Dissertations / Theses on the topic 'Disruptive and anti-social behaviour'
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1
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.
2
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.
4
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.
5
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.
6
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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9
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.
10
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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Kohm, Amelia Margaret. "Bullying and social dilemmas : the role of social context in anti-social behaviour." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548959.
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Research and interventions concerning anti-social behaviour have neglected the bad behaviour of “good” people or those who typically behave pro-socially. Additionally, past and current research and practice in this area have often neglected how factors in one’s current environment influence behaviour. Instead, the focus has been on how individual characteristics—borne of the interplay of genetic composition and environmental influences over time—result in anti-social behaviour. However, evidence suggests immediate contexts can foster even atypical behaviour, behavior not correlated with genetic and long-term environmental influences. The thesis is presented in four parts. Part One introduces the idea that immediate group context can have a significant effect on anti-social behaviour, particularly that of “good” people. Part Two reviews research on the impact of social dynamics on behaviour. Part Three presents the empirical study on the role of a particular group dynamic, social dilemmas, in relation to a specific type of anti-social behaviour, bullying. Finally, Part Four considers the implications of the thesis for future research and practice. Social dilemmas are situations in which individual motives are at odds with the best interests of the group and help to explain why individuals sometimes make anti-social decisions. The study at the core of this thesis tested two hypotheses: 1) both individual and group factors are associated with behaviour in bullying situations; and 2) attitudes, group norms, and social dilemmas each have a unique contribution to predicting behaviour in bullying situations. Participants were 292 middle school students at a residential school in the U.S., and data were analysed using multi-level modelling. The primary findings were, in general, consistent with the two hypotheses. The research suggests that social dilemma dynamics might be an important group factor in predicting behaviour in bullying situations.
12
Watts, Kari S. "The Effectiveness of a Social Story Intervention in Decreasing Disruptive Behavior in Autistic Children." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1207928140.
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Borradaile, Sarah-Jane. "Tourists and anti-social behaviour : a framework that establishes management responses to, and management implications of, anti-social behaviour in a cross-cultural tourism context." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/16126feb-9d1c-4083-aebd-8d6218876eeb/1.
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The purpose of this study is to explore the contemporary social phenomenon of soft ASB in tourism, specifically in Andalucia, Spain. A series of observations, interviews with tourists and hosts and focus groups were conducted during the period of two tourist seasons. The aim was to establish the types of ASB exhibited by UK leisure tourists and to explore the reasons for the ASB exhibited. A qualitative approach to research was adopted and data were analysed and interpreted following the constant comparison method. Findings show that soft ASB exists in Andalucia. However, tourist and host perceptions of ASB were different. For the tourists ASB focused on the drinking culture of the UK leisure tourist. For the host ASB constituted reluctance by the British to embrace Spanish culture demonstrated through, for example, a preference by the tourist to consume British style food rather than Spanish. ASB is notoriously difficult to define and to date has not been defined in tourism. For this study a fresh definition has been created based on the findings of this study. This has taken into account the broader context of ASB and the reasons for ASB. This study has developed a framework that establishes management responses to and management implications of ASB in a cross-cultural tourism context and which suggests a practical and theoretical approach to ASB. Whist the findings are not considered to be generalisable the framework and qualitative research approach could be adopted for investigations into a range of tourist behaviour.
14
Cooper, Karen L. "Executive functions and social skills in children and adolescents with Attention-Deficit/Hyperactivity Disorder (AD/HD) a pilot test of Barkley's model of behavioral inhibition /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006505.
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Thesis (M.S.)--University of Florida, 2004.Typescript. Title from title page of source document. Document formatted into pages; contains 49 pages. Includes Vita. Includes bibliographical references.
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Andreu, Madison. "Using the Class Pass Intervention (CPI) for Children with Disruptive Behavior." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6168.
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The Class Pass Intervention (CPI) is designed for students who engage in escape-motivated problem behavior to avoid or escape difficult or aversive academic work and who are not responsive to the system-wide universal supports provided to all students. Research on the CPI is in its initial stages and requires replications to be proven effective in multiple settings and become evidenced-based. Therefore, the purpose of the study was to expand the literature on CPI by targeting elementary school students and assess its impact on decreasing disruptive behavior maintained by attention and on increasing academic engagement. The study involved 4 students with disruptive classroom behavior and low academic engagement and their 2 classroom teachers. A multiple-baseline design across participants was used to demonstrate the intervention outcomes. The intervention was implemented during a targeted routine or academic time period when behavior was most likely to occur. Results indicated that teachers implemented the CPI with high levels of fidelity, and their implementation was effective in increasing academic engagement and decreasing disruptive behavior with all participants. The intervention effects were maintained after undergoing fading for all 4 students and during 2-week follow-up for 2 students. The results of social validity assessments indicated students and teachers found the intervention to be acceptable and effective. Limitations and implications for future research are discussed.
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Heap, Victoria. "Understanding public perceptions of anti-social behaviour : problems and policy responses." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9209/.
