mainstream primary schools are considered. A narrative approach enabled teachers to share their complex portrayals of practices and feelings about their roles. Perspectives on models of disability and disability rights, performativity, professional identity for teachers, and SEBD, have informed analysis and understanding of the stories teachers told. The study explores how the relationship between teachers’ professional identity and well-being and the expectations imposed upon them in a neoliberal influenced education system brings about pressures and concerns. Attempts by the teachers to achieve a balance between what they feel they ought to do (to meet policy expectations) and what they feel they should do (to meet the entitlements of children) has led to excessive workloads and complex emotional responses. Reflections on the way these teachers constructed discourses about why some children exhibit disruptive and challenging behaviours provide an understanding of how their negotiation of this challenging context impacts on the relationships they form with the children. The findings suggest that teachers experience confusion due to the complexities and contradictions they are faced with when trying to support learners identified with SEBD in an education system which incorporates policies guided by different models of disability. The study concludes by suggesting that teachers’ critical reflection on the discourses they have constructed in relation to models of disability could bring about a new way of shaping their practice. It is argued that a rights-based approach to teaching children who exhibit challenging, disruptive and concerning behaviours would emancipate children from the restrictive views and beliefs teachers seem to have developed. Approaches which focus on children’s rights to inclusive learning opportunities, which reflect their entitlement to an education, would go some way to addressing the confusion, contradiction and pressures these teachers described.
12
Cawson, Patricia. "Adolescents committed to care following difficult behaviour : a comparison of social workers' judgments concerning Black and White children." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/847293/.
Full textAbstract:
The purpose of the research was to explore the theoretical models which social workers applied to the understanding of adolescents coming before the juvenile court for troublesome behaviour; and to ascertain whether different models were applied to the behaviour or family situation of black and white adolescents. The study examined the use of models derived from psychology and sociology, and considered the influence of moral values and cultural stereotypes, both within the previous research tradition in this subject, and as possible underpinning to the social workers' use of theory. A sample was drawn of 93 adolescents committed to care in London under Section 1(2)(c-f) or 7(7) of the 1969 Children and Young Persons Act. Data was taken from social work reports on the children's behaviour and family background. Analysis focussed in detail on those adolescents who had been committed to care within 18 months of referral to the social services department, and from this group a sample of 22 matched pairs of black and white children (44 children) was selected for detailed content analysis of the social workers' reports to the court. The research attempted to develop grounded theory to aid the sociological understanding of the substantive problem, and refine the understanding of three relevant sociological models: the marginal position of black social work clients in a white-dominated professional culture; the stigmatisation of social work clients, especially those from ethnic minorities; and the use of social work as a means of social control. Results suggest that social workers' use of theory is more complex than previously thought, with differential strategic use of psychology and sociology in open court and confidential file reports, and when dealing with particularly sensitive subjects such as race. Social workers developed a form of composite theorising which blended sociology and psychology in a coherent whole to meet the complexity of an observed situation. This reflects the impossibility of seeking a whole explanation within any single, pre-paradigmatic discipline. Doubts were also cast on the usefulness of sociological models of marginality, which could not be demonstrated by systematic analysis, as distinct from the use of selective examples. The use of stigmatising mechanisms could be demonstrated. The issue of social control emerged as a multi-faceted negotiating process rather than as a direct two-way struggle between the powerful and the powerless.
13
Rogers, Cheryl-lynn. "Behavioural, affective, and attentional responses of developmentally delayed and nondelayed preschoolers to task difficulty." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ44565.pdf.
Full text
14
Sundhu, Rebecca. "An exploration into how children identified with a behavioural difficulty construe their own emotions." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537981.
Full text
15
Barrier, Alice Ce´cile Madeleine. "Effects of a difficult calving on the subsequent health and welfare of the dairy cows and calves." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/6527.
Full textAbstract:
Yearly calvings are essential to the sustainability of modern dairy farming. Currently, calving difficulty (or dystocia) affects one in six calvings among UK dairy herds but vary from 2 to 50% internationally. In dairy cows, despite reports of impaired performance, the extent and threshold of the effect of dystocia on health and performance remains unclear. Over the past years, there has also been increasing concerns about the levels of pain experienced by the dystocial cows. Better understanding of their parturition progress and behaviours is needed so that informed decisions on pain mitigation can be taken. Additionally, the impact of dystocia (besides stillbirth) should also be addressed in dairy calves. The objective of this study was to address the effects of a difficult calving on the health and welfare of both dairy cows and calves. Retrospective analyses of an experimental farm’s detailed records were used to relate calving difficulty with health and performance of the dairy cow. The results showed that after any difficulty at calving, dairy producers incur long-lasting shortfalls in milk sales. Dystocial cows also have impaired fertility, are more likely to leave the herd early and have a higher risk of dystocia at the following calving, thus there is a long-term detrimental impact on dystocial cows. Video monitoring of calvings allowed detailed investigation of the parturition progress and behaviours of dystocial Holstein cows giving birth to singleton liveborn calves. The study of calving behaviours and parturition progress indicated longer later stages of parturition, increased restlessness and tail raising in the six hours preceding expulsion of the calf, for dystocial cows receiving farm assistance compared with cows calving unaided. This may relate to the expression of higher levels of pain when dystocia occurs. The onset of maternal behaviour was not delayed following calving difficulty, and firm conclusions could not be drawn from investigation of some behavioural indicators of pain in the first three hours postpartum. Experimental work allowed the monitoring of a cohort of 496 calves born with various degrees of birth difficulty over two years. All but one vet assisted calves were born dead, and farmer assisted calves were more likely to be stillborn than calves born without assistance. Stillborn dystocial calves displayed larger internal damage, than stillborn eutocial calves, but they did not have a different body shape at birth than dystocial calves that survived. Dystocial dairy calves that survived the birth process had lower vigour at birth, had higher salivary cortisol, acquired lower passive immunity and received more health treatments in the neonatal period. Dystocial heifers also had higher mortality rates by weaning but had similar growth to first service. Historical records from the farm also showed that dystocial heifer calves were three times more likely to have died by weaning and by first service than calves born without assistance. For those who survived, there was, however, no indication of altered growth to weaning or subsequent impaired fertility. This may be explained by the early mortality of the most badly affected calves or by farm management. However, their high mortality rates still raise welfare concerns. Altogether, results suggest that dairy calves born with any difficulty have poorer welfare in the neonatal period and possibly beyond. The experience of any calving difficulty in dairy cattle therefore not only impairs the welfare of the cow, but also the welfare from their resulting calf. Any strategy implemented to lower the occurrence and mitigate the effects of dystocia will therefore improve the welfare of the cows, their calves and enhance the farm’s economic sustainability.
16
Nakamura, Kazuaki. "Estimating learner's impressions of difficulty level for learning content from their nonverbal behaviors in e-Learning." 京都大学 (Kyoto University), 2011. http://hdl.handle.net/2433/142120.
Full text
17
Boers, Arthur Paul. "Never call them jerks, an approach to responsible pastoral leadership in the face of difficult behaviour in the congregation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30246.pdf.
Full text
18
Miller, Andrew. "Successful interventions with difficult pupil behaviour in primary schools : a critique of consultative practice between educational psychologists and teachers from the perspective of applied behavioural analysis, organisational dynamics and attribution shift." Thesis, University of Sheffield, 1994. http://etheses.whiterose.ac.uk/3477/.
Full textAbstract:
This two-part study examines practice by educational psychologists who draw upon behavioural psychology when consulting with teachers of pupils of primary age range deemed to be displaying difficult behaviour. The first section examines the content and effectiveness of strategies and aspects of the consultative relationship by means of a postal questionnaire completed by a sample of 68 educational psychologists from 13 Local Education Authorities. Unlike published accounts of successful interventions, this questionnaire study examines practice with a variety of outcomes. Results show that educational psychologists favour approaches that frequently incorporate contingent teacher praise but that there are few grounds to warrant concerns about the 'dangers of a mindless technology' (Berger 1979) or 'behavioural overkill' (Wheldall 1981). The second section of the study concentrates upon the teachers' perspectives and is based upon a structured interview with 24 primary range teachers in 8 LEAs. The teachers were identified by local educational psychologists as having taken part in consultations concerning the difficult behaviour of a pupil in their class. The sample was also selected so that each had experienced successful outcomes following a recommended intervention that derived to some extent from behavioural psychology. Using a grounded theory approach, these outcomes are shown to be far more closely related to factors such as staff culture, organisational boundaries and inter-personal dynamics than is normally recognised in the literature on behavioural interventions. The study concludes with a formal statement of the emergent grounded theory in respect of successful behavioural consultations in primary schools.
19
Elaydi, Raed Saber. "The development and testing of a nonconsequentialist decision-making model." Diss., Texas A&M University, 2005. http://hdl.handle.net/1969.1/2443.
Full textAbstract:
New conceptual work in the judgment and decision-making research arena has suggested a nonconsequentialist perspective to decision-making. From this perspective, an emphasis is placed on emotions during the decision-making process, specifically positing that concurrent emotions may lead to decisions that are nonconsequentialist in nature. In the current study I develop the Nonconsequentialist Decision-Making Model (NDMM) and include indecisiveness as a vital construct in the model. In tune with much new research on emotions during the decision-making process, I examine how being indecisive is a product of negative concurrent emotions, and how indecisiveness affects the decision-making process. Using a natural decision-making setting, the current study had participants discuss the "biggest" decision they are currently facing in their lives. Data was collected regarding indecisiveness, nonconsequentialist dysfunctional decisional coping behavior, and decision difficulty. The findings show strong support for the NDMM and the nonconsequentialist perspective. Furthermore, the indecisiveness construct was measured successfully and showed to be a critical part of the decision-making process when dealing with difficult decisions.
