Relevant bibliographies by topics / Disruptive and anti-social behaviour

Academic literature on the topic 'Disruptive and anti-social behaviour'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Disruptive and anti-social behaviour"

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Ismail Loona, Mamoona. "Assessment of Disruptive Behaviour Disorder, Academic Performance, and School Social Behaviour of Children." Foundation University Journal of Psychology 3, no. 1 (January 31, 2019): 24–55. http://dx.doi.org/10.33897/fujp3.12.

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Henriques, Brigite Micaela. "QUALIDADE DA VINCULAÇÃO E COMPORTAMENTO ANTISSOCIAL NA INFÂNCIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (September 10, 2016): 35. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.347.

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Resumo.Os laços afectivos entre as crianças e os pais são considerados bastante relevantes para o desenvolvimento do comportamento pró-social e antissocial. Apesar das mudanças sociais, a família tem sido considerada como um factor decisivo no desenvolvimento de comportamentos disruptivos. A investigação tem procurado compreender se a qualidade da vinculação estabelecida com as figuras de vinculação está ou não associada a futuros comportamentos disruptivos das crianças. Este artigo assenta na revisão da literatura, cujo objectivo consiste sintetizar alguns dos estudos realizados, para a compreensão e explicação da relação entre a vinculação e os problemas de comportamento da criança.Palavras-chave: vinculação; comportamento antissocial.Abstract.The parent-child attachment is considered highly relevant to the development of prosocial and antisocial behavior. Even though the social changes, the family has been considered as a decisive factor in the development of disruptive behaviors. Research has sought to understand if the quality of the attachment established with the attachment figures (usually the parents) is or isn’t associated with future disruptive behaviour disorders in children. This article is a literature review, whose main purpose is to synthesize some of the studies, to understanding and explaining the relationship between attachment and behavior disorders in children.Keywords: attachment; antisocial behavior.
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TABACARU DUMITRU, Cristina, Georgeta CHIRLESAN, Valentina STINGA, and Maria CONSTANTINESCU. "School-Wide Positive Behaviour Support as Preventive Framework to Reduce Disruptive Behaviours: A Cross-Sectional Study." Revista de Cercetare si Interventie Sociala 79 (December 15, 2022): 164–80. http://dx.doi.org/10.33788/rcis.79.11.

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Disruptive behaviours negatively interfere with learning outcomes, forcing schools to identify effective preventive and intervention strategies in order to improve behavioural school climate. An extensive body of research promotes School-Wide Positive Behaviour Support (SWPBS) as an effective preventive framework to foster prosocial behaviours and simultaneously reduce disruptive behaviours. This paper presents the findings from a study that aimed at investigating problematic behaviours during primary education among typically developing children and to examine subgroup differences in the effectiveness of the SWPBS framework in Romania. Participants in our study were a sample of 973 teachers teaching in 30 schools from the Arges county schools. A descriptive statistical analysis was undertaken (a) to identify the type and intensity of disruptive behaviours, (b) to analyse the characteristics of schools with a high frequency of problematic behaviours and (c) to test if school-related variables (such as school size and location) can be linked with students’ disruptive behaviours. Results indicated that higher rates of disruptive behaviours identified by teachers from our research sample were noisiness while entering the school, running in hallways. Problematic behaviours are more likely to be identified and defined by more experienced teachers, although the correlation proved to be small. Problematic behaviours correlated positively with school size and location. The bigger the school, the more disruptive behaviours were present. The current study adds to the evidence that schools are unique organizations and a school-wide prevention model should be developed considering the school characteristics and their specific context. Research limitations and implications for policies are also discussed in this paper.
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Bellani, M., M. Garzitto, and P. Brambilla. "Functional MRI studies in disruptive behaviour disorders." Epidemiology and Psychiatric Sciences 21, no. 1 (October 31, 2011): 31–33. http://dx.doi.org/10.1017/s2045796011000692.