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Anti-social behaviour (ASB) has emerged as a major community safety concern over the past decade. Reducing the number of incidents of ASB and lessening the impact these have upon the publics’ quality of life have become key components of criminal justice policy. The British Crime Survey has provided evidence of the types of ASB being experienced and quantified the proportion of people perceiving high levels of ASB in their local area. This research suggests strong links between high levels of deprivation and perceiving high levels of ASB. Attempts have also been made to determine what factors drive these perceptions, in order to produce evidence-based ASB reduction policies. This thesis builds upon existing research into public perceptions of ASB by exploring public perceptions in-depth, using a mixed methods strategy. A three phase, explanatory sequential design was employed. Phase one quantified public perceptions in selected hardpressed ACORN areas. These findings were utilised to inform the topics for further qualitative elaboration in phase two. The third phase qualitatively explored how practitioners address public perceptions of ASB. Inferences were generated from all three phases of data collection, providing a holistic, coherent and contextualised discussion of potential policy implications of the findings. The findings presented within this thesis uncover new attitudinal based factors that are statistically and independently associated with public perceptions of ASB. In addition, primary and secondary drivers of public perceptions were qualitatively identified in the hardpressed areas studied. New insight has also been provided into the methods practitioners use to address public perceptions, particularly into the difficulties associated with measuring perceptions and the reciprocal relationship that exists between practitioners and the public. The inferences generated suggest that public perceptions of ASB are complex, with the factors influencing perceptions often interconnected. This thesis calls for greater strategic clarification regarding the role perceptions play in ASB policy, in order for accurate, locally applicable perception measurement to be achieved and a reduction in perceived high levels of ASB to be obtained.
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Hulley, Susannah Mary. "Disrespecting youth : anti-social behaviour experience, perceived risk and policing policy." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1443967/.
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Anti-social behaviour (ASB) has become a political and popular issue in Britain over the last decade. The legal definition of ASB is broad, intentionally requiring subjective assessment of the term. This is framed within an assumption that ASB represents the rejection of commonly recognised conventional values. Any variations, in the extent to which specific behaviours are identified as problematic in an area, are considered to reflect experiences therein. Accordingly, recent developments in policing policy require local Neighbourhood Police Teams to prioritise and target behaviours identified as 'signal crimes' or 'signal disorders' during consultation with local people. Theoretically rooted in the Signal Crime Perspective, signal crimes and disorders are behaviours that cause disproportionate concern to local people. This thesis argues that the subjective conceptualisation of ASB and these developments in Neighbourhood Policing have led to the ASB agenda disproportionately impacting on young people. This is despite the government's claim that ASB is "not a youth issue" and the Home Office requirement that ASB be interpreted based on the behaviour itself, rather than using youth as the defining factor. Rather, Matza suggests that deviant behaviour represents an exaggeration of subterranean values that permeate conventional society: it is the context in which such values are displayed that determines the acceptability of the behaviour. Interactionist theorists argue that meanings of behaviour are determined through interactions, so that interpretations of deviance will depend on factors other than the behaviour itself. Taken together, these theoretical contributions suggest that rather than ASB representing a pool of commonly recognised behaviours, behaviour will be variably defined as anti-social according to who is involved in the interaction (the 'labeller', victim and perpetrator) and the context in which the behaviour occurs. This thesis reports on a study conducted in Bexley, in South East London. Qualitative and quantitative methods are applied to determine the conceptualisation and experience of ASB amongst adult residents and local young people, as well as the process of ASB regulation by the local Neighbourhood Police Team. Results indicate that ASB is interpreted broadly, with adults particularly likely to attribute anti-social meanings to the behaviour of young people. As methods of police consultation primarily engage with local adults, the priorities developed by the police team focus on young people's behaviour and neglect their victimisation and concerns. The thesis concludes by offering principles on which to base interpretations of ASB, which seek to minimise such bias. Policy solutions are also suggested, to lessen the potentially damaging impact that the ASB agenda could have on young people in the future.
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Sadler, Joanna Elizabeth. "Implementing the youth anti-social behaviour agenda : policing the Ashton estate." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406512.
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Demetriou, Stavros. "Anti-social behaviour and civil preventive measures : creating localised criminal codes?" Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/72761/.
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Armitage, Victoria Jane. "The inbetweeners : young people making sense of youth anti-social behaviour." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3581/.
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Beginning with the Crime and Disorder Act 1998, the UK government’s ‘Anti-social Behaviour Agenda’ has served to label all young people as potentially anti-social. This study describes and analyses young people’s accounts of anti-social behaviour and the impact of anti-social behaviour legislation on young people living in a rural context. Through semi-structured interviews with eighteen teenagers in a rural northern town who had undertaken anti-social behaviour but were not subject to any individual control measures, the research explores the participants’ perceptions of their (informal) identification as anti-social, their interactions with institutions of social control and how these factors impacted on their sense of self. In particular, it explores the strategies that the respondents utilised to avoid internalising a deviant identity and through doing so examines the relationship between anti-social behaviour and youth as a transition. Whilst none of the respondents considered themselves to be anti-social, they had all been subject to informal control measures including being ‘moved on’ and having their details taken by the police. The findings indicate that for these young people, anti-social behaviour is inexorably tied to their liminal position as ‘youths’ and this allows their identities to be fluid and constantly changing. The respondents understand their social position/s as ‘in-between’ a variety of statuses, and it is postulated that the widely acknowledged vague nature of ASB definition and their identities as ‘youths’ allows them to negotiate the space between a pro- and anti-social identity without internalising either. They therefore construct anti-social behaviour as a normal part of conventional youth, and something which they will certainly ‘grow out of’.