20
Gwizdka, Jacek, and Ian Spence. "What Can Searching Behavior Tell Us About the Difficulty of Information Tasks? A Study of Web Navigation." American Society for Information Science and Technology (ASIS&T), 2006. http://hdl.handle.net/10150/106061.
Full textAbstract:
Task has been recognized as an influential factor in information seeking behavior. An increasing
number of studies are concentrating on the specific characteristics of the task as independent variables
to explain associated information-seeking activities. This paper examines the relationships between
operational measures of information search behavior, subjectively perceived post-task difficulty and
objective task complexity in the context of factual information-seeking tasks on the web. A questiondriven,
web-based information-finding study was conducted in a controlled experimental setting. The
study participants performed nine search tasks of varying complexity. Subjective task difficulty was
found to be correlated with many measures that characterize the searcherâ s activities. Four of those
measures, the number of the unique web pages visited, the time spent on each page, the degree of
deviation from the optimal path and the degree of the navigation pathâ s linearity, were found to be good
predictors of subjective task difficulty. Objective task complexity was found to affect the relative
importance of those predictors and to affect subjective assessment of task difficulty.
21
Coulter, Victoria. "A teacher centred approach to meeting the needs of children and young people with a learning difficulty and challenging behaviour." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493905.
Full text
22
Heckaman, Kelly Ann. "Effects of two response prompting procedures on disruptive behavior by students with moderate to severe disabilities during instruction on difficult tasks." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1232805660.
Full text
23
Mata, Antonia V. "Do Mothers Have A More Difficult Time Coping With Their Child's Challenging Behaviors When They Were Using Drugs, Than They Do When They Are Sober." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/288.
Full textAbstract:
The research focus of this study hoped to answer: “Do mothers have a more difficult time coping with their child’s challenging behaviors when they were using drugs, than they do when they are sober?” Mothers using street drugs may have challenges with their children after using drugs, whether illegal or legal (like alcohol or methadone). Mothers may have challenges during drug use with these children, but are the challenges the same once mothers are clean and sober? This research took on the positivist paradigm in hopes to answer this question. The researcher got an understanding of these challenges by asking questions about the drugs used during and after pregnancy, and the challenges they had with their child’s behavior while using drugs as opposed to the challenges they have with child’s behavior while sober. These questions were asked at the Coachella Valley Rescue Mission where many women are referred and mandated by the courts, or Child Protective Services, behind past or current substance use. Results of these findings indicated that there was a reduction in problematic behaviors that seemed to be correlated with mother’s sobriety
24
Forsyth, Lise Wilma. "'Above everything else, he was a wee boy who wanted to be claimed' : a grounded theory based exploration of Scottish female foster carers' experience of difficult to manage behaviour in light of their attachment characteristics." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/31003.
Full textAbstract:
Background: The role of foster carer is a complex and emotionally demanding one. This is particularly true in the presence of difficult behaviour which can, at times, leave the foster carer feeling overwhelmed and increases the risk of placement breaking down. It is therefore important to find ways to support foster carers. The present study sought to explore the lived experience of foster carers caring for children who presented with difficult to manage behaviour, with consideration given to their attachment characteristics. Aim: The primary aim of this study was to generate a grounded theory of foster carers’ experience of caring for a child who presents with difficult to manage behaviour, in order to inform supports. Method: The study adopted a qualitatively driven mixed methods design (QUAL+quan). Grounded theory (Glaser & Strauss, 1967) was used as the primary component. Eight female foster carers, with either past or present experience of caring for a child who they felt presented them with difficult to manage behaviour, were interviewed. Interviews were recorded and transcribed. Adult attachment data was gathered to elaborate and enhance the interpretation of the foster carers’ narratives. Foster carer’s attachment characteristics were measured using The Relationship Scales Questionnaire (RSQ: Griffin & Bartholomew, 1994), and the presence of behavioural difficulties were confirmed using the Assessment Checklist for Children (ACC: Tarren-Sweeney, 2007). Results: A core category emerged from the grounded theory analysis (‘Making Sense’) in addition to five main categories (‘Personal Impact’, ‘What Helps’, ‘What Makes it Difficult’, ‘Responding’ and ‘The Relationship’). The overarching theme to emerge from the research was the influence foster carer’s level of reflection and understanding of the behaviour (their mentalizing capacity) had on their experience of the child’s difficult behaviour, which appeared to relate to their attachment characteristics in addition to a number of internal and external factors. Consideration is given to the psychological process that emerged from the categories generated from the foster carers’ narratives, and the consequent proposed ground theory. Conclusions: The findings confirm the complexity of the foster caring role, and suggest the positive impact foster carer’s reflective stance can have on their experience of difficult behaviour in the child they care for. Research strengths and limitations are discussed, in addition to clinical practice and research implications.
25
Rhine, Tammy J. "The Effects of a Play Therapy Intervention Conducted by Trained High School Students on the Behavior of Maladjusted Young Children: Implications for School Counselors." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2703/.
Full textAbstract:
This research study investigated the effectiveness of a child-centered play therapy intervention conducted by trained high school students on the behavior of preschool and kindergarten children with adjustment difficulties. Specifically, this research determined if play sessions conducted by high school students trained in child-centered play therapy skills and procedures facilitated change in the children's behaviors. The experimental group children (N=14) each received 20 weekly individual play sessions from a high school student enrolled in a Peer Assistance and Leadership class. The high school students were randomly paired with a referred child. The high school students completed 7 one-hour training sessions in child-centered play therapy procedures and skills prior to beginning the weekly, supervised play sessions. The control group (N=12) received no treatment during the study. Pre and post data were collected from parents who completed the Child Behavior Checklist (CBCL) and teachers who completed the Early Childhood Behavior Scale (ECBS). Multivariate analyses of variance of gained scored revealed statistical significance in 2 of the 4 hypotheses. Specifically, the children in the experimental group showed significant decreases in internalizing behaviors (p = .025) and total behaviors (p = .025) on the CBCL. Although not in the statistically significant range, positive trends were noted in externalizing behaviors on the CBCL (p = .07) and total behaviors on the ECBS (p = .056). All play sessions were conducted in the primary school that the children attended. The high school student facilitated play sessions helped to maximize the school counselor's time by meeting the needs of more students. Implications for school counselors are noted with suggestions for how to begin and maintain a similar program in schools. This study supports the use of child-centered play therapy by trained high school students as an effective intervention for helping young children with a variety of adjustment problems.
26
Savard, Aurélie. "Rôle de la collaboration famille-école dans la relation entre les caractéristiques sociodémographiques des familles et les difficultés de comportement des enfants de maternelle." Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9532.
Full textAbstract:
Résumé : Les enfants de maternelle dont la préparation scolaire est limitée risquent de présenter des difficultés comportementales nuisibles à leur adaptation ultérieure. L’implication des parents à l’école, plus précisément la collaboration famille-école (CFE), peut représenter un facteur de protection favorisant l’adaptation de l’enfant tout au long de son parcours scolaire. Les écrits scientifiques suggèrent que la CFE jouerait un rôle important dans l’explication des difficultés de comportement, surtout auprès des enfants provenant de familles défavorisées. Cette étude porte sur le rôle de la CFE dans l’explication des difficultés de comportement intériorisé et extériorisé des enfants de maternelle qui présentaient des lacunes sur le plan de leur préparation scolaire. Les analyses de régression linéaire montrent que pour l’ensemble des familles de l’échantillon (n=47), plus il y a de communication entre le parent et l’enseignant, plus il y a présence de comportements extériorisés et intériorisés. Par contre, la CFE modère la relation entre un indice d’adversité constitué du cumul de cinq facteurs de risque sociodémographiques et les difficultés de comportement intériorisé. Ainsi, chez les familles défavorisées, une communication plus fréquente est associée à moins de comportements de type intériorisé.Abstract : Children with limited school readiness are at risk for behavioral problems, which impact their school adjustment. Parents’ involvement in school, such as family-school partnership (FSP), may be a protective factor improving child's adaptation throughout their school career. Literature shows the important role of the FSP in reducing behavioral difficulties, especially for children from disadvantaged families. This study aims to explain child externalizing and internalizing behavior problems in kindergarten through FSP in children showing a limited school readiness. Linear regressions show that a frequent communication between the parent and the teacher is associate with a greater presence of externalizing and internalizing behaviors for the whole sample (n=47). However, FSP moderates the relationship between the demographics vulnerabilities and internalized child behavior problem in kindergarten. Indeed, for disadvantaged families, when there is a more frequent communication, children have less internalized behaviors.
27
ISHIBASHI, Takashi, and 太加志 石橋. "中学生・高校生の悩みに対する教師の役割について." 名古屋大学大学院教育発達科学研究科, 2009. http://hdl.handle.net/2237/16134.
Full text
28
Coutinho, Virginie. "Difficultés motrices, cognitives et comportementales chez les enfants et adolescents atteints de neurofibromatose de type 1 (maladie de von Recklinghausen)." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCB185/document.