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Aggressive or antisocial behaviours with violations of social rules are the main features of disruptive behaviour disorders (DBDs), which are developmental diseases and include conduct disorder and oppositional defiant disorder. In the last decade, several efforts have been made to shed light on the biological underpinnings of DBDs. In this context, the main findings of functional magnetic resonance imaging studies in DBD are reported here. There are indications of neural dysfunctions in response to affective stimuli, especially regarding medial and orbitofrontal prefrontal cortex and connected subcortical structures.
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Henriques, Brigite Micaela. "QUALIDADE DA VINCULAÇÃO E COMPORTAMENTO ANTISSOCIAL NA INFÂNCIA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (November 29, 2016): 83. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.591.

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Abstract.The parent-child attachment is considered highly relevant to the development of prosocial and antisocial behavior. Even though the social changes, the family has been considered as a decisive factor in the development of disruptive behaviors. Research has sought to understand if the quality of the attachment established with the attachment figures (usually the parents) is or isn’t associated with future disruptive behaviour disorders in children. This article is a literature review, whose main purpose is to synthesize some of the studies, to understanding and explaining the relationship between attachment and behavior disorders in children.Keywords: attachment; antisocial behaviorResumo.Os laços afectivos entre as crianças e os pais são considerados bastante relevantes para o desenvolvimento do comportamento pró-social e antissocial. Apesar das mudanças sociais, a família tem sido considerada como um factor decisivo no desenvolvimento de comportamentos disruptivos. A investigação tem procurado compreender se a qualidade da vinculação estabelecida com as figuras de vinculação está ou não associada a futuros comportamentos disruptivos das crianças. Este artigo assenta na revisão da literatura, cujo objectivo consiste sintetizar alguns dos estudos realizados, para a compreensão e explicação da relação entre a vinculação e os problemas de comportamento da criança.Palavras-chave: vinculação; comportamento antissocial
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Tremblay, R. E. "Childhood disruptive behaviour and adult social integration: Why wait?" Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S10. http://dx.doi.org/10.1016/j.neurenf.2012.04.047.

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Neumann, Eszter. "Problem students, problem classes: Polarization, differentiation and language about disruptive student behaviour in Hungarian primary schools." Intersections 8, no. 1 (April 9, 2022): 72–89. http://dx.doi.org/10.17356/ieejsp.v8i1.776.

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While the effects of social and ethnic segregation in schools have been thoroughly studied, much less attention has been paid to the internal, more subtle forms of classification, selection, and exclusion at work in Hungarian primary schools. This paper focuses on the characteristic features of the language about classroom disruption and norm-breaking behaviour in socially mixed primary schools and how internal grouping structures frame this language and teachers’ perceptions of disruptive student behaviour. In the empirical analysis, two key notions by which teachers conceptualize norm-breaking behaviour emerged: the ‘problem student’ and the ‘problem class’. While the notion of the ‘problem student’ dominated the behaviour-related narratives of both schools, the notion of the ‘problem class’ was more prevalent and influential in one school, and specifically in those cohorts who attended a rigid, selective internal grouping structure. The in-depth analysis explores the discursive construction of the ‘problem class’ and the ways in which students identified as ‘problematic’ narrated their engagement in an anti-school student culture in the latter school. The findings suggest that inflexible internal grouping structures facilitated pathologizing language about ‘problem classes’ and these two factors together contributed to the polarization of student attitudes and to the development of an anti-school culture, and ultimately played a powerful role in the naturalization of classed educational trajectories.
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Hung, Li-Ching, and Cary Stacy Smith. "Autism in Taiwan: Using Social Stories to Decrease Disruptive Behaviour." British Journal of Development Disabilities 57, no. 112 (January 2011): 71–80. http://dx.doi.org/10.1179/096979511798967197.

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Gilbertson, Robyn, and Jim Barber. "Disrupted adolescents in foster care: Their perspectives on placement breakdown." Children Australia 28, no. 4 (2003): 25–30. http://dx.doi.org/10.1017/s1035077200005782.