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Swaffer, Tracey. "An investigaion of the relationship between anger and anti-social behaviour." Thesis, University of Birmingham, 1997. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.750379.
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Zuniga, Andrea N. "Using Class Pass Intervention (CPI) to Decrease Disruptive Behavior in Children." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7994.
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Finding of previous research has shown that disruptive behavior can impair students’ academic success (Pierce, Reid, & Epstein, 2004), as well as increase teacher’s stress level (Westling, 2010). Class Pass Intervention (CPI) is a Tier 2 intervention designed to decrease disruptive behavior and increase academic engagement, however, thus far research on the effects of CPI has been limited to typically developing elementary and high school students with escape and attention-maintained problem behaviors. Therefore, the purpose of this study was to replicate and extend previous research on the effects of CPI on problem behavior and academic engagement however with students whose problem behavior was multiply-maintained. The study used a multiple baseline design to assess experimental control. In the current study, CPI led to a decrease in problem behavior and increase in academic engagement for two students with ADHD and one student at risk of ADHD, all of whom engaged in problem behavior maintained by escape, access to attention, or both. In addition, results of a social validity assessment completed with teachers and students indicated that the intervention was effective and easy, respectively.
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Carona, Manuel Pedro Carreiras da Silva. "Avaliação da aplicação experimental do programa de desenvolvimento de competências sociais "Conquistadores de Masmorras"." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/14215.
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Vários métodos de intervenção, com vista à diminuição de comportamentos disruptivos e à
melhoria nos relacionamentos sociais em crianças em idade escolar, têm sido desenvolvidos e
aplicados em contextos formais. Com este estudo pretende-se avaliar a aplicação experimental do
método “Conquistadores de Masmorras” (CM). Este utiliza uma metodologia diferente, pois surge
num contexto lúdico, permitindo desenvolver habilidades de resolução de problemas sociais
levando, em teoria, a uma melhoria nos comportamentos. Para a aplicação deste método foram
selecionados dois grupos de 5 crianças cada e com idades compreendidas entre os 6 e os 11
anos, sendo a um dos grupos aplicado o método CM e com o outro desenvolvidas atividades
lúdicas. Foram utilizados três testes de auto-relato aplicados antes e após a intervenção. A análise
destes testes foi interligada com as notas do facilitador e com relatos feitos pelos pais e
professores, sendo retiradas daí ilações para melhoria do método; Evaluation of the experimental implementation of the social competence development program
“Conquistadores de Masmorras”
Abstract:
Various interventions have been developed with the aim to reduce disruptive behaviors and
improve social relations in school aged children, most of all applied on formal contexts. The aim of
this research is to evaluate the experimental application of the “Conquistadores de Masmorras”
(CM) method. It uses a play context, allowing the children to develop social problem solving skills,
which, in theory, will improve behavior. To the application of this method were selected two groups
of 5 children each, with ages ranging from 6 to 11 years old. On one of these groups was used the
CM method and with the other were developed simple play activities. It were used three self-report
measures, before and after the intervention. The analisys of these measures in conjunction with
the facilitator notes and the reports from parents and teachers, have allowed some conclusions
about what needs to be done to improve the method.
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Wooff, Andrew. "Space, place and the policing of anti-social behaviour in rural Scotland." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/63920f07-f92e-4746-8dbd-27687dd80ff5.
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Anti-social behaviour (herein ASB) has become important socially, politically and culturally in the United Kingdom over the past fifteen years. Successive Governments have prioritised tackling ASB, with a plethora of legislation being introduced to tackle low-level nuisance behaviour. The Crime and Disorder Act (1998) shaped much of the policy in relation to ASB, with the flagship policy of anti-social behaviour orders (ASBOs) being introduced alongside other punitive measures. Alongside the dramatic increase in policy aimed at criminalising nuisance behaviour, a large literature has emerged spanning the social sciences, allied health sciences and criminology fields. Despite a large number of studies examining ASB, none has thus far explored ASB in rural locations. Given that Scotland is a predominantly rural country, it is important that a concept that has driven a large part of the criminal justice agenda is conceptualised in rural locations. Despite the Social Attitudes Survey highlighting the fact that rural areas statistically suffer from less ASB, there is a commonly held (mis)conception that this means that the impact of ASB on rural areas is also less (Ormston & Anderson, 2009). There is also an assumption in the existing literature that because there is statistically less ASB in rural areas, that ASB is less serious than that which exists in urban locations. In addition to a general lack of theorisation of ASB in rural Scotland, the challenges of responding to ASB over a large geographic area adds an interesting and important spatial dimension to the way that ASB is tackled. The core argument in this thesis, therefore, is that the distinctive characteristics of rural environments are central to understanding the nature, meaning and impact of ASB in this environment. This thesis therefore begins to redress the lack of work on ASB in rural locations by conceptualising and analysing the nature and impact of, and responses to, ASB in two case study locations in rural Scotland. Garland’s theorisation of the new culture of crime control which emerged in the late 90s provides a helpful urban focused framework to examine debates around rural ASB (Garland, 1996). Drawing on the existing urban-based ASB literature, the thesis begins by critically examining whether ASB that occurs in rural locations is distinct from that witnessed in urban environments. This thesis argues that, although there are distinct aspects to the ASB present in the rural Scottish case studies, the ASB experienced typically mirrors that experienced in urban locations rather than reflecting a distinct form of rural ASB. Nevertheless, the rural context fundamentally shapes the impact