Journal articles on the topic 'Disruptive and anti-social behaviour'
To see the other types of publications on this topic, follow the link: Disruptive and anti-social behaviour.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Disruptive and anti-social behaviour.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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
6
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.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full text
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Boggild, Andrea K., Marnin J. Heisel, and Paul S. Links. "Social, Demographic, and Clinical Factors Related to Disruptive Behaviour in Hospital." Canadian Journal of Psychiatry 49, no. 2 (February 2004): 114–18. http://dx.doi.org/10.1177/070674370404900206.
Full text
12
Burman, OHP, and M. Mendl. "Disruptive effects of standard husbandry practice on laboratory rat social discrimination." Animal Welfare 13, no. 2 (May 2004): 125–33. http://dx.doi.org/10.1017/s0962728600026865.
Full textAbstract:
AbstractElements of husbandry procedures, such as handling, may disrupt rodent social behaviour. Such effects may be contingent upon the familiarity between individuals and upon the quality and quantity of the disruption. We investigated this issue using laboratory rats. We placed 36 rats into groups of three. At the point of group formation, and at 24 h, 7 days and two weeks afterwards, individuals received one of three treatments: ‘handling’, exposure to novel conspecific ‘urine’, or ‘control’ (undisturbed), for a duration of either 5 or 15 mins. We used a social recognition test to measure the ability of the rats to recognise the urine of group members of increasing familiarity following the implementation of these treatments. The ‘control’ treatment did not appear to disrupt social recognition. The 5 min ‘urine’ treatment appeared to disrupt recognition only when the rats had received the briefest experience of the ‘familiar’ urine (5 mins). The 5 min ‘handling’ treatment, however, appeared far more disruptive, with an apparent disruption of social recognition even when familiarity with the urine donor was high (eg 7 days of group housing). Both the ‘handling’ and ‘urine’ treatments appeared more disruptive when presented for an increased duration (15 mins). There was also some evidence that increased experience of the handling procedure might reduce its disruptive effect. The results of this study have several implications for the welfare of laboratory-housed rats, and these are discussed.
13
Karwatowska, Lucy, Simon Russell, Francesca Solmi, Bianca Lucia De Stavola, Sara Jaffee, Jean-Baptiste Pingault, and Essi Viding. "Risk factors for disruptive behaviours: protocol for a systematic review and meta-analysis of quasi-experimental evidence." BMJ Open 10, no. 9 (September 2020): e038258. http://dx.doi.org/10.1136/bmjopen-2020-038258.
Full textAbstract:
IntroductionDisruptive behaviour disorders, including oppositional defiant disorder and conduct disorder, are a common set of diagnoses in childhood and adolescence, with global estimates of 5.7%, 3.6% and 2.1% for any disruptive disorder, oppositional defiant disorder and conduct disorder, respectively. There are high economic and social costs associated with disruptive behaviours and the prevalence of these disorders has increased in recent years. As such, disruptive behaviours represent an escalating major public health concern and it is important to understand what factors may influence the risk of these behaviours. Such research would inform interventions that aim to prevent the development of disruptive behaviours. The current review will identify the most stringent evidence of putative risk factors for disruptive behaviour from quasi-experimental studies, which enable stronger causal inference.Methods and analysisThe review will be carried out according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. An electronic search of references published between 1 January 1980 and 1 March 2020 will be conducted using Medline, Embase, PsycINFO and Web of Science. Initial abstract and title screening, full-text screening and data extraction will be completed independently by two reviewers using Evidence for Policy and Practice Information (EPPI)-Reviewer 4 software. Quasi-experimental studies in the English language examining the association between any putative risk factor and a clearly defined measure of disruptive behaviour (eg, a validated questionnaire measure) will be included. We will conduct meta-analyses if we can pool a minimum of three similar studies with the same or similar exposures and outcomes.Ethics and disseminationThe proposed review does not require ethical approval. The results will help to identify risk factors for which there is strong evidence of causal effects on disruptive behaviours and also highlight potential risk factors that require further research. The findings will be disseminated via publication in a peer-reviewed scientific journal and through presentations at international meetings and conferences.PROSPERO registration numberCRD42020169313.
14
Ezemenaka, Kingsley Emeka. "Youth Violence and Human Security in Nigeria." Social Sciences 10, no. 7 (July 12, 2021): 267. http://dx.doi.org/10.3390/socsci10070267.
Full textAbstract:
The failures of governance and statehood in Nigeria breed an anarchical or disruptive system in the state and provide a platform for youth violence and justification for disruptive behaviour against the state systems and structures. Contributing to the available research, this study shifts its focus to understand and address the linkage of disruptive behaviour by studying and discussing Human Security through the lens of youth violence in Nigeria. In doing so, this study adopts a mixed method approach of quantitative and qualitative data with Ted Robert Gurr’s theory of relative deprivation to investigate, analyse and discuss the issues herein. From the findings, cultism and ethnic factors were identified as major causes of youth violence among others. Thus, effective institutions, quality education, economic and security regional or geopolitical zones programs is noted as a means to address youth violence in Nigeria.