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Placement breakdown has long been recognised as a serious problem in foster care, particularly for young people whose behaviour is seen as disruptive. This qualitative study conducted in South Australia examined recent unplanned placement changes (n=14) from the perspective of the young people involved Participants were eligible for the study if their social worker attributed their most recent placement move to carer request on the grounds of problem behaviour. There was a high level of agreement between participants and social workers on the problem behaviours, but a divergence of views on the reasons for the move. Participants' contextualising of their behaviour highlighted the complexity of the processes underlying placement disruption. The dominant theme to emerge from this study was the unhappiness of participants. Other problem areas noted were apparent lack of placement options, and exclusion of young people from placement decisions.
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Hasselblad, Michele, Jay Morrison, Ruth Kleinpell, Reagan Buie, Deborah Ariosto, Erin Hardiman, Stephen W. Osborn, Samuel K. Nwosu, and Christopher Lindsell. "Promoting patient and nurse safety: testing a behavioural health intervention in a learning healthcare system: results of the DEMEANOR pragmatic, cluster, cross-over trial." BMJ Open Quality 11, no. 1 (February 2022): e001315. http://dx.doi.org/10.1136/bmjoq-2020-001315.

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BackgroundBased on clinical staff safety within a learning healthcare system, the purpose of this study was to test an innovative model of care for addressing disruptive behaviour in hospitalised patients to determine whether it should be scaled up at the system level.MethodsThe Disruptive bEhaviour manageMEnt ANd prevention in hospitalised patients using a behaviOuRal (DEMEANOR) intervention team was a pragmatic, cluster, cross-over trial. A behavioural intervention team (BIT) with a psychiatric mental health advanced practice nurse and a social worker, with psychiatrist consultation, switched between units each month and occurrences of disruptive behaviours (eg, documented violence control measures, violence risk) compared. Nursing surveys assessed self-perceived efficacy and comfort managing disruptive patient behaviour.ResultsA total of 3800 patients hospitalised on the two units met the criteria for inclusion. Of those, 1841 (48.4%) were exposed to the BIT intervention and 1959 (51.6%) were in the control group. A total of 11 132 individual behavioural issues associated with 203 patient encounters were documented. There were no differences in the use of behavioural interventions, violence risk or injurious behaviour or sitter use between patients exposed to BIT and those in the control group. Tracking these data did rely on nursing documentation of such events. Nurses (82 pre and 48 post) rated BIT as the most beneficial support they received to manage patients exhibiting disruptive, threatening or acting out behaviour.ConclusionsThe BIT intervention was perceived as beneficial by nurses in preparing them to provide care for patients exhibiting disruptive, threatening or acting out behaviour, but documented patient behaviour was not observed to change.Trial registration numberNCT03777241.
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Dissertations / Theses on the topic "Disruptive and anti-social behaviour"

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Stadler, Sophia. "Child disruptive behaviour problems, problem perception and help-seeking behaviour." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26942.