that ASB has on rural communities. The thesis draws on criminological and rural literatures to argue that a more sophisticated approach, where scale, harm and context are central components of the way that the impact of ASB on rural communities is understood, needs to be developed. The limited rural literature examining crime often neglects the everyday, lived reality of the impact of ASB and crime on remote populations, instead tending to focus on the structural challenges associated with tackling ASB. Exploring the impact of ASB at this micro-scale illuminates interesting differences between the urban conceptualisations of ASB and those found in the rural. Progressing up to the meso-scale is important for understanding ways that the police and other actors respond to ASB in rural locations. The challenges associated with the scale of rural locations is apparent through the response of the police and other agencies to ASB. This thesis argues that, in contrast to the way that ASB is conceptualised in rural locations, there is a distinct rural policing response to ASB with a distinct interaction between agencies, the community and the police which is enabled by the scale at which each operates. ASB in rural locations therefore tends to be tackled in a more holistic manner, in which the circumstances of the individuals involved tend to be considered before the appropriate interventions are made. Context and scale therefore play a key role in understanding the response of various actors to ASB. Combining these three conceptual inputs, this study engages with an area of ASB which has hitherto received scant attention. In contrast to much of the existing urban ASB literature, which treats the context as a passive entity, this thesis argues that ‘the rural’ is a key contextual part of understanding the nature and impact of, and responses to, ASB. Far from being a peripheral part of the ASB literature, the rural environment therefore should be considered of key importance for understanding ASB in other contexts.
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Walker, Lorraine. "Application of the integrative causal model of anti-social behaviour to the behaviour problems of pre-school children." Thesis, Open University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273340.
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Paskell, Caroline Antonia. "Community action around youth crime, drug-use and anti-social behaviour : who benefits?" Thesis, London School of Economics and Political Science (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415711.
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Parr, Sadie. "The role of intensive family support in the governance of anti-social behaviour." Thesis, Open University, 2010. http://oro.open.ac.uk/54212/.
Full textAbstract:
In seeking to make sense of the role of intensive family support in the governance of anti-social behaviour, this thesis has focused analytical attention on one case study project, the Family Support Service. Based on data collected from 35 interviews with women receiving the service, project staff and local agents, the research findings suggest that intensive family support is a complex intervention with both positive consequences as well as negative costs for the families involved. The Family Support Service entailed intense surveillance and supervision of marginalised populations in domestic private spaces and did, therefore, have controlling and disciplinary qualities, particularly with regard to the families living in 'core' residential accommodation. Yet, in spite of this, the Family Support Service also contained a -significant social welfare ethos based on finding long term sustainable solutions to individual's problems, not least security of housing and income. The approach project workers took with families was, largely, non-stigmatising and sensitive, and for the women interviewed, who were socially isolated and susceptible to depression, this 'befriending' role was important in improving their quality of life. The role that family support plays, however, in the governance of anti-social behaviour is inherently bound up with the way in which it is implemented at the local level and the particular circumstances of the families involved, which suggests that positing intensive family support as inherently 'bad' or 'good' is inaccurate. This challenges some of the more critical literature around New Labour's anti-social behaviour and family support policies and suggests that this type of intervention can not be understood simply as a project of exclusion, punishment or moral reformation. The thesis argues for further research about what it is that gives rise to less punitive types of family intervention and, therefore, how progressive change for vulnerable families might be generated.
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Taylor, Joanna Louise Mattinson. "Small area synthetic estimation of perceptions of alcohol and drug-related anti-social behaviour." Thesis, University of Portsmouth, 2013. https://researchportal.port.ac.uk/portal/en/theses/small-area-synthetic-estimation-of-perceptions-of-alcohol-and-drugrelated-antisocial-behaviour(6b4f6c18-ca03-4a15-a0a1-db4d5535f78c).html.
Full textAbstract:
Negative perceptions of anti-social behaviour have been shown by previous research to have harmful repercussions to both an individual‘s mental and physical health as well as the neighbourhood‘s long term prospects. To track such perceptions the Labour administration of 1997 to 2010 developed quantitative measures at both the national level (using the Crime Survey for England and Wales until recently known as the British Crime Survey) and at the Local Authority level via Place Surveys – a postal survey of residents in all Local Authorities. This thesis argues that the Place Surveys were methodologically flawed. Multilevel small area synthetic estimation can provide an alternative to such localised surveys by using statistical models that predict the probability of a target variable using national data, but adjusting that prediction to take account of local characteristics of both the place itself as well as the people living there. The overarching aim of this thesis is therefore to provide, for the first time, a truly localised picture of perceptions of alcohol and drug-related anti-social behaviour across all English neighbourhoods. The validation tests on the synthetic estimates calculated for this thesis demonstrate a high degree of concordance with the vastly more expensive Place Surveys thus showing that synthetic estimation of crime and criminal justice issues based on the Crime Survey can add value for money to existing datasets, as opposed to spending substantial sums of money on poorly answered local surveys.
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Brown, Kevin J. "The communitarian police : analysing the governance and regulatory strategies of anti-social behaviour practitioners." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684372.