15
Andrews, Mike. "Changing Disruptive Behaviour in an Adult Training Centre Client." Behavioural Psychotherapy 16, no. 2 (April 1988): 108–14. http://dx.doi.org/10.1017/s0141347300012921.
Full textAbstract:
A DRO approach was used to teach positive social behaviours in a young woman with mental handicap, and to decrease aggressive and disruptive behaviours. Reprimands were used on a few occasions for serious problem behaviours and did not result in an increase in these behaviours. As the problem behaviours receded the young woman became apparently happier and developed better relationships with her family, peers and Centre staff, and the improvement has been maintained over three years.
16
Long, Clive G., Barbara Fulton, and Olga Dolley. "Developing social confidence in women in secure psychiatric settings." Clinical Psychology Forum 1, no. 245 (May 2013): 32–38. http://dx.doi.org/10.53841/bpscpf.2013.1.245.32.
Full textAbstract:
A group therapy programme to develop social confidence in women in secure settings addresses issues of interpersonal functioning using principles of behaviour management. This complement to Reinforce Appropriate Implode Disruptive (RAID) milieu approach produced encouraging results on measures that reflect interpersonal confidence.
17
Cohen, Gabriel, and Neil Martin. "High-Tech Classroom Management: Effects of the Use of an App on Disruptive and On-Task Classroom Behaviours for Students with Emotional and Behavioural Disorder." Behavioral Sciences 13, no. 1 (December 26, 2022): 23. http://dx.doi.org/10.3390/bs13010023.
Full textAbstract:
Students with emotional behavioural disorders may exhibit extremely challenging behaviour that interferes with their academic achievement and social relationships. Failure at school frequently leads to a succession of poor life outcomes including increased rates of unemployment or underemployment. Increasing on-task behaviours and decreasing disruptive classroom behaviours is of crucial importance. If successful, this may promote positive experiences and outcomes in terms of effective learning, and, ultimately, greater opportunities in life. This study evaluated a high-tech approach to classroom management using an App* that offers elements of choice and predictability to students. Teachers were provided with two hours of training on how to upload lesson plans to their smartphone and how to broadcast onto screens in classrooms. A multiple-baseline design across four participants was used and the data suggested that the use of the App resulted in both increases in on-task behaviour and a reduction in disruptive classroom behaviour for all participants.
18
Grizenko, Natalie, Danielle Papineau, and Liliane Sayegh. "A Comparison of Day Treatment and Outpatient Treatment for Children with Disruptive Behaviour Problems." Canadian Journal of Psychiatry 38, no. 6 (August 1993): 432–35. http://dx.doi.org/10.1177/070674379303800609.
Full textAbstract:
The authors explored the relative merits of outpatient and day treatment for 30 children with severe behaviour problems. The effectiveness of treatment on behaviour, self-perception, and social and family functioning was assessed. Day treatment was found to be more effective in reducing behaviour problems, alleviating depressive symptoms, increasing social skills and improving family functioning.
19
Veuger, Jan. "Trust in a viable real estate economy with disruption and blockchain." Facilities 36, no. 1/2 (February 5, 2018): 103–20. http://dx.doi.org/10.1108/f-11-2017-0106.
Full textAbstract:
Purpose The real estate world finds itself at a tipping point of a transition: a dramatic and irreversible shift in (real estate) systems in society. This paper is a State of the art of Disruption, Blockchain and Real Estate in the Netherlands and international. Design/methodology/approach The following questions were asked to all those involved: What do you think is the essence of Blockchain for real estate? What is the most current situation with respect to Blockchain and real estate from your perspective? Which publications are important from your perspective? What do you expect with respect to the impact of Blockchain on real estate for (social) real estate? What are questions for the future for real estate and Blockchain? In addition, interviews, exploratory conversations and correspondence took place, and the content was peer reviewed. Findings Changes in value concepts affect the valuation of real estate and the thinking about it. The orientation of changing users and owners of real estate affects innovativeness, values and flexibility in managing that property. Orientation on disruption must be seen as proof that the real estate world is able to actually innovate the accumulated assets and consolidate this. The financial and real estate markets are markets that exaggerate through irrational behaviour. Fear of “eat or be eaten” determines people’s behaviour. Financial and thus real estate markets are always unstable and must always be regulated by people and organizations. Research limitations/implications The question that remains is whether it is important to look at disruptive innovations in existing markets or newcomers in the real estate market and Blockchain. The question is whether Blockchain is only a technological disruption, or a real game changer, and whether the entire value chain of the real estate market will embrace it. No two disruptions are the same. Trust in Blockchain is a prerequisite for guiding the predictable form of that disruption where start-up companies use new technology to offer cheaper and inferior alternatives to real estate in the market. You could also talk about anti-fragile value: “Some things benefit from shocks; they thrive and grow when exposed to volatility, randomness, disorder, and stressors and love adventure, risk, and uncertainty. Yet, in spite of the ubiquity of the phenomenon, there is no word for the exact opposite of fragile. Let us call it antifragile” (Taleb, 2012), in other words: attention to disruption and Blockchain creates a viable real estate economy. Practical implications The true meaning of the Blockchain technology for real estate still needs to be investigated. The author is still curious to understand and clarify the value of Blockchain for real estate processes. Doubt continues to exist and is therefore a feeding ground for further research, because we do not know what we have not seen. Social implications Looking at the impact of Blockchain on real estate, a number of conclusions can be drawn. First of all, the relationship between Blockchain and real estate has not yet been proven in practice. It is expected to develop further in the form of registering transaction processes and the DNA passport of a real estate object. Secondly, completeness and transparency are the basic ingredients for trust in the system. Third, real estate wants to remain viable. For this reason, taking the offense is necessary for real estate and management to connect with social demand. Behaviour also leads to new earnings models of the social and economic spin-off of disruptive real estate. If the Dutch real estate sector embraces Blockchain and is able to realize innovations, there are opportunities for real estate entrepreneurs to exploit the disruptive character to provide those new services. Originality/value The way in which disruption, Blockchain and real estate will develop in the coming years are not the only obvious characteristics of a particular era but also its social impact and user behaviour. This also applies to how this real estate transition can best be tracked, guided and utilized in society at the international, national and regional level. Disruptive organizations clearly respond to the viability of the (built) environment and therefore determine competitive strength. This affects the current and future valuation of real estate.