Full textAbstract:
Les données de la littérature concernant les difficultés cognitives et comportementales dans la Neurofibromatose de type 1 (NF1) sont nombreuses avec des résultats parfois contradictoires. Après une revue de la littérature, ce travail de recherche : (i) décrit les difficultés comportementales, cognitives et motrices chez 78 patients atteints de NF1, âgés de 5 à 18 ans, au moyen de questionnaires aux parents (qualité de vie, impact de la maladie, difficultés des parents eux-mêmes, Conners, BRIEF, CBCL), et d'une évaluation de l'efficience intellectuelle et neuropsychologique détaillée ; (ii) analyse les relations entre les aspects cliniques, comportementaux, neuropsychologiques et l'imagerie (présence ou non d'« Objets Brillants Non Identifiés » caractéristiques de la NF1). Les difficultés d'apprentissage, malgré une qualité de vie plutôt bonne et un faible impact de la maladie, les troubles attentionnels et l'anxiété de l'enfant constituaient les principales sources d'inquiétude des parents. Les questionnaires étaient corrélés entre eux, mais ils étaient peu liés aux tests neuropsychologiques. La présence de difficultés cognitives spécifiques, en particulier visuo-spatiales et en motricité fine, a été confirmée. Aucune relation n'a pu être établie entre la neuropsychologie et l'imagerie. Les difficultés neuropsychologiques étaient plus sévères dans les formes familiales que sporadiquesCognitive and behavioral difficulties are common in children with Neurofibromatosis type 1 (NF1), however findings concerning the specific neuropsychological and behavioral profile as well as the association of these difficulties with clinical manifestations and brain imagery abnormalities are often contradictory. After a literature review, the present study: (i) describes behavioral, cognitive, and motor difficulties in 78 patients with NF1, aged 5 to 18 years, using parental questionnaires (quality of life, impact of illness, parental difficulties, Conners, BRIEF, CBCL), and tests of intellectual efficiency and specific neuropsychological functions; (ii) examines the relationships between clinical, behavioral, neuropsychological and imaging findings (presence or absence of "Unidentified Bright Objects" UBOs, characteristic feature of NF1). Learning disabilities, despite relatively good report of quality of life, attention disorders and child anxiety were the main parental concerns. All parental questionnaires were strongly inter-correlated, and associated with an overall positive or negative parental attitude during the interview with the psychologist. Parental concerns were only weakly related to neuropsychological tests. The presence of specific cognitive difficulties, particularly in visuospatial and fine motor skills, was confirmed. Imaging data were not associated with neuropsychological scores. Cognitive difficulties were more important in familial than sporadic forms
29
Pattrick, Jonathan Gilson. "Grip, slip, petals, and pollinators : linking the biomechanics, behaviour and ecology of interactions between bees and plants." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/275590.
Full textAbstract:
The ability to grip on petal surfaces is of crucial importance for the interactions between bees and flowers. In this thesis, I explore the biomechanics of attachment and morphological diversity of bee attachment devices, linking this to the behavioural ecology of bee interactions with flowers. Attachment devices come in two main kinds: claws or spines, and adhesive pads. Claw functioning is poorly described, particularly in terms of how their performance depends on body size, claw geometry, and surface roughness. Claw attachment performance was investigated using several insect species, each covering a large range of body masses. Weight-specific attachment forces decreased with body size, with claw sharpness seemingly playing a role. In bees there is considerable interspecific variation in tarsal claw morphology. This variation, and arolia presence/absence, was categorised for the large bee family Apidae. Cleft/bifid claws were shown to be present in the majority of the Apidae, often with differences between sexes and clades. Using Bombus terrestris, there was no evidence that cleft claws are important for pollen collection; however, I found that the inner tooth of cleft claws can act as a backup if the main tooth breaks. Although this may be one function of cleft claws, there are clearly other unresolved functions well worth further exploration. Investigations were undertaken to explore how petal surface roughness affects bee foraging behaviour. Lab-based foraging trials on B. terrestris visiting artificial flowers varying in slope, surface texture and sugar reward revealed a trade-off between the biomechanical difficulty of visiting and handling the ‘flowers’ and the quality of the reward offered. Flowers that were difficult to grip were often avoided even if they offered a higher reward. To further investigate reward preferences of bees, the effect of sucrose concentration on honey stomach offloading times was also explored. Although the majority of petals do have a rough surface, some have slippery petals. In the field, bumblebees avoided landing on slippery hollyhock petals in favour of the easy-to-grip staminal column. In contrast, honey bees, which are smaller and have larger adhesive pads, landed on both the staminal column and the petals. Slippery petals may be an adaptation to increase contact with plant reproductive structures. Grip is also important to allow the honey bee parasite Varroa destructor to climb on to their host. Attachment forces experiments found that V. destructor could support > 300 times their body mass on honey bees, giving them strong attachment even when bees attempt to remove them through grooming. A grooming-based device for treating V. destructor was tested in an apiary trial. The device was ineffective, providing valuable information for beekeepers considering using this product. In summary, this thesis improves our understanding of the biomechanics of attachment as well as identifying several important aspects of grip in bee-plant interactions.
30
Millon-Faure, Karine. "Les répercussions des difficultés langagières des élèves sur l'activité mathématique en classe : le cas des élèves migrants." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10034.
Full textAbstract:
Il s’agit de déterminer de quelles manières les difficultés langagières des élèves migrants modifient l’activité de la classe durant un cours de mathématiques. Pour cela, nous nous appuyons sur la théorie de l’Action Conjointe. Nous analysons tout d’abord des séances d’évaluation en classe ordinaire et en classe d’accueil. Nous montrons ainsi la profondeur du procès de négociation du contrat didactique. Grâce à des questionnaires, nous avons décelé certaines lacunes dans les compétences langagières des élèves migrants, susceptibles de nuire à leur activité mathématique et nous avons montré l’indépendance relative de ces difficultés avec le temps de résidence dans le pays d’accueil. La comparaison des classes ordinaires et des classes d’accueil nous a aussi permis de mettre en évidence des spécificités de la classe d’accueil, notamment des phénomènes de refoulement didactique du professeur (l’enseignant ne présente pas certains termes ou notions mathématiques utilisés dans les autres classes) et de jeux alternatifs conjoints (enseignant et élèves tendent à simplifier le travail mathématique attendu chez les élèves). Ces adaptations altèrent les possibilités d’action des élèves migrants et fragilisent leurs apprentissages disciplinaires mais la négociation du contrat sur l’évaluation rend ce phénomène invisible. Nous avons alors conçu un module d’enseignement destiné à accélérer l’entrée dans les mathématiques pour les élèves migrants, en organisant des activités du type enseignement en situation (activités ayant un réel intérêt sur le plan mathématique mais dont l’enjeu tacite réside dans l’apprentissage de compétences langagières indispensables à la discipline)Our thesis seeks to understand the influences of language difficulties in immigrant students on the Class’ (both teacher and students) activity during mathematic lessons. To study this problem, we have used the framework of the Joint Action Theory in Didactics. To do so, students of both ordinary and reception classes were asked to take an evaluation test. The analyse and the comparison of those tests stressed the importance of the negotiations in the Class. Through questionnaires we have also identified that there were discrepancies between the immigrant students’ language competencies that could interfere in their mathematic activity. We have also shown that these difficulties were not really linked to the time spent in the host country. Besides, we have compared both ordinary and reception classes in order to determine the specificities of teacher and students’ behavior in reception class during a mathematic lesson. We have highlighted some particular phenomena which could partially explain immigrant students’ difficulties: - Teacher’s repression: the teacher doesn’t present all the words and notions used in ordinary class.- Display of alternative joint game: both the teacher and the students tend to simplify the work the students are expected to do.On the basis of these results, we conceived special courses for immigrant students that we named teaching in activity and which aimed to improve their mathematic achievements. Those lessons which took the shape of mathematic exercises actually aimed at improving language competencies necessary for mathematic activity
31
Constant, Thomas. "Éléments de game design pour le développement d'une attitude réflexive chez le joueur." Thesis, Paris, CNAM, 2017. http://www.theses.fr/2017CNAM1139/document.
Full textAbstract:
Cette thèse présente les résultats d'expérimentations visant à mettre en évidence des mécaniques de jeu utiles pour aider le joueur à développer une posture plus réflexive sur la manière dont il prend une décision. Notre approche consiste à mettre le joueur en défaut en exploitant ses biais de raisonnement, permettant dans un second temps de l’amener à mieux cerner ses processus décisionnels. A ce titre, nous cherchons à placer le joueur en excès de confiance dans le cadre spécifique d'un jeu vidéo. Pour mesurer le comportement, le joueur doit utiliser un outil intégré au déroulement de la partie : un système de mise au travers duquel il renseigne sa confiance en ses chances de succès. Deux jeux spécifiques ont été développés en vue de mesurer l’influence des biais sur la confiance du joueur : un se focalise sur l’influence des biais d’ancrage et de confirmation, l’autre sur l’influence du biais de l'effet difficile / facile d’autre partThis thesis introduces the results of experiments testing specific game mechanics to help the players to develop reflective decision making. Our approach is, firstly, to bias the players’ judgment. Then, through the bias awareness, we want to help them to have a better understanding about their judgment processes. To do this, we try to place the player in an overconfident state while playing video games. To measure their behavior, the players must use an integrated tool to the game progression: a bet system through which they assess on their confidence in their chances of success. Two games were developed to measure the influence of the biases on the confidence of the player: one focusing on the effect of anchoring and confirmation biases, another one on the hard / easy effect
32
Raya, Siraj. "Analyse der Futter- und Wasseraufnahme sowie von Merkmalen des Aktivitätsverhaltens bei Milchkühen im ante partalen Zeitraum." Doctoral thesis, Humboldt-Universität zu Berlin, Landwirtschaftlich-Gärtnerische Fakultät, 2011. http://dx.doi.org/10.18452/16355.