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Disruptive behaviour problems in early childhood are found to be associated with many negative long-term outcomes, such as antisocial behaviour, adolescent delinquency, and substance abuse (Kellam, Werthamer-Larsson & Dolan (1991), as cited in Butler, 2005:1). Even after adolescence this arises, for, as Vogel (2008:16) states the 'frequency of behavioural problems or challenging behaviour among the youth of today often predicts the size of our future prison population'. These findings clearly highlight the importance of early identification of behavioural problems, adequate preventative intervention (Butler, 2005:1) and the necessity for early intervention to prevent their continuity, since behaviour problems are found to worsen without treatment (Loeber, 1982, cited in Butler, 2005:1). The goal of this study is to gain an understanding of disruptive behaviour in primary school learners. To achieve this goal, the objectives of this are to explore the nature of child disruptive behaviour problems; to explore parents and teachers' problem perception of child disruptive behaviour; to explore the problem threshold of parents and teachers toward child disruptive behaviour; and to explore their help-seeking behaviour. The study's aim, therefore, is to better understand and gain more insight in child disruptive behaviour problems before a threshold is reached by parents and teachers and help is sought from social service professionals. The study uses an exploratory qualitative research design to gain insight into child disruptive behaviour problems, problem perceptions and help-seeking behaviour in the Southern Cape Karoo District in the Western Cape. Child disruptive behaviour patterns were analysed along a three-point continuum (from less severe - 'preventative'; to moderate - 'early intervention'; and most severe - 'statutory') based, on problem perceptions of parents, teachers and social service professionals. In addition, the present study examines parents and teachers' problem thresholds to identify help-seeking behaviour and sources. A purposive sampling technique was used to select the participants according to appropriation and availability. Parents and teachers were contacted to participate voluntarily in the research from schools in the area - Acacia Primary School, Baartmansfontein Primary School, Buffelsriver Private Primary School and Matjiesfontein Primary School. The social service professionals who participated consisted of social workers, social auxiliary workers and police officials from the Department of Social Development, Child Welfare SA and the South African Police Service. The study consisted of a broad range of child ages and parental ages. Parent participants also included biological and foster parents. Data was gathered by means of a semi-structured interview schedule administered during 24 individual interviews. The schedule is based on information obtained from the literature review relevant to the models and theories selected. Previous research done by Jessica Hankinson in 2009 in America on child psychopathology, parental problem perception, and help-seeking behaviours was used as a reference for creating the data collection tool, since she also focused on child behavioural problems and used similar models in the theories. This tool was created in such a way as to be relevant to the South African context. The findings confirmed the serious nature of child disruptive behaviour amongst primary school learners, including abusive behaviour, assault, bullying, fighting, swearing, theft, criminal involvement, substance abuse, truancy and school dropouts. The participants were found to be able to perceive their child's problem behaviour and to perceive themselves to be competent parents in dealing with disruptive behaviour. Child disruptive behaviour was found to have a significant effect on classroom learning. Despite legislation banning this, the participants still resort to punitive corrective measures. Stigma related to professional services and the privacy of the family are found to be very relevant in help-seeking efforts. This lead to the conclusion that child disruptive behaviour may become a normal and acceptable phenomenon, and thus leads to late reporting - and social services being contacted only as a last resort. The most important recommendation resulting from the study indicates that there is a need for prevention and early intervention services for child disruptive behaviour. This should address the escalation of the behaviour that later results in the need for statutory services. The study further indicates that various sectors (social workers, teachers, community structures and the departments) need to collaborate and form partnerships in order to enhance the early reporting of children in need and the accessibility and availability of services rendered in rural areas. This could enhance the early identification, reporting and service delivery in order to find problem resolutions.
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Maniadaki, Katerina. "Social perceptions about attention deficit/hyperactivity disorder and other disruptive behaviour disorders : the effect of the child's sex." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273785.

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Ahlner, Boel, and Thorsén Emma Henriksson. "Students’ acceptance to teacher interventions in the EFL classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31836.

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The aim of this paper is to investigate EFL (English as a Foreign Language) students’ acceptance of teacher interventions to disruptive behavior in the classroom. As a method, qualitative research was conducted, including a collection of qualitative and quantitative data through a questionnaire, as well as a qualitative analysis. The respondents to the questionnaire were grade 7-9 students, located in the southern part of Sweden. The results indicate that the two interventions which both research and the study’s participants accepted, were Shorter recess and Quiet reprimand. Further, the interventions which research and the respondents somewhat agreed on, were Ignore, Stare, Approach and Parents/principal. Lastly, the two interventions which research and the participants disagreed on, were Stop it and Other room. There is a need for more research on students’ acceptance of interventions; therefore, we recommend future researchers to investigate it further.
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Chessell-Edgar, Victoria. "The local governance of Anti-Social Behaviour." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/40486/.