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Womack, Todd Andre'. "The effects of a contingency contract on disruptive and off-task behavior in a sixth grade Saturday academy class." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/488.
Full textAbstract:
This study examined the effects of a contingency contract on the behavior of a sixth grade class in The Saturday Academy Program. Disruptive and off-task behavior was monitored and charted according to the frequency of occurrences that took place within the sixth grade classroom. Results showed that the frequency of occurrences in disruptive and off-task behavior decreased dramatically. Teachers within The Saturday Academy Program stated that the behavior of the sixth grade students had improved.
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Bennett, Katherine. "The impact of parenting on children's social-emotional development and information processing style." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264654.
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Quiran, Lesley Vanessa. "Parental Views on the Perceived Efficacy of Parent-Child Interaction Therapy." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/198.
Full textAbstract:
The purpose of this study was to explore parental views on the efficacy of parent-child interaction therapy. Research indicates that early intervention and prevention is essential when treating children with disruptive behaviors. Intervening at an early age prevents the disruptive behaviors from progressing into more complex disorders that can occur in the teenage and adult years. This study utilized a quantitative method to better understand if parents identified as parent-child interaction therapy as effective. This study consisted of 29 parent-child dyads that had completed parent-child interaction therapy and reported their satisfaction with parent-child interaction therapy through the use of parent-stress index scores. Results indicated that parent-child interaction therapy was viewed as successful by parents. However, success of parent-child interaction therapy is only applicable to certain domains that were chosen in this study; limiting the generalizability of overall success of parent-child interaction therapy. Parent-child interaction therapy has shown success in strengthening the parent-child dyad and decreasing disruptive behaviors such as distractibility and hyperactivity. It is recommended that parent-child interaction therapy continue to be utilized by professionals and focus on all the domains rather than selected domains.
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Commons, Julian. "What is the strength of police and local authority cultural knowledge regarding anti-social behaviour?" Thesis, University of Portsmouth, 2014. https://researchportal.port.ac.uk/portal/en/theses/what-is-the-strength-of-police-and-local-authority-cultural-knowledge-regarding-antisocial-behaviour(f0bf0e94-c982-4b4c-93bf-05f22f240282).html.
Full textAbstract:
This thesis conducts a preliminary investigation into ASB cultural knowledge strength of a police force and a local authority within the same jurisdiction. ASB cultural knowledge strength is explored through ASB interpretation, themes and experiences of frontline officers and officers sitting at strategic layers within each organisation. With Police forces and Local Authorities receiving high profile criticism of ASB performance, organisational research suggests that a strong culture aligned to organisational mission and values fosters organisational effectiveness and superior operational performance. The universality of ASB culture and knowledge is examined in order to gain understanding of police and local authority organisational ASB effectiveness. Using the newly developed reversed SACKDEN cultural knowledge framework, 15 semi structured interviews involving police and council officers at four equivalent strategic layers and 72 questionnaires across relevant frontline police and council officers were completed. The focus was to examine ASB cultural knowledge strength at four different organisational levels and across frontline officers. Through thematic analysis, strength was assessed by universality of response and density of effectiveness identifiers across questions designed around four cultural knowledge sets. The study identified that despite a high degree of universality in organisational and personal value placed on ASB, there was a high degree of uniqueness overall in responses through strategic layers and across frontline officers of both police and local authority. This uniqueness in response to cultural knowledge questions indicates weak ASB cultural knowledge strength within the police and local authority examined in the study. The effect of low ASB symbolic referencing is seen through differences between both organisations, across strategic layers and the frontline, contributing to ASB cultural knowledge weakness. Low ASB symbolic referencing creates conditions for ASB polarisation theory. This study has further research implications regarding the importance of high ASB symbolic referencing and its effect on ASB operational performance.
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Moran, Jade. "Informal justice in West Belfast : the local governance of anti-social behaviour in Republican communities." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609000.
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Paulish, Haley. "Effects of Preprinted Response Cards on Disruptive Behavior of Students in an Inclusive Education Setting." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7213.
Full textAbstract:
This study examined the effects of preprinted response cards on disruptive behavior and rates and accuracy of responding of elementary-aged students in an inclusive education setting with or at risk for Individualized Education Plans (IEPs). An alternating treatments design with an additional baseline phase was used across three teacher recommended students. During baseline, the teacher conducted a group language arts routine as normal, posing questions to the class and prompting them to raise their hands to answer. During the intervention phase, preprinted response cards (two sets: one true/false and one A/B) were passed out to the class to utilize during the group language arts routine to answer questions. The response card intervention was alternated with the baseline phase in each observation session. The results showed that disruptive behavior decreased substantially across all three students during the response card condition. Additionally, rates of responding and accuracy of responding increased across all three participants during the response card condition. Results indicate that the preprinted choice cards could serve as an effective classroom management strategy in inclusive education settings.
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Allen, Emerald Elizabeth. "Why Dance? The Effects of a Group Dance Period on Social Attending, On-Task Behavior, Affect, Stereotypical Behavior, and Disruptive Behavior of Clients of an Autism Treatment Program." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157629/.