Full textAbstract:
In Untersuchungen an 76 hochtragenden Friesian Milchkühen wurden durch sensorgestützte Messverfahren die Parameter des Fress-, Wasseraufnahme-, Bewegungs- und Liegeverhaltens erfasst. Ziel der vorliegenden Arbeit ist die Analyse und Modellierung ausgewählter Verhaltensparameter von Hochleistungskühen im antepartalen Zeitraum mittels automatischer Überwachungssysteme. Ein weiteres Ziel war die Bewertung der Verhaltensparameter in Bezug auf ihre Aussagequalität bei der Erkennung von Abkalbungen und Geburtsverlauf. Die Studie zeigt, dass die Merkmale des Tierverhaltens der Milchkühe kurz vor der Geburt geändert wurden. In Kombination mit geeigneten Auswertungsmethoden können Parameter des sensor-gestützten Tiermonitoring genutzt werden, um den Zeitpunkt und den Verlauf der Abkalbung vorhersagen zu können. Mit Hilfe einer Strukturbruchanalyse wurde 24 Stunden vor der Abkalbung ein deutliches Signal registriert, für alle Tiere zutreffend und unabhängig vom Geburtsverlauf , das geeignet ist, die Vorhersage des Geburtszeitpunktes vorzunehmen. Für die letzten 24 Stunden a.p. konnten für Kühe mit leichtem oder schwerem Geburtsverlauf sehr unterschiedliche Konstanten und Koeffizienten des Gleichungssystems berechnet werden. Es ist festzuhalten, dass ausgewählte Parameter des sensorgestützten Tiermonitoring in Kombination mit den zur Anwendung gelangten Auswertungsmethoden (Strukturbruchanalyse) geeignet sind, sowohl den Zeitpunkt als auch den Grad des Abkalbeverlaufs vorhersagen zu können.This study was carried out to monitor the behaviour in the prepartum period of 76 Holstein dairy cows in the last week of pregnancy by using a sensor-based technology. The reviewed behaviour indicators were lying behaviour and moving activity, Dry matter intake, Feeding behaviour, Water intake and Drinking Behaviour. Cows showed differences in their behaviour especially in the last 24 hours before calving. The Change-Point Analysis, Chow-Test and CUSUMQ-Test method proofed that there is a significant difference in the behaviour between 72 h. to 24 h. a.p. and 24 h. to the time of calving. It can be assumed that a sensor-based technique combined with different data analyzing methods can be used to predict the time of calving and the calving ease.
33
Flinn, Fiona. "Implementing a school-based, group-based mental health intervention with adolescent females with social, emotional, behavioural difficulties, known to have experienced, and been affected by, difficult life events, in a alternative education setting : a case study approach." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676467.
Full textAbstract:
Aim: To explore how 6 female students would engage with a group-based mental health intervention in an alternative education setting, and whether such an intervention would be effective at alleviating trauma and depressive symptoms, and improve psychosocial functioning. Participants: 6 female students aged 15 years old took part in the intervention. Four staff members participated in qualitative interviews and 29 members of staff completed feedback surveys. Method: A mental health programme was delivered to two groups, each with 3 students. The programme involved ten sessions delivered over a 5-weelc period. Participants' trauma symptoms, depressive symptoms, and psychosocial functioning were measured pre- and post-intervention. Participants also took part in semi-structured interviews to gain insight into their experience of the programme. Two staff members were interviewed prior to the intervention to determine whether the intervention would be appropriate while two other staff members were interviewed on completion of the programme to determine whether staff had noticed any changes in the girls during the course of the intervention. Results: All participants showed positive changes in a number of symptoms on completion of the programme. However, changes were variable and some negative changes were also observed. All participants reported to enjoy the programme and find it helpful. Staff reports towards the programme were very positive. Conclusions: As a first step towards working with disengaged students excluded from mainstream education, this study illustrates the usefulness of group-based, school-based mental health programmes for students with social and emotional difficulties.
34
Meyer, Eric. "Étude des liens entre les difficultés d’attention et le stress chez les jeunes, de la maternelle à l’université : rôles des comportements parentaux et des problèmes de sommeil." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0305.
Full textAbstract:
Ces dernières années, la santé des jeunes générations est devenue une priorité et il est important de pouvoir mieux identifier les signes de mal-être et/ou de souffrance des jeunes. L’étude de ces problématiques de souffrance est d’autant plus importante que la réussite des jeunes passe par le fait d’être en bonne santé. Nous avons choisi de nous centrer sur deux dimensions de ces problématiques qui impactent la scolarité et l’efficacité des jeunes de la maternelle à l’université : le stress et les difficultés d’attention. Bien que la littérature aborde majoritairement la problématique des difficultés d’attention sous l’angle du Trouble de l’Attention avec ou sans Hyperactivité (TDAH), elles regroupent également les difficultés pouvant être présentes dans l’ensemble des dimensions cognitives propre à l’attention, et, peuvent être inhérentes à d’autres souffrances psychiques comme la dépression, l’anxiété, les troubles psychotiques. En considération avec la littérature récente, pour nous, les difficultés d’attention correspondent à un continuum dont une extrémité serait le TDAH, pouvant ainsi être défini selon le niveau de symptomatologie du TDAH. Le stress est défini et évalué de manière multiple, selon des marqueurs physiologiques, ou encore par des inventaires d’événement de vie. Pour des raisons théoriques, nous le définissons par le concept de stress perçu et ressenti. Il ressort que les liens entre le stress et les difficultés d’attention ne sont pas clairs. Certaines études mettent en avant un impact du stress sur les difficultés d’attention, d’autres des difficultés d’attention sur le stress. Afin d’approfondir ces liens, nous avons isolé deux prédicteurs de la symptomatologie du TDAH en lien avec le stress : les comportements parentaux et les problèmes de sommeil. Toutefois, il n’existe à notre connaissance aucune étude ayant travaillé les liens entre le stress, la symptomatologie du TDAH et les problèmes de sommeil, et, entre le stress, la symptomatologie du TDAH et les comportements parentaux. Afin d’étudier ces liens et comprendre l’articulation du stress et de la symptomatologie du TDAH (difficultés d’attention et comportements d’hyperactivité), nous avons réalisé trois études: deux en population générale, auprès d’enfants en maternelle (3-6 ans) et auprès d’étudiants à l’université, et, une auprès d’enfant et d’adolescents (6-16 ans) présentant des difficultés scolaires. Nos études montrent que le stress est fortement associé aux difficultés d’attention et moins aux comportements d’hyperactivité chez les 3-6 ans et chez les étudiants. Chez les 6-16 ans, le stress perçu n’est pas associé à la symptomatologie du TDAH au contraire des difficultés émotionnelles mesurées par les parents qui sont associées aux difficultés d’attention et aux comportements d’hyperactivité. Les problèmes de sommeil sont associés aux difficultés d’attention et aux comportements d’hyperactivité chez les étudiants, ils ne sont associés qu’aux comportements d’hyperactivité chez les 3-6 ans et qu’aux difficultés d’attention chez les 6-16 ans. Nos résultats montrent la présence d’une médiation partielle chez les étudiants que nous ne retrouvons pas chez les enfants et adolescents. Les comportements parentaux, principalement coercitifs, sont associés avec les comportements d’hyperactivité et d’inattention. Et il semble que le stress soit un médiateur partiel entre les comportements parentaux et la symptomatologie du TDAH. Ainsi l’ensemble de nos études montrent l’importance de considérer les difficultés d’attention selon un continuum et de tenir compte du stress et des difficultés de sommeil lorsque nous évaluons la présence de difficultés d’attention. Ces deux variables peuvent augmenter la sévérité des difficultés d’attention, pouvant peut-être provoquer un TDAH-like. Ce travail de thèse fait également ressortir un champ d’intervention possible par la prise en compte simultanée des difficultés d’attention, du stress et des problèmes de sommeilIn recent years, the health of younger generations has become a priority and it seems more important to identify the signs of malaise and / or suffering of young people. The study of these problems of suffering is all the more important that the success of young people is through being healthy. We chose to focus our work on two dimensions that impact the education and effectiveness of young people from kindergarten to university: stress and attention difficulties.Although the literature mainly addresses the problem of attention difficulties from the angle of Attention Disorder with or without Hyperactivity (ADHD), attention difficulties also group the difficulties that can be present in all the cognitive dimensions specific to attention, and, may be inherent to other psychological pains such as depression, anxiety, psychotic disorders. In consideration with recent literature, for us attention difficulties correspond to a continuum of which one pole is ADHD, thus being able to be defined according to the level of symptomatology of ADHD.Stress is defined and evaluated in multiple ways, according to physiological markers, or by life event inventories. For theoretical reasons, we define it by the concept of perceived and felt stress.It appears that the links between stress and attention difficulties are unclear. Some studies highlight an impact of stress on attention difficulties and others attention difficulties on stress.In order to understand these links, we isolated two predictors of ADHD symptomatology related to stress: parental behaviors and sleep problems. However, to our knowledge, there are no studies that have worked on the links between stress, symptomology of ADHD and sleep problems, and, between stress, ADHD symptomatology and parental behavior.In order to study these links and to understand the articulation of stress and ADHD symptomatology (attention difficulties and hyperactivity behaviors), we conducted three studies: two in the general population, with children in kindergarten (2 at age 6) and with university students, and one with children and adolescents between the ages of 6 and 16 with learning difficulties.Our studies show that stress is strongly associated with attention difficulties and less with hyperactivity in 2 to 6-year old and students. In the age group 6 to 16, perceived stress is not associated with ADHD symptomatology, unlike emotional difficulties measured by parents that are associated with attention difficulties and hyperactivity behaviors. Sleep problems are associated with attention difficulties and hyperactivity behaviors in students, they are associated with hyperactivity behaviors in 2-6 years of age and attention difficulties in 6- 16 years old. Our results show the presence of partial mediation among students that we do not find in children and adolescents. Parenting behaviors, mainly coercive, are associated with hyperactivity and inattention behaviors. And it seems that stress mediate partially the relationship between parenting behaviors and the symptomatology of ADHD.Thus, all of our studies show the importance of considering attention difficulties along a continuum and considering stress and sleep difficulties when assessing the presence of attention difficulties. These two variables may increase the severity of attention difficulties, possibly leading to ADHD-like. This thesis work also highlights a possible field of intervention by simultaneously considering the difficulties of attention, stress and sleep problems
35
McColgan, Nadia Estelle. "What challenges do staff in psychiatric inpatient settings face? : the development of the Staff Emotions, Attributions, Challenges & Coping Scale (SEACCS)." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/what-challenges-do-staff-in-psychiatric-inpatient-settings-face-the-development-of-the-staff-emotions-attributions-challenges-and-coping-scale-seaccs(04a00959-8618-44dc-8ade-5afd73c9583d).html.