20
Margalit, Malka. "Understanding Loneliness among Students with Learning Disabilities." Behaviour Change 8, no. 4 (December 1991): 167–73. http://dx.doi.org/10.1017/s0813483900006641.
Full textAbstract:
The aim of this study was to investigate the feelings of loneliness among students with learning disabilities (LD) and to identify subgroups according to their loneliness characteristics. The sample consisted of 76 students from seven self-contained classes for LD students within regular schools in all parts of Israel. The instruments included self-reported loneliness and social skills scales, teacher ratings of behaviour disorders, and peer ratings of social acceptance. The following factors predicted the students' feelings of loneliness: peer acceptance, social skills, and computer activities, explaining 32% of the variance. Using cluster analysis for the loneliness and behaviour disorder factors, four subgroups of students were identified. They differed along their levels of loneliness, presence of disruptive behaviour (internal validation) and social skills (external validation). The results emphasised the need to consider loneliness levels and manifestations of disruptive behaviour in attempts to conceptualise these students' difficulties and to plan individualised intervention programs. Further research, focusing on the impact of the intervention on the subjective experience of loneliness, may advance our understanding of the students' needs.
21
Giltaij, Hans P., Paula S. Sterkenburg, and Carlo Schuengel. "Adaptive behaviour, comorbid psychiatric symptoms, and attachment disorders." Advances in Mental Health and Intellectual Disabilities 10, no. 1 (January 4, 2016): 82–91. http://dx.doi.org/10.1108/amhid-07-2015-0035.
Full textAbstract:
Purpose – The purpose of this paper is to describe the mental and intellectual developmental status of children with combined intellectual disabilities, reactive attachment disorder (RAD), and/or disinhibited social engagement disorder (DSED), and to describe the presence of comorbid diagnoses. Design/methodology/approach – The study included 55 children that were referred for psychiatric consultation due to low intellectual functioning (borderline or mild; IQ 50-84). Attachment diagnoses were based on the Clinical Observation of Attachment (COA) procedure. Development was measured with the Dutch version of the Vineland Adaptive Behaviour Scales. Psychopathology was measured with the DISC-IV and AUTI-R. Emotional and behavioural problems were measured with the Dutch version of the Developmental Behaviour Checklist. Findings – Children with and without attachment diagnoses had similar IQs. However, children with disturbed attachment, RAD, and/or DSED had lower levels of adaptive behaviour than those without attachment diagnoses. No comorbidity was associated with autism or ADHD. However, 80 per cent of children with RAD and/or DSED were also diagnosed with ADHD. Parents of children with DSED often reported disruptive anti-social behaviour. Practical implications – Children with RAD and/or DSED may have unused developmental potential. Disturbed attachment should be considered in some cases of ADHD. Originality/value – Findings suggested that diagnostic expertise provided added value for distinguishing disordered attachment in young clients with intellectual disability.
22
Fragoso, Suely. "Meet the HUEHUEs." International Journal of Sociotechnology and Knowledge Development 6, no. 3 (July 2014): 26–44. http://dx.doi.org/10.4018/ijskd.2014070102.
Full textAbstract:
This paper discusses the relation between disruptive behaviour in online environments and the design of multiplayer online games, focusing on huehueing, a widespread phenomenon of disruptive behaviour in online games linked to Brazil's national identity. The discussion is based on a sociotechnical view that understands MOGs not as the combination of a technical artefact and a social construct that belong to different realms and mutually influence each other but as the two sides of a single coin in which huehueing is inscribed. This vision allows the identification of how and why the social dynamics of huehueing is capable of temporarily changing the mediating ground, and therefore the design features of the game.
23
Larmar, Stephen. "The Use of Group Therapy as a Means of Facilitating Cognitive–Behavioural Instruction for Adolescents With Disruptive Behaviour." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 233–48. http://dx.doi.org/10.1375/ajgc.16.2.233.