Full textAbstract:
Dance is an enjoyable activity that children can engage in across the lifespan. Many children with autism have limited leisure activity, such as dance, and also have challenges in terms of overall health related to physical activity. Previous research suggests that there are both immediate and prolonged benefits of exercise. The purpose of the present study was to evaluate the effects of a group dance period on on-task behavior, social attending, affect, stereotypic behavior, and disruptive behavior of three girls diagnosed with autism. The experimenter employed a reversal to evaluate the effects of a "dance party" on a range of behaviors over time. During dance activities, staff and children danced as a group and were observed before and after the dance period. During baseline there was no dance party. While no differences were found across measures, the children did have high levels of favorable affect during the dance party. The results are discussed in the context of previous literature and directions for future studies.
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Narozanick, Taylor. "Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6913.
Full textAbstract:
The Class Pass Intervention (CPI) is designed to be implemented within school-wide PBIS to decrease disruptive behavior and teach an appropriate replacement behavior for students needing Tier 2 intervention. The purpose of the present study was to extend the literature on the CPI by further evaluating the impact of the first component of the CPI on disruptive behavior and academic engagement of elementary school children with disabilities engaging in mild to moderate disruptive behavior. Three students and their respective teachers participated in the study. A multiple baseline across participants design with an embedded reversal was used to demonstrate the impact of the CPI on student behavior during a targeted problematic routine. The results indicated that the CPI was effective in decreasing disruptive behavior and increasing academic engagement for all participating students. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.
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Roulhac, Sydney. "Impact of Function-Based Self-Monitoring with Functional Communication Training and Differential Reinforcement on Student Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7913.
Full textAbstract:
The current literature on self-monitoring provides limited information on increasing functional communication skills in students with disabilities by incorporating function-based intervention. The purpose of this study was to extend self-monitoring literature by incorporating functional communication training (FCT) into self-monitoring intervention and targeting students who engage in problem behavior due to communication difficulties. Three students with disabilities served in kindergarten through 3rd grade and their corresponding teachers participated in this study. A multiple baseline across participants design with an ABC sequence was used to investigate the impact of function-based self-monitoring (SM) with FCT only and function-based SM with FCT augmented with differential reinforcement of alternative behavior (DRA) on student functional communicative behavior, academic engagement, and problem behavior. The results indicated that the function-based SM with FCT was effective in increasing functional communicative behavior and academic engagement behavior and decreasing problem behavior for all participating students. The addition of DRA further improved behavioral outcomes for one student. Results were maintained for three participants while fading the magnitude of the intervention. Students and teachers rated the function-based SM treatment package as effective and acceptable.
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Talley, Jennifer L. "A study of the effects of an alternative school program on the disruptive behavior of African American students in grades 6-12." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/1884.
Full textAbstract:
The literature has examined alternative schools/programs, however insufficient attention has been given to an alternative school/program that has utilized a social skills curriculum and obtained significant effects on disruptive behavior. The purpose of this study was to investigate the effects of an alternative school program, the DeKalb Life Skills Program, on the disruptive behavior of African American sixth through twelfth grade students.
The teachers of the subjects were pre and posttested on a Student Evaluation Scale that measured students' degree of disruptive behavior. The students were selected based upon referrals from teachers, administrators, and relevant others. A group of 20 students, 15 male, and 5 female, received sessions of Social Skills Training for a 1 0-day session.
A T -test was employed to investigate the difference in the pre and posttest scores. The pretest scores had a mean of 22.1 0, and the posttest scores had a mean of 12.15. It was concluded that the alternative program had an effect on the disruptive behavior of the students. Implications for Social Work practice and future research are discussed.
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Onye, Uriel U. "Social Disruption in Nigerian Public Universities: A Study of the Impact of Strikes on Students' Information Behavior." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707398/.
Full textAbstract:
This study applied social disruption as a concept that highlights factors responsible for the breakdown of social relationships in societies. Social disruption has many forms, however, the focus in this study was on strikes, which create constant social disruption in Nigerian public universities and could have serious impact on students' information behavior. Two universities – Federal University of Technology Owerri (FUTO) and Imo State University Owerri (IMSU) – were chosen for the study, and data was obtained through an online survey across sample of approximately 250 participants from the two selected public universities in Nigeria. The study applied the principle of least effort theory and the model of information search process to investigate the research questions of this dissertation which were: (1) what kinds of information do university students in Nigeria seek, and to what extent do strikes have implications on their information behavior?; (2) how do Nigerian students perceive the impact of strikes on their information source location and information resource usage?; (3) to what extent can information and communication technology (ICT) minimize the impact of strikes on students' information behavior?; and (4) how can universities in Nigeria prevent strikes from impacting students' information behavior? t-Tests were applied to test the hypotheses. Findings suggested that strikes negatively impacted students information behavior in certain areas of information needs, information use and information sources.
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Boland, Brodie James. "Generative Disruption: The Subversive Effects of Collaboration." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1386265167.
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Young, Claudine. "A phenomenology of perceptions and experiences of community, crime and anti-social behaviour in Bryn Mawr, Wales." Thesis, Aberystwyth University, 2014. http://hdl.handle.net/2160/be8c460f-72ca-48a6-9547-c9b80e8975c1.