Full textAbstract:
Background: Psychiatric inpatient staff members work with arguably the most challenging service users. However, reference to these challenges often does not go beyond ‘challenging behaviour’, offering no insight into the actual presentation, thus preventing formulation of the perceived challenges, or subsequent interventions. Moreover, studies have shown that staff responses to challenging presentations can impact on both the staff member and the service user. In particular, staff causal attributions have been shown to impact on their therapeutic response (Apel & Bar-Tal, 1996), as well as being associated with staff emotions (Colson et al., 1987). In turn, the emotional response has been found to be associated with coping, both of which have also been found to effect staff behavioural response, as well as staff members’ psychological well-being (Wykes & Whittington, 1998). However, there have been limited studies assessing these relationships with psychiatric inpatient staff. This may be due to the lack of assessment tools developed for this staff group to measure these particular domains. A specifically designed tool would enable consistent assessment to take place to build on our theoretical knowledge of psychiatric inpatient staff members’ perceived challenges, and their responses to them, as well as highlight specific areas within these domains where further staff training and support is required. Aims: The first aim of the study was to explore psychiatric staff’s views on the challenges they faced when working with service users in inpatient settings, their emotional responses, attributions, and coping strategies about those challenges and then to develop a measure which would accurately capture these (the SEACCS). The second aim was to assess the reliability of the new scale as well as explore relationships within the SEACCS. Finally, the third aim was to assess content and face validity, as well as conduct preliminary psychometric investigations of the construct validity of the newly developed measure. Method: The study was conducted using various methods across three phases. In order to generate items for the SEACCS, a systematic review of the relevant literature and semi-structured interviews took place during the first phase. Secondly, the results of Phase I were combined in order to develop and construct the SEACCS. The third phase involved a postal survey of the SEACCS (including re-test), followed by psychometric investigations to scrutinise the items, explore the reliability, and construct validity of the SEACCS.Results: Twenty three studies were included in the systematic review. The results highlighted inconsistent measurement and findings of the domains concerned. Seven multi-disciplinary staff interviews took place. Thematic analysis was used to conduct four separate analyses focusing on each of the research questions. Several themes and sub-themes were found. Themes such as: ‘Engagement’, ‘Attributions of controllability’, and ‘Behavioural responses’. Findings from the review, thematic analyses, and consultation groups (content and face validity) were combined in order to develop the 64 item SEACCS. A total of 76 multi-disciplinary psychiatric inpatient staff members completed the SEACCS, 15 of which completed re-tests. No items were removed following item scrutiny assessments. Preliminary psychometric investigations indicated good reliability, significant relationships across domains within the SEACCS, and partial construct validity with the GHQ-28.Conclusion: The results of the current study provide the first step in the development and construction of a clinically relevant tool that can be used to assess these domains. The methodological limitations and clinical implications are considered, and future directions for research in this area are suggested.
36
Nash, Marion Marie. "The LAMP language and communication screen used to support teachers to identify speech, language, and communication difficulties in four primary schools in varied social contexts." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15640.
Full textAbstract:
The research described here was inspired by a national review which concluded that too many children come into our primary schools with unmet speech and language needs (Bercow, 2008). Teachers are in a position to identify language difficulties but many have expressed uncertainty regarding their role in this process. I believed that the LAMP (Linguistic Assessment for Mapped Provision) screen for language and communication which I had developed would help teachers to identify language concerns and would also increase their professional confidence in this complex area. I had developed the LAMP screening instrument and piloted it over a 2 year period prior to this study. It is employed here as a universal screen that is used in a whole school approach in order to enable teachers to identify language need. The use of the LAMP as a universal screen applied to all the children in a school lessened the likelihood of preconceived notions impacting upon teacher’s perceptions of need in the classroom. The LAMP data allowed schools to track the progress of individual children within a class and whole school context. Teachers need to be aware of any pre-conceptions they may have in relation to the performance of children from different socio economic circumstances. The hypothesis that poverty continues to provide the weightiest detrimental effects upon children’s language development was examined and within the parameters of this study was found to be contestable. Study design: A systematic survey was conducted over 4 Primary schools using the LAMP. Rich picture data was accessed from teacher questionnaires and focus groups involving participants from the schools in the study. The repeated measures design provided information on what teachers had learned in the period of reflection between the screenings. The use of a mixed methods repeated measures design helped me to understand what was difficult for teachers and what the teachers felt would help them. The 4 schools in the study were chosen to reflect varied social contexts in order to explore any impacts of SES on the results. Analysis of data: In a repeated measures design, a LAMP screen was completed for every child across the 4 schools by their teachers in February and then June in one school year. Results of screening were analysed and compared on a range of variables using SPSS. Questionnaires were used to collect teacher perceptions before and after using the LAMP screen. Focus groups were held in the schools at the end of the study to add more information on how helpful teachers felt the process had been in raising their awareness, confidence, and skills in the identification of SLCN. Findings: The main trend observed was a decrease in levels of teacher concern related to children’s speech and language needs from the first to second screening survey. Differences were found at a statistically significant level on a range of variables. The expected differences between high and low socio-economic status (SES) schools were not found. Teachers reported increases in their awareness, confidence, and skill in identifying children’s speech language and communication concerns by the end of the study. Some changes to classroom practice were reported. Conclusions: I propose that use of the LAMP screen increased teacher awareness of the nature of language difficulty and that this heightened awareness was a key variable in the observed changes to language concern scores. The LAMP screening process was seen by schools’ staff to have had a positive effect on teacher’s skills and to be relatively easily assimilated into the school system. However some participants identified a number of challenges relating to time constraints and maintaining the use of LAMP as high profile in the context of competing time demands in their schools. It is suggested that EP services would be in a position to support schools to implement and embed the LAMP screening model as part of their Service provision. It is also proposed that economic deprivation or disadvantage did not appear to be the only important factor to consider when making funding decisions intended to support children’s linguistic competency in schools.
37
Allevato, Anthony James. "From Intuition to Evidence: A Data-Driven Approach to Transforming CS Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28352.
Full textAbstract:
Educators in many disciplines are too often forced to rely on intuition about how students learn and the effectiveness of teaching to guide changes and improvements to their curricula. In computer science, systems that perform automated collection and assessment of programming assignments are seeing increased adoption, and these systems generate a great deal of meaningful intermediate data and statistics during the grading process. Continuous collection of these data and long-term retention of collected data present educators with a new resource to assess both learning (how well students understand a topic or how they behave on assignments) and teaching (how effective a response, intervention, or assessment instrument was in evaluating knowledge or changing behavior), by basing their decisions on evidence rather than intuition. It is only possible to achieve these goals, however, if such data are easily accessible.
I present an infrastructure that has been added to one such automated grading system, Web-CAT, in order to facilitate routine data collection and access while requiring very little added effort by instructors. Using this infrastructure, I present three case studies that serve as representative examples of educational questions that can be explored thoroughly using pre-existing data from required student work. The first case study examines student time management habits and finds that students perform better when they start earlier but that offering extra credit for finishing earlier did not encourage them to do so. The second case study evaluates a tool used to improve student understanding of manual memory management and finds that students made fewer errors when using the tool. The third case study evaluates the reference tests used to grade student code on a selected assignment and confirms that the tests are a suitable instrument for assessing student ability. In each case study, I use a data-driven, evidence-based approach spanning multiple semesters and students, allowing me to answer each question in greater detail than was possible using previous methods and giving me significantly increased confidence in my conclusions.Ph. D.
38
Brioux, Kimberley. "Les difficultés décisionnelles du collège à l'université : rôle des attitudes parentales, de l'identité vocationnelle et de l'estime de soi : étude longitudinale auprès de jeunes engagés dans un processus d'orientation." Electronic Thesis or Diss., Toulouse 2, 2019. http://www.theses.fr/2019TOU20092.