Full textAbstract:
AbstractThis article reports on the findings of an action research enquiry examining the efficacy of group therapy as a means of facilitating cognitive–behavioural instruction for students who exhibit disruptive behaviours. A curriculum comprising the key tenets of cognitive–behaviour modification was developed and taught over a 9-week period to a group of 12 Year 7 adolescent students selected from a primary school in the Brisbane metropolitan district, Queensland, Australia. Six of the participants for the investigation were identified as ‘at-risk’ of engaging in disruptive behaviours based on extensive observations from members of the school administration team. The remaining students served as role models of prosocial behaviours throughout the intervention. Each session incorporated group discussions and physical challenges that were formulated to facilitate investigation of key concepts of cognitive– behavioural therapy. The findings that emerged from the investigation provide support for the use of group therapy for this form of intervention.
24
Enachi-Vasluianu, Luiza, and Flavia Malureanu. "A STUDY ON THE CAUSES OF STUDENTS’ DISRUPTIVE BEHAVIOUR IN PRIMARY SCHOOL AND GYMNASIUM IN THE ROMANIAN EDUCATIONAL CONTEXT." CBU International Conference Proceedings 6 (September 25, 2018): 843–47. http://dx.doi.org/10.12955/cbup.v6.1258.
Full textAbstract:
School today lays emphasis on developing skills which should ensure for children solid integration into society. Discipline is one of the skills which must be underlain in school. An efficient approach of discipline teaches students to assume responsibility and self-discipline. However, there have always been children who, for various reasons, break the discipline rules. Practice in school has shown that the factors that contribute to disruptive behaviour are connected to continuous changes in the social environment, curriculum idiosyncrasies, individual differences, the teacher-student relationship,the teacher’s act in classroom, the relationships among children in classroom / school, antipathy towards school, the need for social recognition, social isolation, impulsive behaviour, affective transfer, aggression in classroom / school, anxiety, absence of academic success, boredom, etc.Our paper limits the research to a series of causes of students’ disruptive behaviour in primary school and gymnasium specific to the Romanian educational context. The data gathered provides information on the perspectives of teachers regarding the most relevant causes that affect discipline in classrooms. Their acknowledgement may be of help as it diminishes the time, the energy and the stress required to deal with inappropriate behaviour displayed by selecting efficient strategies to counterbalance it beforehand.
25
Siddiqi, Shoaib Ahmad, Yameen Fatimah, Amjad Khan, Naureen Naeem, and Mona Hassan. "Annotations of Human Conduct Associated to Hereditary." Lahore Garrison University Journal of Life Sciences 2, no. 1 (April 22, 2020): 15–26. http://dx.doi.org/10.54692/lgujls.2018.020142.
Full textAbstract:
The review article focuses behavioral genetic studies of antisocial behavior. Gene expression might be altered by environmental influences, which in result generates flow of events resulting in interpretation of genes into anti-social behavior. Evidences from the studies of adoption and twin researches about anti-social behavior suggest that around half the possible discrepancy is due to the genetic characteristics. . On the other hand, analysis of behavioral genetic investigations about antisocial behavior still held accountable for producing wide range of estimations regarding heritability, signifying the importance of other factors by which genetic risk factors are governed. Some of the results of behavioral genetics researches about antisocial behavior are discussed in this review that focus on the issues that includes changes in development when disruptive behaviors are inherited along with developmental subtypes that are related to disorder of such behavior. Review sums up the heritability of antisocial conduct and confer the research in order to reveal the environmental and genetic areas responsible for this behavior, as well as investigation studies of the impact of social as well as biological risk factors and how they can be regulated by inherent and environmental factors. Examples from biological risk factors include physiological stimulation, neurotransmitters, hormones and functions of frontal lobe, whereas factors regarding social risk will count parental supervision, discipline, peer groups and socioeconomic status. It is not necessary that biological factors are entirely based on genetics and social risk factors might not always be solely environmental in source, signifying the density of associations between anti-social behavior and related risk factors. Review includes different studies recognizing definite relations between antisocial behavior and Genetics.
26
Spence, Susan H., and Peter Lee. "Observation and Social Validation of Staff Behaviours in a Residential Care Setting." Behavioural Psychotherapy 13, no. 1 (January 1985): 43–58. http://dx.doi.org/10.1017/s0141347300009320.
Full textAbstract:
Eleven residential care staff working in a secure unit with disruptive or delinquent youths were trained to use a variety of behavioural methods and teaching-parent interaction skills as outlined by the Achievement Place Programme. Three months following a 1-month full-time training programme, staff were observed in the work environment using a behaviour coding system. An attempt was made to identify which care staff behaviours influenced the clients' and colleagues' judgements about staff behaviour towards the youths. Staff who frequently asked for information from the youths were rated more positively by both colleagues and youths. The use of praise influenced the youths' judgements of care staff, whereas the expression of affection towards the youths influenced staff judgements of colleagues. Other aspects of conversation or teaching interaction skills did not correlate with boys' or colleagues' judgements of the care staff. Responses such as checking for understanding, requesting practice, giving prompts and feedback were rarely used by care staff. The study provides evidence of social validity for certain staff behaviours as influencing judgements made by clients and colleagues.
27
Jones, Denis. "Schools, disruptive behaviour and delinquency: A review of research." Journal of Adolescence 12, no. 2 (June 1989): 233–34. http://dx.doi.org/10.1016/0140-1971(89)90015-8.