Full textAbstract:
This thesis explores the lived realities and social meanings attached to the phenomenon of crime and anti-social behaviour in Bryn Mawr, a semi-urban geographical location in Wales. The primary lens through which this study was viewed was the perspective of the body and embodiment, and differing approaches to this theme are interwoven within the data analysis. This research draws primarily on participant observations mainly associated with a preventative activities project run by the Youth Offending Services and Communities First, together with interviews with a number of parents, young people and practitioners in the area. The thesis aims to situate people's understandings and experiences of crime and antisocial behaviour in the context of the immediate social, cultural and spatial interactions within Bryn Mawr, with a particular emphasis on young people. Initially, the thesis explores people's understandings of community and discusses how this might affect their feelings regarding crime and anti-social behaviour. This introduces the particularities of the social geography of the locale. The thesis then describes how crime and anti-social behaviour is defined, and further develops concepts of power, abjection and reflexive embodiment. The next two chapters of the thesis examine crime and anti-social behaviour, via the perspectives of the dramaturgical body and the phenomenological body. The thesis therefore analyses the complex ways in which crime and anti-social behaviour are enacted in Bryn Mawr, and explores the intersections between identity, power and place. This thesis argues for alternative representations of young people involved in anti-social behaviour that question the master narratives of young people as abject others and one that acknowledges the fluid nature of identity construction. The conclusion then calls for a radical (re)discovery of the female body as a starting point for thought, and as a place from which a new ethics of relating can emerge.
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Ryan, Caoimhe. "Group-level prosocial behaviour and social identity: an analysis of appeals for support in anti-deportation campaigns." Thesis, University of St Andrews, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.705888.
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Falzone, Andrea N. "Reading the need : an exploration of caregiver sensitivity, caregiver attribution, and child disruptive behaviors /." Full-text of dissertation on the Internet (409.93 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/falzonan/falzonan_doctorate_07-07-2010.pdf.
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Canfield, Deanna. "The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator Component." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7759.
Full textAbstract:
Research shows that children with disabilities are more likely engage in problem behaviors and have behavioral, social, and academic deficits in a school classroom than those children without disabilities (e.g., Owens et al., 2012; Pierce, Reid, & Epstein, 2004). Daily Behavior Report Cards (DBRCs) have been found to improve disruptive behaviors, such as task refusal or calling out in class, of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders and typically developing students; however, research evaluating the efficacy of DBRCs with students with emotional and behavioral disorders (EBD) is lacking. Studies also indicate that DBRCs can be effectively implemented by teachers (e.g., Taylor & Hill, 2017) and that peers can implement a variety of interventions with fidelity (e.g., Check in check out [CICO]; Collins, Gresham, & Dart, 2016). Thus, the purpose of this study was to assess the effects of DBRC, implemented by peers, on the behaviors of students at risk for EBD and whether peers can implement the intervention procedures with high integrity. The study used a non-concurrent multiple baseline design across three participants. In this study peer mediated DBRC led to a decrease in disruptive behavior and an increase in appropriate behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity.
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Statham, Elaine. "Community perception of low level anti-social behaviour by young people, and imagining a solution : an exploratory case study." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/317226/.
Full textAbstract:
Critics of anti-social behaviour policy (ASB) introduced by New Labour Government since 1997 argue that it is overly punitive, and criminalises what is often sub-criminal or nuisance behaviour. Further criticism is that policy implementation through formal channels has led to the public increasingly relying on formal agencies in the governance of ASB, and becoming less willing to play an active role. The catalyst for my research was two Community Safety Teams aim to reverse this trend. I have developed an innovative approach in the form of a booklet (Let s Talk) based on the under-researched Imagined Intergroup Contact model associated with the Intergroup Contact Theory which underpins Intergenerational Practice. My thesis centres on the piloting of the booklet in two regions in England, and the proposition that Intergenerational approaches can be a useful way of understanding and addressing tensions associated with perceived anti-social behaviour by young people . Drawing broadly on a social constructionist paradigm (Burr, 1995), and using an inductive case study approach, both quantitative and qualitative data were collected via various research tools. The sample included local residents, representatives of community organisations and the Community Safety Teams (CST). Data were coded and analysed using NVivo and SPSS. Theoretical data analysis was underpinned by the Integrated Threat Theory and the Social Cognitive Theory. Compared with other theories associated with Intergenerational Practice, the Integrated Threat Theory gave a more comprehensive explanation for intergenerational tensions. SCT gave new insights into the concept of agency in relation to the governance of ASB. My research identified anti-social behaviour that the CSTs felt did not warrant formal intervention, and the booklet received enthusiastic support from all parties consulted as an alternative, community-based approach. Reasons for a few individuals not wanting to adopt the booklet approach were identified; these included personal factors and social dynamics. My findings provided important knowledge for the future development and use of the booklet. This thesis makes a significant contribution to knowledge. Firstly, it extends the theoretical explanation of intergenerational tensions, and adds insights into the concept of governance and the theoretical underpinnings of Intergenerational Practice. Secondly, it advances implications for practice in relation to fully exploring social dynamics other than intergenerational issues, taking account of potential multigenerational factors, and being aware that preparatory activities to strengthen selfefficacy may be required.
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Statham, Elaine. "Community perception of low level anti-social behaviour by young people, and imagining a solution: an exploratory case study." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/317226/1/Elaine%20Statham%20-%20Thesis%20-%20Final.pdf.