Full textAbstract:
L’objectif est d’évaluer l’influence de facteurs sociaux (attitudes parentales) et personnels (identité vocationnelle, estime de soi) sur les difficultés décisionnelles de jeunes en passe de s’orienter, tout en soulignant la part active et subjective du sujet, tant dans son rapport à soi, qu’à autrui et au monde. Dans le volet quantitatif, 3760 jeunes (3186 élèves ; 565 étudiants), âgés de 13 à 25 ans (M = 16.77 ; ET = 2.21), ont participé au protocole longitudinal en trois temps mis en place. Ils ont répondu collectivement en ligne au Career decision-making Difficulties Questionnaire, au Parental Career-related Behavior Questionnaire, au Vocational Identity Status Assessment et à l’Échelle multidimensionnelle d’estime de soi pour adolescents. Dans le volet qualitatif, des entretiens semi-directifs ont été réalisés auprès de 22 jeunes (16 élèves ; 6 étudiants) âgés de 14 à 24 ans (M = 17.45 ; ET = 2.86). L’étude des prédicteurs des difficultés décisionnelles indique que celles intervenant avant l’engagement dans le processus décisionnel (manque de préparation) sont expliquées par des facteurs relationnels en début d’année pour les lycéens de Terminale et par des facteurs personnels en début et en fin d’année pour les étudiants. Les difficultés intervenant au cours du processus décisionnel (manque d’informations, informations incohérentes) sont expliquées par des facteurs personnels. Pour les lycéens de Seconde et les étudiants, c’est une estime de soi défavorable au plan professionnel rapportée en fin d’année qui ressort, pour les lycéens de Terminale et les étudiants, c’est une faible exploration de surface en fin d’année qui s’observe. Pour les lycéens de Seconde, un faible engagement en milieu d’année apparaît. Les résultats de la CHD démontre la dynamique d’élaboration des choix au regard des processus explicatifs retenus. La mise à jour des spécificités propres à chaque palier d’orientation considéré, ainsi que la réalisation d’études de cas, attestent également de cette dynamique. Le discours des jeunes, en approfondissant les résultats évoqués, fait apparaître des éléments inédits, tels l’identification de nouvelles sources de soutien ou de nouveaux types de difficultés. D’autres pistes de réflexion sont envisagées et la complémentarité des résultats quantitatifs et qualitatifs est soulignéeThis study aims to analyse influence of social (parental career-related behaviors) and personal (vocational identity, self-esteem) factors on career-decision making difficulties reported by youth engaged in academic and vocational orientation process and to highlight subject's active and subjective part in his relationship with himself, others and world. In quantitative part, 3760 youth (3186 school students; 565 undergraduate students), aged 13 to 25 (M = 16.77; SD = 2.21), participated at longitudinal design featuring threee waves of data collection used. They replied collectively four online questionnaires: Career decision-making Difficulties Questionnaire, Parental Career-related Behavior Questionnaire, Vocational Identity Status Assessment and Échelle multidimensionnelle estime de soi pour adolescents. In qualitative part, semi-structured interviews were conducted with 22 youth (16 school students; 6 undergraduate students), aged 14 to 24 (M = 14.45; SD = 2.86). Predictors’ analysis of the career-decision making difficulties reported by youth shows that difficulties which intervene before engagement in the decision-making process (lack of preparation) are mainly explained by relational factors at the begining of the year for 12th grade students and to personal factors at the begining and at the end of the year for undergraduate students. Difficulties which intervene throughout decision-making process (lack of informations, inconsistent informations) are especially explained by personal factors like unfavourable vocational self-esteem at the end of the year for 10th grade students and for the undergraduate students, low in-breadth exploration at the end of the year for 12th grade students and for the undergraduate students as well as low commitment at the middle of the year for 10th grade students. CHD’s results show the dynamic of making choices in ligh of explanatory processes included in this study. Results also highlight this dynamic's heterogeneite through every educational and vocational orientation level studied. Based on this results, case studies also attested this diversity. This case studies established new elements like identification of new support sources or new type of difficulties, allowing to explore others research’s path and to confirm results’ complementarity
39
Souza, Joana Rostirolla Batista de. "Formação continuada de professores: transtorno do processamento sensorial e as consequências para o desempenho escolar." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/3169.
Full textAbstract:
Made available in DSpace on 2016-06-02T19:46:29Z (GMT). No. of bitstreams: 1
6007.pdf: 5863995 bytes, checksum: b6bdf5fea59f7a522260f11079b13f4a (MD5)
Previous issue date: 2014-02-25Financiadora de Estudos e Projetos
The Sensory Processing Disorder (SPD) can cause difficulties on scholar performance and behavior problems in this context, what may interfere, thus, on the full participation of the student. The teachers are on a ideal position for the recognizing of de disorder signs and can change the life of a lot of children, because the SPD are unkown in Brazil and doesn t find the diagnosis, those children must be helping the improve of the school failure statistics. On the international tendencies for the concept of inclusive education, the prepared teacher for the inclusion is that one capacitated for different pedagogic strategies, for different students. The further teacher development has been considered one of the better ways for prepare the teacher for the inclusion. The aim of this research was to evaluate the results (short and long-term) of a further teacher development intervention about the SPD and its consequences for the scholar performance. The method was exploratory-descriptive s qualitative and quantitative. The research received authorization of the Municipal Education Secretary, was approved by CEP and authorized by the school after the teacher approval. The data collection and intervention was developed in a classroom of the participant school, located on a peripheral region of a midsize city of São Paulo s State central region. The research steps where developed during six HTPC s moments (a time for pedagogic collective work) and the participants where 16 teachers and administrators responsible for the first to the fifth grade from a government college of elementary education. A pilot study previously developed with two volunteers embased the elaboration and adequation of the data collection instruments and the illustrative cases, which were used as a base for complete the instruments. For the initial collect, participants filled the self-guided interview and the pre-test sheet. After the intervention, they filled the course evaluation and the pos-test. Eight months later, it was developed the follow-up data collecttion individual for those whom cited current students with similar profiles to the illustrative cases and a general instrument for all the participants. The qualitative data analysis where realized by theoretical axis, the quantitative data where analised using the t-student test, adopting p<0,05. The results shown the effectiveness of intervention to form opinion about new and unknown topics, once it was a movement from the non-responded affirmatives to the ones correctly responded on the pos-test. However, the intervention wasn t able to modifies pre-established incorrect concepts from the initial data collection. The follow-up showed that, for the topic discussed on this constructed intervention, this kind of further development wasn t able to transform participants in prevention e action agents. That means that the further development of this research got positive short-term results, but not long-term outcome in respect to the changing attitude.
O Transtorno do Processamento Sensorial (TPS) pode ocasionar dificuldades no desempenho escolar e problemas de comportamento nesse contexto, interferindo, portanto, na participação plena do aluno. Os professores estão numa posição ideal para o reconhecimento dos sinais do transtorno e podem mudar a vida de muitas crianças, pois, por serem pouco conhecidos no Brasil, tais casos não encontram um diagnóstico e podem estar engrossando as estatísticas do fracasso escolar. Na tendência internacional de concepção de educação inclusiva, o professor preparado para a inclusão é aquele capacitado para diferentes estratégias pedagógicas, para diferentes alunos. A formação continuada tem sido vista como uma das melhores formas para o preparo do professor para a inclusão. O objetivo da pesquisa foi avaliar os resultados a curto e longo prazo de uma intervenção, no formato de formação continuada de professores, sobre o TPS e as consequências deste para o desempenho escolar. O método foi qualitativo e quantitativo, do tipo exploratório-descritivo. A pesquisa recebeu autorização da Secretaria Municipal de Educação, foi aprovada pelo CEP e autorizada pela diretoria da escola mediante aprovação prévia dos professores. O local de realização da coleta de dados e da intervenção foi uma sala de aula da escola estudada, localizada em bairro periférico de um município de porte médio da região central do estado de São Paulo. As etapas da pesquisa foram desenvolvidas em seis HTPCs (Horário de Trabalho Pedagógico Coletivo) e as participantes foram 16 professoras e gestoras responsáveis pelas turmas do 1º ao 5º ano do ensino público fundamental. Um estudo piloto realizado previamente com duas voluntárias embasou a elaboração e adequação dos instrumentos de coleta de dados e dos elementos disparadores para o preenchimento dos mesmos. Para a coleta inicial as participantes preencheram entrevista autoguiada, checklist e pré-teste. Após a intervenção, preencheram a avaliação do curso e o pós-teste. Após oito meses, foi realizada coleta de follow-up individual para quem citou alunos atuais com perfis similares aos casos ilustrativos e geral para todas as participantes. A análise dos dados qualitativos foi realizada por meio de eixos teóricos, os dados quantitativos foram analisados por meio do teste t-student adotando-se nível de significância p<0,05. Os resultados evidenciaram que a intervenção foi efetiva para formar opiniões sobre temas novos e desconhecidos pelas participantes, uma vez que houve um movimento das respostas deixadas em branco no pré-teste para respostas respondidas corretamente no pós-teste. Entretanto o curso se mostrou ineficaz para modificar concepções já pré-estabelecidas de forma incorreta na coleta inicial. O follow-up mostrou que, para esta temática abordada com a intervenção construída nesta pesquisa, esse tipo de formação continuada não foi capaz de transformar os participantes em agentes de prevenção e ação. Ou seja, a formação continuada realizada obteve resultados positivos a curto prazo no que tange à transmissão de informação e o sentimento de empoderamento, porém a longo prazo não obteve resultados positivos no que diz respeito a mudança de atitudes.
40
Chaume, Aurélie. "L'activité narrative d'enfants de 6 ans tout-venants et suivis par le R.A.S.E.D. pour troubles du comportement au travers des tests ASCT et TAT." Thesis, Dijon, 2012. http://www.theses.fr/2012DIJOL020.