Full text
28
McCord, Joan, Richard E. Tremblay, Frank Vitaro, and Lyse Desmarais-Gervais. "Boys' Disruptive Behaviour, School Adjustment, and Delinquency: The Montreal Prevention Experiment." International Journal of Behavioral Development 17, no. 4 (December 1994): 739–52. http://dx.doi.org/10.1177/016502549401700410.
Full textAbstract:
The authors discuss interim goals for prevention programmes designed to reduce antisocial behaviour. They describe effects of one such programme in which kindergarten teachers identified their most disruptive boys, some of whom were randomly allocated to a two-year treatment programme. The programme provided assistance in family management to the parents and in social skills to the boys, who were between the ages of 7 and 9 years during the treatment programme. By the age of 12, as compared with their peers who were not assigned to the treatment group, boys in the treatment group were doing better in school and evidencing less antisocial behaviour.
29
Carter, Mark, Mark Clayton, and Jennifer Stephenson. "Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 189–209. http://dx.doi.org/10.1375/ajgc.16.2.189.
Full textAbstract:
AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Students were typically male and were academically below average. The most frequently reported challenging behaviour (e.g., calling out, out of seat) was inherently minor in nature for the most part, but at high frequency this could be extremely disruptive to the operation of a classroom. More serious behaviours, such as physical aggression to other school students and staff, were also reported at concerning frequency, noting that such behaviours place staff and other students at risk. The present study adds to the limited Australian data describing students in regular schools with challenging behaviour by providing specific information on the classroom frequency of such behaviour and the academic performance of students.
30
Field, Miranda. "Empowering Students in the Trauma-Informed Classroom Through Expressive Arts Therapy." in education 22, no. 2 (November 23, 2016): 55–71. http://dx.doi.org/10.37119/ojs2016.v22i2.305.
Full textAbstract:
Teachers and school staff are noting an increase in disruptive and aggressive behaviour within the classroom and safety within our schools continues to be questioned. Students arriving in the classroom have diverse backgrounds, which include trauma. For students to feel safe within the classroom they must feel a true sense of belonging; understanding their identity within the classroom context will begin to empower each student to create an environment where they belong. Psychoeducational therapy is one approach that is successfully combined with expressive arts therapy and trauma-informed therapy to facilitate empowerment in students. Restoring each student’s identity within the classroom while addressing the underlying cause of disruptive behaviour will promote social healing.Keywords: student empowerment; trauma-informed classroom; expressive arts therapy; trauma
31
Bowers, Len, Athanassios Douzenis, Gian Maria Galeazzi, Matilde Forghieri, Christos Tsopelas, Alan Simpson, and Teresa Allan. "Disruptive and dangerous behaviour by patients on acute psychiatric wards in three European centres." Social Psychiatry and Psychiatric Epidemiology 40, no. 10 (September 22, 2005): 822–28. http://dx.doi.org/10.1007/s00127-005-0967-1.
Full text
32
Khan, Majid, Noor Ullah Khan, and Akhtar Ali. "Social Impact of Parental Imprisonment on Left behind Children: A Study of Dir Lower, Pakistan." Liberal Arts and Social Sciences International Journal (LASSIJ) 1, no. 1 (December 31, 2017): 41–48. http://dx.doi.org/10.47264/idea.lassij/1.1.5.
Full textAbstract:
This study assesses the anti-social behavior of left-behind children when their parents are convicted and put in prison. The researchers conducted a primary study and collected and analyzed data through quantitative methods. The study is conducted with the randomly selected households in Dir lower, Malakand Division. The relevant literature on the effects of parental incarceration over their left-behind children is also consulted to show the contribution of the study. The study argues that unattended children of imprisoned parents tend to show anti-social and disruptive behavior. Firstly, they do not socialize with others more often and remain to themselves. They do not abide by the approved norms of society (polite manners) since they feel neglected and left behind. Additionally, they showed rude behavior and would engage in frequent brawls in the neighborhoods. Furthermore, teasing and taunting others for their racial backgrounds or other dominant features of identity is another activity they found engaged int. The study recommends taking holistic measures for mainstreaming these children and engage them in positive activities so that they do not fall prey to criminal tendencies.
33
Gardner, Frances, Patty Leijten, Joanna Mann, Sabine Landau, Victoria Harris, Jennifer Beecham, Eva-Maria Bonin, Judy Hutchings, and Stephen Scott. "Could scale-up of parenting programmes improve child disruptive behaviour and reduce social inequalities? Using individual participant data meta-analysis to establish for whom programmes are effective and cost-effective." Public Health Research 5, no. 10 (December 2017): 1–144. http://dx.doi.org/10.3310/phr05100.