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The aim of this study is to explore the ‘empirical particulars’ (Garland 2001, p. vii) of policymaking in crime and disorder control, and the ways in which sub national policy actors are able to adapt and exert influence more generally over national level policy decisions as well as resist such wider forces. This research contends that some rethinking is needed away from much existing criminological literature on shifts in crime control policy that has been dominated by the ‘grand narrative’ accounts of writers such as Garland (2001). These narratives have been concerned largely with the provision of general accounts of overall shifts in policymaking at the national and at times global levels. As a result the local dimension to this process has been with a few notable exceptions neglected or downplayed. Instead the primary focus of much existing criminological literature has been upon the role of national policy elites, presenting policymaking as a top down experience that follows a relatively smooth trajectory. In contrast this study suggests that policymaking is instead a more unpredictable and messier process that can be affected by problems of implementation and resistance. In order to examine the role of the ‘local’ within policymaking, this research employed the use of a single ‘exemplifying case study’ of one English city and in turn it examined in depth one particular area of policymaking and implementation, namely the local management of Anti Social Behaviour (henceforth ASB). This sought to bring together documentary analysis and elite interviews in an effort to provide an empirically detailed account of anti social behaviour policy development. This study focused primarily on a series of semi-structured interviews, involving a range of key local policy actors. These were conducted over an extended period of time, which coincided with the rise of the national level ASB agenda. This extended period enabled observations to also be made about the ebb and flow of policy often as it emerged and caused local practitioners to have to develop and adapt policy responses. The resulting empirical findings provide an informed example of the messiness and contingency of public policymaking, whilst also providing a site in which other academic theories can be tested and applied. The intention of this study is to not only make a significant contribution to the field in which it is nested (ASB policy and practice), but also to enhance our understanding of the effects that broader policy change and the impact that key national policy drivers can have upon the formulation of local level policy responses. In brief the thesis suggests that through the interaction of key policy actors at both the national and local levels, policy formulation and implementation is realised.
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Zarco, Cláudia Filipa Carrilho Caldeira Fialho. "Representação social da perturbação do comportamento em adolescentes na perspetiva do professor." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/22390.

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Objetivo. Este trabalho teve como principal objetivo conhecer que representações sociais tem um conjunto de professores, acerca da Perturbação do Comportamento em adolescentes. Método. A amostra para este estudo é constituída por 32 professores de duas escolas básicas de Évora. O presente estudo, em termos metodológicos, é de natureza mista, sendo a recolha dos dados feita através de questionário para caracterização sociodemográfica e com recurso à técnica de associação livre de palavras. Resultados. De um modo geral, os professores apresentam como representações sociais da Perturbação do Comportamento em adolescentes a indisciplina, o mau comportamento, os desajustes da forma de agir para com os pares e para com o adulto, a violência e, a insegurança. Conclusões. As representações sociais, na Psicomotricidade, como noutras áreas da saúde, podem constituir uma ferramenta poderosa de compreensão da realidade social dos utentes e uma via de ação sobre a mesma; Social Representation of Behavior Disorder in adolescents from the perspective of the teacher Abstract: Objective. This work had as main objective to know that social representations has a set of teachers, about the Disruption of Behavior in adolescents. Method. The sample for this study is made up of 32 teachers from two basic schools in Évora. The present study, in methodological terms, is mixed in nature, and the data were collected through a questionnaire for sociodemographic characterization and using the free association technique. Results. In general, teachers present as social representations of Behavior Disorder in adolescents indiscipline, misbehavior, difficulties in education, mismatches in the way of acting the peers and for the adult, the violence and, the insecurity. Conclusions. Social representations, in Psychomotricity, as in other health areas, can be a powerful tool for understanding the social reality of the users and a way of acting on it.
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Whipple, Diane L. "Effectiveness of social competence promotion on disruptive behavior : a quantitative review /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277010.

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Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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McCarthy, D. J. "Therapeutic policing? : early intervention, anti-social behaviour and social control." Thesis, University of Surrey, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549462.

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Martin, Natalia Wentink. "Youth conceptualisations and attitudes towards anti-social behaviour." Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486935.