Full textAbstract:
Les études actuelles mettent en avant les liens entre les plans comportementaux et les plans représentationnels ; si le comportement est révélateur de la complexité et de la conflictualité psychique, le discours l’est aussi. Ainsi, par l’intermédiaire de l’activité narrative, cette recherche propose l’étude des représentations mentales, des préoccupations interpersonnelles d’enfants de 6 ans présentant des problèmes de comportements et d’enfants tout-venants. Le point de départ de cette exploration prend appui sur le postulat que l’activité narrative est un processus fondamental du fonctionnement psychique humain et que le contenu, la pauvreté ou la richesse de cette activité doivent être en lien avec la nature des comportements. Pour permettre l’évaluation de dimensions telles que les représentations de soi, de soi avec les autres, de préoccupations interpersonnelles…, nous avons fait appel à la théorie de l’attachement et à la théorie des relations d’objet. Ainsi, les tests projectifs TAT et ASCT ont été utilisés. Nos résultats exposent que chaque groupe possède des fonctionnements psychiques propres et que les liens existants entre les dimensions psychiques étudiées sont interdépendants. Mais également qu’une approche intégrative associant la théorie de l'attachement et la théorie psychanalytique des relations d’objet est possible et utile pour la compréhension des sujets qui ont un fonctionnement social pauvre. Basée sur ces résultats cette étude propose des pistes d’intervention qui visent à cibler davantage les prises en charge des enfants présentant des problèmes de comportement à l’école primaire, ce qui représente pas moins de quelques 200.000 enfants en FranceRecent studies show a link between behavioural and physical indications; that is that, if behaviour shows complex and psychological conflict, then so will speech. This is why this study will examine the narratives of six-year-old children with behavioural problems (which will be followed up by RASED) in comparison with the speech of ordinary children. This study will confirm that the narrative is the fundamental process of the working psyche and its content, poor or good, must be connected to the nature of behaviour. Thus the theories of attachment and of object relations were examined. Certain aspects were looked at such as: the capacity to visualise, consistency of narratives, self-perception, representation of others including the representation of significant people (be it reassuring or not), as well as dominant interpersonal concerns. Projective studies, such as ASCT and TAT, were used and the results showed that each group possessed their own psychological function and that the existing links between these intra-psychological processes are inter-dependent. This study shows that an integrative approach to attachment theory and the theory of psychoanalytical connection with objects is both possible and useful. This is mainly to understand children brought up in socially poor surroundings. To sum up, the results of this study highlight how important it is to use narratives in order to pin point how to take charge of primary school children who exhibit behavioural problems
41
Costa, Hugo Câmara. "Cognitive, behavioral and familial associations of reading acquisition and academic achievement : a population-based longitudinal study from kindergarten to middle school." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H115.
Full textAbstract:
Les études longitudinales en milieu scolaire débutant en maternelle permettent une analyse des facteurs propres à l'enfant et à son environnement impliqués dans le développement de la lecture et de la réussite scolaire. Cependant, les études visant à analyser l'influence longitudinale de ces facteurs dès l'école maternelle restent exceptionnelles en France. Une étude épidémiologique initiée en 2001 dans la Communauté Urbaine de Creusot Montceau (Saône-et-Loire, France) avait comme objectif l'examen des contributions des facteurs propres à l'enfant et des variables environnementales dans l'acquisition de la lecture et la réussite scolaire dès la maternelle (3-6 ans) jusqu'au milieu de l'école élémentaire (CE2, 8-9 ans). Le travail de thèse présenté a permis le prolongement de la période de recueil de donnés jusqu'à la fin du collège (3ème, 14-15 ans) représentant une période de suivi de 10 ans dans la population générale. L'objectif principal de ce travail est d'identifier les facteurs propres à l'enfant (cognitifs, académiques et comportementaux) et des variables environnementales (facteurs sociodémographiques et caractéristiques familiales) dans le développement de la lecture à la fin de l'école primaire (CM2) et la réussite scolaire à la fin du collège (3ème). Les échantillons comprenaient 829 enfant inscrits en Grande Section de Maternelle pendant l'année scolaire 2001-2001 (Cohorte 1, 90% de l'échantillon initial) suivis jusqu'à la fin du collège (année scolaire 2010-2011) et 812 enfants de Grande Section de Maternelle durant l'année 2003-2004 (Cohorte 3) suivis jusqu'à la fin de l'école élémentaire (Cours Moyen 2, année scolaire 2008-2009). En Grande Section de Maternelle, le recueil de données a compris l'évaluation des compétences cognitives, académiques et comportementales des enfants, ainsi que le recueil des informations concernant le contexte familial. Les mesures de réussite scolaire ont compris les résultats des enfants dans les évaluations nationales réalisées à la fin du collège pour la Cohorte 1, (Diplôme National du Brevet) et les performances des enfants dans une mesure standardisée de lecture de mots à la fin de l'école élémentaire pour la Cohorte 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). Les compétences de traitement phonologique, la connaissance de lettres et le comportement attentif étaient les prédicteurs le plus significatifs de la lecture de mots au Cours Moyen 2. Le signalement par les parents d'antécédents familiaux de difficultés de lecture était associé simultanément avec des difficultés de lecture et le comportement inattentif à la fin de l'école élémentaire. En 3ème année du collège, les compétences de langage oral, la connaissance de lettres, la mémoire verbal à court terme, le raisonnement perceptif (facteur non-verbal) et le comportement attentif des enfants en maternelle, ainsi que le niveau d'éducation des parents et le type de famille, ont prédit significativement la mesure de réussite scolaire générale à la fin du collège. En outre, les résultats ont montré l'influence de plusieurs caractéristiques familiales dont la nationalité du père, le mode de garde avant la scolarisation, les rituels d'endormissement et les antécédents familiaux de difficultés de lecture. Ces caractéristiques renvoient à des facteurs qui mettent un enfant en risque d'échec scolaire à la fin du collège. Ce travail contribue à la littérature scientifique existante concernant les facteurs propres à l'enfant et à son environnent familial liés à l'acquisition de la lecture et à la réussite scolaire. Les résultats permettent l'identification des facteurs familiaux mettant un enfant à risque d'échec scolaire. Il ont des importantes implications pour repérer le plus précocement possible les enfants à risque de développer des difficultés de lecture et d'échec scolaire et pour mettre en place des programmes d'intervention adéquats à ses difficultés dès le début des trajectoires académiques de l'enfantLongitudinal studies starting during kindergarten provide an appropriate method to investigate the child- and environmental-level factors that account for children's reading and academic achievement later in their educational trajectories. In France, studies designed to follow-up children longitudinally from kindergarten onwards remain scarce. An epidemiological study started in 2001 in the Urban Community of Creusot Montceau (Saône-et-Loire, France) sought initially to identify the factors associated with children's reading acquisition and academic achievement from preschool (3-6 years) to the middle of elementary school (Grade 3, 8-9 years). The PhD project reported here aimed to extend the original design of data collection to the end of middle school (Grade 9, 14-15 years) spanning a 10-year follow-up period in the general population. This work aimed to investigate the specific contributions of child-level factors (cognitive-academic skills, behavior problems) and environment-level factors (sociodemographic and family characteristics) for children's subsequent reading acquisition at the end of elementary school (Grade 5), as well as academic achievement at the end of middle school (Grade 9). The samples of analysis comprised 829 kindergarteners in the 2001-2002 school year (Cohort 1, 90% of the initial sample) followed through the end of middle school (Cohort 1, 2010-2011 school year) and 812 kindergarteners in the 2003-2004 school year (Cohort 3), from which a sub-sample of 154 participants was followed through the end of elementary school (2008-2009 school year). At kindergarten, assessment included measures of children's cognitive-academic and behavioral skills, as well as family background characteristics. Outcome measures were composed of children's results in the national evaluations performed at the end of middle school for Cohort 1 ("Diplôme National du Brevet") and of children's scores in standardized measures of word reading achievement at the end of elementary school for Cohort 3 (ODEDYS, Jacquier-Roux, Valdois & Zorman, 2002). The results indicated that children's phonological processing skills, letter knowledge and attentive behavior were the most robust predictors of word reading achievement at Grade 5. In addition, parental reports of familial antecedents of reading difficulties also contributed to predict word reading at Grade 5 and were specifically associated with both reading difficulties and inattention behavior at this grade level. At Grade 9, children's oral language skills, letter knowledge, short-term verbal memory, perceptual reasoning (non-verbal cognitive ability) and attentive behavior at kindergarten predicted significantly the outcome measure of general academic achievement at Grade 9, together with parental educational level and family structure. Moreover, results indicated the influence of several family characteristics referring to father's nationality, type of early childcare, language-based bedtime routines and familial antecedents of reading difficulties as risk factors for children's subsequent academic underachievement. The present work contributes to the extant literature regarding the child- and family-level factors associated with subsequent reading acquisition and academic achievement from kindergarten to elementary and middle school. Importantly, these results allowed the identification of novel familial risk factors that influence negatively children's subsequent academic trajectories. These findings have important implications regarding the child and family factors that should be targeted during kindergarten in order to prevent children's subsequent reading and academic difficulties and to promote adequate intervention strategies early in children's educational trajectories
42
Capstick, Andrea. "'Challenging behaviour' or cultural resistance: the refusal of ‘bare life’ in dementia care." 2015. http://hdl.handle.net/10454/7382.
Full text
43
Wood, Hayley Leigh. "Characterizing children with an obsessive difficult temperament." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=362401&T=F.
Full text
44
HSIAO, WEI-JEN, and 蕭惟仁. "The Influence of Helping Behavior on Well-being: Difficult Customers as Moderator." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/00813376285573906162.
Full textAbstract:
碩士銘傳大學
企業管理學系碩士在職專班
105
The purpose of this paper is to investigate the influence of helping behavior on the practitioners’ well-being when they at work. The moderator of the paper is difficult customers. In this study, 361 valid questionnaires were collected and analyzed by statistical software SPSS. The participant in this survey is the full-time job practitioners in service industry. The results are: (1) The helping behavior of the practitioners in service industry has a significant relationship with their well-being; (2) regardless of the level of difficult customers, it could not significantly interfere the Influence of helping behavior on the practitioners’ well-being. Finally, the results of the study put forward the management implications and recommendations, and then provide follow-up research. As the result of the study, put forward the management implications and recommendations, then provide follow-up research.