Full textAbstract:
BackgroundChild disruptive behavioural problems are a large and costly public health problem. The Incredible Years®(IY) parenting programme has been disseminated across the UK to prevent this problem and shown to be effective in several trials. It is vital for policy to know for which families IY is most effective, to be sure that it helps reduce, rather than widen, socioeconomic inequalities. Individual trials lack power and generalisability to examine differential effects; conventional meta-analysis lacks information about within-trial variability in effects.ObjectivesTo overcome these limitations by pooling individual-level data from the IY parenting trials in Europe to examine to what extent it benefits socially disadvantaged families. Secondary objectives examine (1) additional moderators of effects on child behaviour, (2) wider health benefits and potential harms and (3) costs, cost-effectiveness and potential long-term savings.DesignIndividual participant data meta-analysis of 14 randomised trials of the IY parenting intervention.SettingsUK (eight trials), the Netherlands, Ireland, Norway, Sweden and Portugal.ParticipantsData were from 1799 families, with children aged 2–10 years (mean 5.1 years; 63% boys).InterventionsIY Basic parenting programme.Main outcome measuresPrimary outcome was disruptive child behaviour, determined by the Eyberg Child Behavior Inventory Intensity scale (ECBI-I). Secondary outcomes included self-reported parenting practices, parenting stress, mental health, children’s attention deficit hyperactivity disorder (ADHD) and emotional symptoms.ResultsThere were no differential effects of IY on disruptive behaviour in families with different levels of social/socioeconomic disadvantage or differential effects for ethnic minority families, families with different parenting styles, or for children with comorbid ADHD or emotional problems or of different ages. Some moderators were found: intervention effects were strongest in children with more severe baseline disruptive behaviour, in boys, and in children with parents who were more depressed. Wider health benefits included reduced child ADHD symptoms, greater parental use of praise, and reduced harsh and inconsistent discipline. The intervention did not improve parental depression, stress, self-efficacy or children’s emotional problems. Economic data were available for five UK and Ireland trials (maximumn = 608). The average cost per person of the IY intervention was £2414. The probability that the IY intervention is considered cost-effective is 99% at a willingness to pay of £145 per 1-point improvement on the ECBI-I. Estimated longer-term savings over 20 years range from £1000 to £8400 per child, probably offsetting the cost of the intervention.LimitationsLimitations include a focus on one parenting programme; the need to make assumptions in harmonising data; and the fact that data addressed equalities in the effectiveness of, not access to, the intervention.ConclusionsThere is no evidence that the benefits of the IY parenting intervention are reduced in disadvantaged or minority families; benefits are greater in the most distressed families, including parents who are depressed. Thus, the intervention is unlikely to widen socioeconomic inequalities in disruptive behaviour and may have effects in narrowing inequalities due to parent depression. It was as likely to be effective for older as for younger children. It has wider benefits for ADHD and parenting and is likely to be considered to be cost-effective. Researchers/funders should encourage data sharing to test equity and other moderator questions for other interventions; further research is needed on enhancing equality of access to interventions.FundingThe National Institute for Health Research Public Health Research programme.
34
Cholemkery, Hannah, Janina Kitzerow, Sonja Rohrmann, and Christine M. Freitag. "Validity of the social responsiveness scale to differentiate between autism spectrum disorders and disruptive behaviour disorders." European Child & Adolescent Psychiatry 23, no. 2 (May 30, 2013): 81–93. http://dx.doi.org/10.1007/s00787-013-0427-5.
Full text
35
Mertin, Peter, and George Wasyluk. "Incidence of Behavioural and Emotional Problems Amongst Primary School Children." Australian Educational and Developmental Psychologist 7, no. 2 (November 1990): 13–15. http://dx.doi.org/10.1017/s0816512200026146.
Full textAbstract:
In 1988 the report entitled “Interagency Responses to School Children with Social and Behavioural Problems” was released in South Australia. The investigation, chaired by Ms. Penny Stratmann, was asked to review the current provision of services for children of school age in South Australia who exhibit social and behavioural problems, and to examineinter alia, the extent of the problem.The report stated that the extent of the problem was difficult to assess in numerical terms because; (i) schools do not keep systematic records, (ii) identification of disruptive students is a matter of definition and attitude (some schools would identify student behaviour as disruptive which other schools may be able to prevent or contain), (iii) it is even harderto identify is the number of children whose response to problems is passive (they are often compliant, no trouble, not noticeable), and (iv) small numbers of disruptive students create a disproportionately large amount of havoc in schools and stress in teachers. (These outcomes are the most significant in their impact but the least measurable).
36
McLinton, Sarven S., Doug Drury, Shepard Masocha, Harry Savelsberg, Lucy Martin, and Kurt Lushington. "“Air rage”: A systematic review of research on disruptive airline passenger behaviour 1985-2020." Journal of Airline and Airport Management 10, no. 1 (June 29, 2020): 31. http://dx.doi.org/10.3926/jairm.156.
Full textAbstract:
Purpose: Disruptive airline passenger behaviour (DAPB), i.e. “air rage”, has an adverse impact on crew and passenger well-being and is costly to manage and prevent. Given recent changes in airport management, aircraft design, air traffic volume and behavioural norms this review summaries research findings 1985-2020.Methodology: A systematic review of the research literature containing qualitative or quantitative data examining DAPB. Findings: Nineteen articles satisfied the criteria for inclusion. Most studies involved surveys of cabin crew members and to a lesser extent pilots, airline representatives, passengers and business customers. Content primarily focussed on the frequency and characteristics of DAPB, whilst consequences for staff and evaluation of training to manage DAPB was less represented. A paucity of current research was noted which is not in keeping with the changes over the last decade in the aviation industry and the increase in DAPB events.Originality: This study presents a summary of current findings on DAPB.Practical Implications: A better understanding of the environmental, social and psychological factors underlying DAPB and the effectiveness of staff training and interventions that promote a safe travel environment are required.Social Implications: The current industry trend toward sustainability and better management of security challenges must extend its focus to DAPB, in order to reverse the recent trend of social irresponsibility in air travellers.