Full textAbstract:
Critics of anti-social behaviour policy (ASB) introduced by New Labour Government
since 1997 argue that it is overly punitive, and criminalises what is often sub-criminal or
nuisance behaviour. Further criticism is that policy implementation through formal
channels has led to the public increasingly relying on formal agencies in the
governance of ASB, and becoming less willing to play an active role. The catalyst for
my research was two Community Safety Teams aim to reverse this trend.
I have developed an innovative approach in the form of a booklet (Let s Talk) based on
the under-researched Imagined Intergroup Contact model associated with the
Intergroup Contact Theory which underpins Intergenerational Practice. My thesis
centres on the piloting of the booklet in two regions in England, and the proposition that
Intergenerational approaches can be a useful way of understanding and addressing
tensions associated with perceived anti-social behaviour by young people .
Drawing broadly on a social constructionist paradigm (Burr, 1995), and using an
inductive case study approach, both quantitative and qualitative data were collected via
various research tools. The sample included local residents, representatives of
community organisations and the Community Safety Teams (CST). Data were coded
and analysed using NVivo and SPSS. Theoretical data analysis was underpinned by
the Integrated Threat Theory and the Social Cognitive Theory. Compared with other
theories associated with Intergenerational Practice, the Integrated Threat Theory gave
a more comprehensive explanation for intergenerational tensions. SCT gave new
insights into the concept of agency in relation to the governance of ASB.
My research identified anti-social behaviour that the CSTs felt did not warrant formal
intervention, and the booklet received enthusiastic support from all parties consulted as
an alternative, community-based approach. Reasons for a few individuals not wanting
to adopt the booklet approach were identified; these included personal factors and
social dynamics. My findings provided important knowledge for the future development
and use of the booklet.
This thesis makes a significant contribution to knowledge. Firstly, it extends the
theoretical explanation of intergenerational tensions, and adds insights into the concept
of governance and the theoretical underpinnings of Intergenerational Practice.
Secondly, it advances implications for practice in relation to fully exploring social
dynamics other than intergenerational issues, taking account of potential multigenerational
factors, and being aware that preparatory activities to strengthen selfefficacy
may be required.
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Shipp, Francesca. "Construct validity of teacher ratings of ADHD-IN, ADHD-HI, ODD-toward adults, academic competence, and social competence factors with Thai middle and high school students." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/F_Shipp_1061209.pdf.
Full textAbstract:
Thesis (M.S. in psychology)--Washington State University, August 2009.Title from PDF title page (viewed on July 15, 2009). "Department of Psychology." Includes bibliographical references (p. 27-31).
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Brajeux, Marie-Aimée. "ASBOs and the community : towards a new model of liability?" Thesis, Queen Mary, University of London, 2015. http://qmro.qmul.ac.uk/xmlui/handle/123456789/7929.
Full textAbstract:
his thesis argues that anti-social behaviour orders (ASBOs) are the imperfect expression of a new type of community-based liability which seeks to regulate an individual’s behaviour in the context of his relationship with a particular community. The combination of civil and criminal elements in ASBOs stems from a political will to address responsibility for behaviour which is harmful to a community. Despite the central conceptual role played by the community relationship in ASBOs, legal provisions have failed to define the nature of that relationship, relying on judicial discretion to shape the orders’ application in practice. Judicial interpretation of ASBO legislation confirms the alternative nature of the orders, and the importance of the concept of community in creating a different type of liability. From a theoretical perspective, communitarian principles provide a basis for explaining how the individual/community relationship can justify and shape liability. The figure of a responsible individual constituted by his social interactions forms the premise of this type of liability, and the concept of community in this context is established as a fluid rather than rigid notion, defined as a social group connected by a range of specific interests. A model of community-based liability can be constructed from these principles: interference with a community’s interests can justify the imposition of liability, provided the individual’s behaviour represents a wilful engagement with that particular community. This model of liability provides a useful framework through which to re-examine ASBOs. While the case law broadly adopts the defining elements mentioned above, the use of ASBOs shows examples of misapplications of the principles of a community-based model of liability. Nevertheless, this framework also shows how ASBOs can be seen as a flexible and potentially integrative approach to regulating different types of individual/community relationships, despite the missed opportunities sometimes created by their practical application.
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Works, Doris Massey. "Teachers' Experiences Concerning the Rise in Student Aggression." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/192.
Full textAbstract:
This research study addressed the problem of aggressive and disruptive behaviors for kindergarten through Grade 12 students in a school district located in Southeastern United States. The study examined classroom teachers' daily lived experiences with student aggression. Using a phenomenological design and guided by the frustration aggression theory and the social learning theory, the research questions explored teachers' responses to what can be done to help with disruptive and aggressive students and how social learning could help students with these behaviors. Data were collected from interviews with 5 individual teachers who had experienced aggressive and disruptive behaviors; data were also gathered from a focus group of 6 to increase credibility of the final interpretations. Both interview and focus group data were color-coded and thematically analyzed. Emergent themes revealed that aggressive disruptive behaviors included extreme disrespect toward teachers with physical and verbal abuse, and low teacher efficacy. The results indicated that social learning, through positive modeling, was needed to help aggressive disruptive students change their behavior. Teacher recommendations included professional training on social learning strategies, reducing class size, instilling a zero tolerance policy, increasing administrative support, and providing social learning programs for aggressive students. These recommendations could lead to social change by implementing constructive measures to reduce aggression and nurture positive teacher-student relationships by which students are empowered to learn and grow.