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Through a series of studies, the ways in which youths conceptualise anti-social behaviour, and evaluate and modify their judgements about anti-social behaviours is examined. This research examines and proposes a model linking conceptualisations, attitudes, and behaviour which takes into account the manner in which attitudes can change according to the perceived target status of the victim. The proposed model contextualizes Heider's Balance theory (1958) in an intervention context in which target status and reconceptualisation playa central role. The first set of analyses examined the ways in which youths conceptualise anti-social behaviour the Multiple Sorting Task. Data was analysed using Multiple Scalogram Analysis (MSA). Conceptualisations were compared by age and offending history. The second set of analyses examines the structure of youth attitudes towards antisocial behaviour using a self-report questionnaire . It is argued that participant attitudes are a function of the target or victim relative to the offender; the notion of a target status resides within a socio-cultural framework of rights and duties in society (Moghaddam & Vuksanovic, 1990; Moghaddam, 2000). Smallest Space Analysis (SSA-1) revealed general themes of pro-social and anti-social behaviours and specific themes in relation to the anonymous and familiar target status relative to the offender The third set of analyses is based a 'before and after' study of a programme targeting fire-related anti-social behaviour. Smallest Space Analysis was used to examine the structural aspects of attitude change before and after the intervention. This analysis revealed the ways is which attitudes towards specific behaviours are conceptualised and re-conceptualised in relation to each other. The process of attitude change is discussed in relation to Heider's Balance Theory and discusses the role of a change in target status relative to the offender as a key feature ofattitude change. The implications of these findings for understanding-youth anti-social behaviour are discussed. Applications of these findings in relation to future programmes targeting anti-social behaviour are outlined, and future directions for research into youth conceptualisations, attitude, and attitude change are proposed.
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Sturgeon, Brendan Joseph James. "Anti-social behaviour in post-conflict Northern Ireland." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534590.

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Books on the topic "Disruptive and anti-social behaviour"

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Larner, Debbie. Anti-social behaviour. Coventry: Chartered Institute of Housing, 2005.

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Douglas, Jo. Anti-social behaviour. Windsor: NFER-NELSON, 1988.

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Inc, ebrary, ed. Anti-social behaviour. Maidenhead: Open University Press, 2009.

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Great Britain. Policy Action Team 8. Anti-social behaviour. London: Stationery Office, 2000.

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Bland, Nick. Policing anti-social behaviour. London: Home Office Policing and Reducing Crime Unit, 2000.

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Great Britain. Parliament. House of Lords. Anti-social Behaviour Bill. London: Stationery Office, 2003.

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Donoghue, Jane. Anti-Social Behaviour Orders. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240.

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Great Britain. Parliament. House of Lords. Anti-Social Behaviour Bill. London: Stationery Office, 2003.

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Parliament, Great Britain. Anti-social Behaviour Bill. London: Stationery Office, 2003.

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Parliament, Great Britain. Anti-social Behaviour Bill. London: Stationery Office, 2004.

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Book chapters on the topic "Disruptive and anti-social behaviour"

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Mróz, Bogdan. "Consumer shopping behaviours on social media platforms." In Disruptive Platforms, 113–29. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003207481-7.

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Donoghue, Jane. "Anti-Social Behaviour and Social Housing." In Anti-Social Behaviour Orders, 65–87. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240_5.

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Simon, Dennis J. "Disruptive behavior disorders." In School-centered interventions: Evidence-based strategies for social, emotional, and academic success., 105–44. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14779-006.

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Thompson, Neil. "Crime and Anti-Social Behaviour." In Social Problems and Social Justice, 106–19. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60362-3_7.

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Bell, Emma. "The Anti-sociality of Anti-social Behaviour Policy." In Anti-social Behaviour in Britain, 225–36. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137399311_19.

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Donoghue, Jane. "Introduction." In Anti-Social Behaviour Orders, 1–8. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240_1.

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Donoghue, Jane. "The End of Respect?" In Anti-Social Behaviour Orders, 9–15. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240_2.