37
Spanou, Kyriaki, and Alexandra Bekiari. "Analyzing Social Networks of Destructive Behaviours in Universities/Analizando las redes sociales de comportamientos destructivos en las universidades." International Journal of Sociology of Education 9, no. 1 (February 25, 2020): 60. http://dx.doi.org/10.17583/rise.2020.4642.
Full textAbstract:
AbstractThe aim consists in presenting determinants and types of verbal aggressiveness, bullying and Machiavellian behaviour among Physical Education students. Twelve network samples were collected from four Greek departments (538 students). Network questionnaires were used. Visone software was used for calculating network variables (in/outdegree, Katz, pagerank, authority). Spearman and PCA have been implemented for relating non-network variables with network ones. Results: Travelling abroad for athletic reasons, surfing internet for studies and being inspired from others’ behaviours trigger disruptive behaviours. Mothers’ education level, economic state, surfing internet for entertainment encourage victimization. Students who have experienced these detrimental behaviours as victims or victimizers during school years continue to experience destructive behaviours during academic years showing that such negative behaviours are adopted.Keywords: Verbal Aggressiveness; Bullying; Machiavellianism; Social Network Analysis; University students ResumenEl objetivo consiste en presentar los determinantes y tipos de agresión verbal, intimidación y comportamiento maquiavélico entre los estudiantes de Educación Física. Se recogieron doce muestras de red de cuatro departamentos griegos (538 estudiantes). Se utilizaron cuestionarios de red. El software de Visone se utilizó para calcular las variables de red (entrada / salida, Katz, pagerank, autoridad). Spearman y PCA se han implementado para relacionar variables que no son de red con las de red. Resultados: viajar al extranjero por razones deportivas, navegar por Internet para estudiar e inspirarse en los comportamientos de comportamiento disruptivo de los demás. El nivel de educación de las madres, el estado económico, navegar por Internet para entretenerse fomentan la victimización. Los estudiantes que han experimentado estos comportamientos perjudiciales como víctimas o victimarios durante los años escolares continúan experimentando comportamientos destructivos durante los años académicos, lo que demuestra que se adoptan tales comportamientos negativos.Palabras clave: agresividad verbal; Intimidación Maquiavelismo; Análisis de redes sociales; Estudiantes universitarios
38
Cevolini, Alberto, and Elena Esposito. "From pool to profile: Social consequences of algorithmic prediction in insurance." Big Data & Society 7, no. 2 (July 2020): 205395172093922. http://dx.doi.org/10.1177/2053951720939228.
Full textAbstract:
The use of algorithmic prediction in insurance is regarded as the beginning of a new era, because it promises to personalise insurance policies and premiums on the basis of individual behaviour and level of risk. The core idea is that the price of the policy would no longer refer to the calculated uncertainty of a pool of policyholders, with the consequence that everyone would have to pay only for her real exposure to risk. For insurance, however, uncertainty is not only a problem – shared uncertainty is a resource. The availability of individual risk information could undermine the principle of risk-pooling and risk-spreading on which insurance is based. The article examines this disruptive change first by exploring the possible consequences of the use of predictive algorithms to set insurance premiums. Will it endanger the principle of mutualisation of risks, producing new forms of discrimination and exclusion from coverage? In a second step, we analyse how the relationship between the insurer and the policyholder changes when the customer knows that the company has voluminous, and continuously updated, data about her real behaviour.
39
Rajaguru, Rajesh, Roshni Narendran, and Gayathri Rajesh. "Social loafing in group-based learning: student-created and instructor-created group perspectives." Education + Training 62, no. 4 (April 4, 2020): 483–501. http://dx.doi.org/10.1108/et-01-2019-0018.
Full textAbstract:
PurposeSocial loafing is a key inhibitor in group-based student learning and is a key challenge in administering group-based assessments in higher education. This study examines differences in the effects of antecedents of social loafing (disruptive behaviour, social disconnectedness and apathy) on work quality by comparing student-created and instructor-created groups. The study also investigates how group members' efforts to “pick up the slack” of social loafers in the two kinds of groups moderate the effect of antecedents of social loafing on work quality.Design/methodology/approachPost-graduate students from two different sessions of the Marketing Management unit participated in the study: 95 students from session 1 and 90 students from session 2. One session represented student-created groups and the other session represented instructor-created groups. Each group consisted of five students. Partial Least Square (PLS) estimation using SmartPLS was used to assess the direct and interaction effects.FindingsThe results indicate differences in the effects of the antecedents of social loafing such as apathy and disruptive behaviour on work quality for both student-created and instructor-created groups. Social disconnectedness was found to have no significant effect on work quality. Interestingly, the study found significant differences in the effects of “pick up the slack” on the work quality of student-created and instructor-created groups. Members of student-created groups who picked up the slack of social loafers improved the work quality for unit assessment. This effect was not significant for instructor-created groups.Originality/valueExtant literature on social loafing predominantly focusses on its effect on students' work quality and educational achievement. This study contributes to the literature by investigating how the student-created and instructor-created group members' efforts to pick up the slack of social loafers moderate the effects of the antecedents of social loafing on work quality.