45
Yu-Ching, Huang, and 黃玉菁. "The Study on the Difficult and Easy Children's Responses and Parenting Behaviors during Mother–Child Interaction." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30004042091071100967.
Full textAbstract:
碩士臺北市立教育大學
兒童發展碩士學位學程
99
The objective of this study is to explore the relationship of difficult and easy children’s responses, parenting behaviors. There were 22 pairs of difficult children and 23 pairs of easy children, and their mothers in this research. The researcher screened difficult and easy children according to the rearing perception of the mothers and the results of the temperament questionnaires. Research method is used to clean-up task, observed the difficult and easy children’s responses, parenting behaviors during mother–child interaction. The data was analyzed by t-test and Pearson product–moment correlation. The results are shown in the follows: 1. The difficult children’s noncompliance: neglect, negotiation and refusal behaviors more than the easy children’s. 2. The difficult children’s maternal use of explanations/demonstrations behaviors less than the easy children’s maternal; the difficult children’s maternal use of direct commands, threats/reprimands and physical interventions behaviors more than the easy children’s maternal. 3. There were significant positive correlations between children’s neglect and their maternal use of bargains and physical interventions behaviors; and there were significant positive correlations between difficult children’s defiant and their maternal use of threats/reprimands behaviors; there were significant negative correlations between easy children’s committed compliance and their maternal use of bargains and physical interventions behaviors. According to the result of the research, suggested that future research can be transferred to the laboratory experimental conditions, and provide larger toys to observe the difficult children –mother interaction, or the impacts of children's gender, age and mother's characteristics may be worth discussing.
46
Heidari, Moghadam Mahdi. "Time-dependent Analysis of Jet-grouted Tunnels in Difficult Ground Conditions." Thesis, 2013. http://hdl.handle.net/2152/23381.
Full textAbstract:
In this study, excavation of jet-grouted tunnels in ground with strong time-dependent behavior is analyzed. The constant growth of population has led to a constant increase in the price of lands and thus infrastructures. Underground alternatives are becoming more economical. Furthermore, advances in the construction technology have made it feasible to construct tunnels in difficult ground conditions. By providing a grouted arch ahead of the tunnel face, jet-grouting has proved effective for the stability and performance of tunnels in difficult conditions. Given the limited depth of jet-grouting into the face, the jet-grouted arch is loaded soon after installation, when the rigidity of the grouted material is growing significantly. The simultaneous loading and hardening of the jet-grouting makes the tunnel response depend on the excavation rate. Furthermore, in difficult tunneling conditions, the ground material is associated with highly viscous behavior. This behavior is synonymous with delayed deformation depending on the level and duration of the ground loading by the tunnel excavation. In order to show the importance of the time-dependent behaviors, the full-face and the sequential excavation method are compared using three-dimensional and two-dimensional finite element analyses. First, a three-dimensional model is constructed and its results are validated against available analytical solutions for time-independent behaviors. The hardening of the jet-grouting is then introduced into the model by embedding jet-grouting elements through the analysis. In order to account for the ground viscous behavior, an advanced viscoplastic constitutive model is adopted, numerically implemented in FORTRAN, and used in conjunction with finite element software ABAQUS. The excavation methods are compared for the well documented study case of Tartaiguille tunnel. The results indicate that the full-face method outperforms the sequential method in the studied case by installing the tunnel invert closer to the face. The two-dimensional analysis of the tunnel is conducted by using the convergence-confinement method. To this end, a new approach is introduced to use the method for tunnels in time-dependent conditions. The effect of the jet-grouting hardening and the ground viscous behavior is characterized within the new approach by deriving the ground convergence curves. The reverse dependency of these mechanisms on the tunnel advance rate leads to an optimum advance rate, at which minimum tunnel convergence develops.text
47
Peetz-Ullman, Juliane. "The difficult task of finding digitized music manuscripts in online library collection." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-23676.
Full textAbstract:
Music researchers are seldom at the center of attention as a user group within LIS. Thus, investigations of search possibilities for digitized music manuscript collections with a user perspective are lacking. Here, three digitized music manuscript collections (the Schrank II collection in Dresden, the Utile Dulci collection in Stockholm, and the Düben collection in Uppsala) are examined with regard to the accessibility of their contents to the target user group in two steps: First, music researchers are asked about their information seeking process and queries. They are observed in surveys, interviews, and think-aloud protocols. Second, the three retrieval systems are subjected to a performance evaluation by means of precision, recall, and F1 measures. The results show that music researchers are seeking information either with known-item searching, browsing, or subject search, yet the latter with considerably different subjects than, for example, in the domain of literature. In addition, while music researchers are expressing their satisfaction with the discovery systems, the observations from protocol analysis and the performance evaluation show that all three have issues in retrieving relevant documents for music-specific queries.
48
Ji, Wei-hua, and 季偉華. "The Influence of Salespeople's Perceived Quota Difficulty on Moral Judgment and Unethical Behavior Intention." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/rpxrh5.
Full textAbstract:
碩士東吳大學
國際貿易學系
93
The main goal of this research is to explore the influence of salespeople’s perceived quota difficulty on moral judgment and unethical behavior intention. Moreover, the research verifies the impacts of the organization factors, including training program, the conditions of financial goods sold, and individual factors, including locus of control, self-efficiency on perceived quota difficulty. The research subjects are 304 clerks of bank branches, sampled from the financial service industry. Hierarchy regression model were adopted to test the hypotheses. The findings of the study are as following： 1.The degree of organization training program has significant and positive effects on perceived quota difficulty; the favorable conditions of financial goods sold have significant and negative effects on perceived quota difficulty. 2.Salespeople inclined to internal locus of control, perceived lower quota difficulty. Salespeople’s self-efficiency has negative effects on perceived quota difficulty. 3.Salespeople’s moral judgment has significant and negative effects on unethical behavior intention.
49
Dennis, Diane Joyce. "The development of boys' aggressive behaviour: a Process-Person-Context-Time model." Phd thesis, 2009. http://hdl.handle.net/10048/862.
Full textAbstract:
Bronfenbrenners Process-Person-Context-Time model was used to examine the relationships among the process of negative parenting, the person characteristics of child temperament and early aggressive behaviour and the contexts of family income (in)adequacy and maternal depression from infancy to school entry and their effects on the outcome of aggressive behaviour in boys at school entry. The sample included 361 boys in two-parent families who participated in the Canadian National Longitudinal Survey of Children and Youth (NLSCY). Structural equation modeling was used with a repeated measures longitudinal design. The model explained 43% of the variance in boys aggressive behaviour at school age. The results indicated that, by preschool age, boys and mothers behaviours are well established, and that process, person, and context variables all influence the persistence of boys aggressive behaviour. The strength of the effects of these variables increased with their proximity to the developing child and decreased over time. By school age, concurrent effects were not significant.
The addition of the contextual variables resulted in ill-fitting models. Modification indices suggested the ill fit was localized in modeling the persistence of maternal depression, and not in the relationship between maternal depression and the other variables in the model. Modification indices also suggested there may be reciprocal effects between boys aggressive behaviour and both negative parenting and maternal depression, but this was not tested. Future research using a cross-lagged panel design could clarify these relationships.
This study contributes to a growing body of research on the development of aggressive behaviour in children and underscores the importance of examining the contribution of the multiple levels of process, person, context, and time to the development of aggressive behaviour. Findings of this study provide evidence that the effects of proximal processes and proximal contexts on the development of boys aggressive behaviour are strongest in infancy and toddlerhood, and their consequences extend through to school entry. Initiating prevention and intervention efforts in early childhood that provide parents-to-be and parents of young children with practical direction in ways to engage in positive and responsive interactions with their children would do more to reduce the development of aggressive behaviour in children than would later interventions aimed at changing entrenched behaviours in both parents and children.
50
Bernstein, Ariel Finch. "Race Matters in Coaching: An Examination of Coaches’ Willingness to Have Difficult Conversations with Leaders of Color." Thesis, 2019. https://doi.org/10.7916/d8-ks03-ve37.
Full textAbstract:
Do executive coaches have the skill sets necessary for effective partnership with an increasingly diverse workforce? Such inquiry remains unexamined, yet research from similar disciplines casts doubt. Drawing on these findings, a between-subject experiment sampled 129 coaches and examined their willingness to have “difficult conversations” with Black clients. The study investigated two questions in particular: (1) Do coaches provide less critical feedback to Black clients than they do White clients? and (2) Do coaches engage in fewer diversity-based conversations with Black clients than with White clients? The study found that as hypothesized, Black clients received more support, yet less challenge, less constructive feedback, and less time devoted to areas of development than did otherwise identical White clients. Coaches were also twice as likely to provide diversity-related feedback to White executives than they were to Black executives. Put simply, coaches assigned to Black clients chose to sidestep conversations about diversity and development. Substantial implications hold for practitioners, clients, and the greater coaching community. Findings suggested that coaches’ reluctance to provide challenging cross-racial feedback may stem from concern about appearing prejudiced. The result is that leaders of color who receive coaching may be robbed of developmental opportunities offered to White organizational leaders. Thus, the impact of racial dynamics should receive greater attention from U.S.-based coaching certification programs. In particular, institutes should consider mandating coaching supervision as well as incorporating diversity intelligence within their list of core competencies.