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Donoghue, Jane. "Anti-Social Behaviour: The Political Landscape." In Anti-Social Behaviour Orders, 16–47. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240_3.

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Donoghue, Jane. "Anti-Social Behaviour: The Historical Landscape." In Anti-Social Behaviour Orders, 48–64. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240_4.

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Donoghue, Jane. "ASBOs in Practice." In Anti-Social Behaviour Orders, 88–131. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281240_6.

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Conference papers on the topic "Disruptive and anti-social behaviour"

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Nawi, Aliff, Nurfatin Syahirah Norsaidi, Masturah Sabri, Nur Auni Safirah Mat Sapinie, and Fatin Athirah Zameran. "Social Network based Netnographic Approach for Disruptive Behaviour Analysis." In 2022 International Conference on Augmented Intelligence and Sustainable Systems (ICAISS). IEEE, 2022. http://dx.doi.org/10.1109/icaiss55157.2022.10010970.

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Zallio, Matteo, and P. John Clarkson. "Metavethics: Ethical, integrity and social implications of the metaverse." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002891.

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This article outlines some of the major ethical and social questions raised by the birth and growth of digital, virtual environments and the metaverse. The metaverse, also known as a virtual digital space, is rapidly taking shape and forecasts from various analysts predict that this technology is going to generate a vast number of disruptive changes that can impact the privacy, safety and social sphere of human beings, giving rise to new ethical challenges and opportunities which need to be addressed. As a pioneering work, this article examines via a semantical approach the etymology and evolution of the term ethics across different domains and also the term metaverse and enquires into how ethical questions, principles and approaches can influence the design and development of a good metaverse. This article emphasises the relevance of the sociological, anthropological and philosophical dimensions of the ethical discipline in relation to digital, virtual environments and the metaverse. Metavethics, a new field of study and domain of expertise, approaches the scientific and the broader, technology-oriented communities with new questions and inspiring opportunities for the creation of digital, virtual environments that are framed within the context of acknowledging positive ethical implications for human beings. This article aims to create a foundation upon which new knowledge can be built and create a conversation around a complex and fundamental concept of the ethics of human behaviour and the metaverse.
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Isaac, Siara, and Joelyn de Lima. "Effect of a practice-intensive course on doctoral teaching assistants' teaching self-efficacy and priorities." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1148.

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Doctoral teaching assistants (TAs) provide key support for learning in STEM fields because they are present during exercises, labs and projects when students are actively engaging with course material. While some institutions provide training for TAs, their effect on teaching activities is rarely assessed. We use the lens of Social Cognitive Theory (SCT) to analyse data on the pre and post course teaching priorities of 20 doctoral TAs who followed a 5 day practice-intensive course on STEM HE. Course time was split between instructors modelling interactive teaching strategies to engage TAs in a data-driven reevaluation of their beliefs about teaching and having each TA teach a lesson everyday using a structured feedback loop to promote reflection. TAs reported self efficacy gains for designing instruction, addressing disruptive behaviour and managing student attention spans after the course. Their priorities also appear to shift away from ‘teaching’ and towards ‘learning’. TAs’ affective reactions and utility judgements after the course indicated that they thought the course was useful and they intended to use the strategies that they had learnt. This practice and reflection intensive course model, able to accommodate up to 40 TAs, is relevant for institutions seeking to improve the quality of undergraduate education or doctoral candidates' preparation for academic roles.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Davidson, Rebecca, Kristyn Sommer, and Mark Nielsen. "Children's Judgments of Anti-Social Behaviour Towards a Robot: Liking and Learning." In 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2019. http://dx.doi.org/10.1109/hri.2019.8673075.

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Zhdanko, Anna. "IDENTIFYING EXTREMIST BEHAVIOUR IN YOUTUBE COMMENTS AND THE FORMATION OF ANTI-EXTREMIST VALUES." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/11/s12.088.

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Straton, Nadiya, Hyeju Jang, Raymond Ng, Ravi Vatrapu, and Raghava Rao Mukkamala. "Computational modeling of stigmatized behaviour in pro-vaccination and anti-vaccination discussions on social media." In 2019 IEEE International Conference on Bioinformatics and Biomedicine (BIBM). IEEE, 2019. http://dx.doi.org/10.1109/bibm47256.2019.8983311.

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Wessel, Mairieli, Igor Steinmacher, and Marco A. Gerosa. "Perception of Software Bots on Pull Requests on Social Coding Environments." In Congresso Brasileiro de Software: Teoria e Prática. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/cbsoft_estendido.2022.225620.

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Software bots connect users and tools, streamlining the pull request review process in social coding platforms. Nevertheless, the presence of bots can be annoying and disruptive to the community. Interviewing open-source developers, we created a theory of how human developers perceive annoying bot behaviors as noise. To identify strategies to overcome such problems, we applied Design Fiction as a participatory method with practitioners. Our findings may help practitioners understand the effects of adopting a bot, and researchers and tool designers may leverage our results to better support human-bot interaction on social coding platforms.
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Tarigan, Musa Sinar. "Strengthening the Life Value in the Family to Overcome Student’s Vandalism Behavior in the Disruption Era." In International Conference on Social Studies and Environmental Issues (ICOSSEI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200214.008.

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Reports on the topic "Disruptive and anti-social behaviour"

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Bertrand, Marianne, and Jessica Pan. The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17541.

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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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Skrbiš, Zlatko, Jonathan Smith, Jacqueline Laughland-Booÿ, Duncan Cook, Bruce Tranter, Andrea Findlay, and Maddison Cunningham. Young Queenslanders’ experiences of COVID-19 : Insights from the Our Lives cohort study. Australian Catholic University, December 2020. http://dx.doi.org/10.24268/acu.8yqzz.

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[Extract] These findings provide an overview of changes in young Queenslanders’ attitudes, behaviours, and life pathways during the early spread of COVID-19 and public health restrictions to contain it. Evidently, this period of sudden, mass social and economic disruption posed heightened risks to the social, economic, and psychological well-being of the Our Lives cohort and those young adults they represent. The introduction of emergency welfare measures may have been a short-term buffer to some of these impacts, as were the opportunities found by more fortunate young people to strengthen existing relationships, and cultivate an inward focus on personal goals, interests, and health. Nonetheless, our research suggests both the risks and opportunities posed by COVID-19 are being experienced unevenly within the cohort, with the potential for a widening of social inequalities. Encouragingly, there were signs that political bipartisanship on the issue of COVID-19 has helped to reverse a long-term decline in young people’s trust in government and politicians generally. Further research on the Our Lives cohort will thus be critical for understanding the longer-term implications of COVID-19 for the lives and outlooks of young Queenslanders into 2021 and beyond.
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Rocha, Camila. The New Brazilian Right and the Public Sphere. Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America, 2021. http://dx.doi.org/10.46877/rocha.2021.32.

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This paper traces the origins of the New Brazilian Right, regarding the emergence of new leaders, new forms of expression and organization, as well as new sets of ideas, namely libertarianism and anti-globalism. Based on more than thirty in-depth interviews, conducted between 2015 and 2019 with right-wing leaders and activists; on a collection of historical data from right-wing organisations’ archives between 2015 and 2018, and on public data, I argue that this phenomenon started in the mid-2000s, after the onset of a corruption scandal related to the Partido dos Trabalhadores (PT) and the dissemination of the pioneering social network Orkut in Brazil. This social network, founded in 2004, preceded Facebook’s popularity in Brazil and enabled the creation of alternative and disruptive spaces of debate, referred to here as “counterpublics”. By mid- to late 2010s, during the 2014 protests for the impeachment of Dilma Rousseff and Jair Bolsonaro’s 2018 presidential campaign, this emerging new right would be at full throttle.
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Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena, and Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, December 2022. http://dx.doi.org/10.5204/rep.eprints.227800.

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The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.
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