40
Tammam, Jonathan D., David Steinsaltz, D. W. Bester, Turid Semb-Andenaes, and John F. Stein. "A randomised double-blind placebo-controlled trial investigating the behavioural effects of vitamin, mineral and n-3 fatty acid supplementation in typically developing adolescent schoolchildren." British Journal of Nutrition 115, no. 2 (November 17, 2015): 361–73. http://dx.doi.org/10.1017/s0007114515004390.
Full textAbstract:
AbstractNutrient deficiencies have been implicated in anti-social behaviour in schoolchildren; hence, correcting them may improve sociability. We therefore tested the effects of vitamin, mineral and n-3 supplementation on behaviour in a 12-week double-blind randomised placebo-controlled trial in typically developing UK adolescents aged 13–16 years (n 196). Changes in erythrocyte n-3 and 6 fatty acids and some mineral and vitamin levels were measured and compared with behavioural changes, using Conners’ teacher ratings and school disciplinary records. At baseline, the children’s PUFA (n-3 and n-6), vitamin and mineral levels were low, but they improved significantly in the group treated with n-3, vitamins and minerals (P=0·0005). On the Conners disruptive behaviour scale, the group given the active supplements improved, whereas the placebo group worsened (F=5·555, d=0·35; P=0·02). The general level of disciplinary infringements was low, thus making it difficult to obtain improvements. However, throughout the school term school disciplinary infringements increased significantly (by 25 %; Bayes factor=115) in both the treated and untreated groups. However, when the subjects were split into high and low baseline infringements, the low subset increased their offences, whereas the high-misbehaviour subset appeared to improve after treatment. But it was not possible to determine whether this was merely a statistical artifact. Thus, when assessed using the validated and standardised Conners teacher tests (but less clearly when using school discipline records in a school where misbehaviour was infrequent), supplementary nutrition might have a protective effect against worsening behaviour.
41
Hanisch, Charlotte, Inez Freund-Braier, Christopher Hautmann, Nicola Jänen, Julia Plück, Gabriele Brix, Ilka Eichelberger, and Manfred Döpfner. "Detecting Effects of the Indicated Prevention Programme for Externalizing Problem Behaviour (PEP) on Child Symptoms, Parenting, and Parental Quality of Life in a Randomized Controlled Trial." Behavioural and Cognitive Psychotherapy 38, no. 1 (December 8, 2009): 95–112. http://dx.doi.org/10.1017/s1352465809990440.
Full textAbstract:
Background: Behavioural parent training is effective in improving child disruptive behavioural problems in preschool children by increasing parenting competence. The indicated Prevention Programme for Externalizing Problem behaviour (PEP) is a group training programme for parents and kindergarten teachers of children aged 3–6 years with externalizing behavioural problems. Aims: To evaluate the effects of PEP on child problem behaviour, parenting practices, parent-child interactions, and parental quality of life. Method: Parents and kindergarten teachers of 155 children were randomly assigned to an intervention group (n = 91) and a nontreated control group (n = 64). They rated children's problem behaviour before and after PEP training; parents also reported on their parenting practices and quality of life. Standardized play situations were video-taped and rated for parent-child interactions, e.g. parental warmth. Results: In the intention to treat analysis, mothers of the intervention group described less disruptive child behaviour and better parenting strategies, and showed more parental warmth during a standardized parent-child interaction. Dosage analyses confirmed these results for parents who attended at least five training sessions. Children were also rated to show less behaviour problems by their kindergarten teachers. Conclusions: Training effects were especially positive for parents who attended at least half of the training sessions. Abbreviations: CBCL: Child Behaviour Checklist; CII: Coder Impressions Inventory; DASS: Depression anxiety Stress Scale; HSQ: Home-situation Questionnaire; LSS: Life Satisfaction Scale; OBDT: observed behaviour during the test; PCL: Problem Checklist; PEP: prevention programme for externalizing problem behaviour; PPC: Parent Problem Checklist; PPS: Parent Practices Scale; PS: Parenting Scale; PSBC: Problem Setting and Behaviour checklist; QJPS: Questionnaire on Judging Parental Strains; SEFS: Self-Efficacy Scale; SSC: Social Support Scale; TRF: Caregiver-Teacher Report Form
42
Pulkkinen, Lea, and Richard E. Tremblay. "Patterns of Boys' Social Adjustment in Two Cultures and at Different Ages: A Longitudinal Perspective." International Journal of Behavioral Development 15, no. 4 (December 1992): 527–53. http://dx.doi.org/10.1177/016502549201500406.
Full textAbstract:
In the comparison of two longitudinal studies, patterns of boys' social adjustment were identified by using aggression, hyperactivity, inattentiveness, anxiety, and lack of prosocial behaviour as clustering variables. Eight comparable clusters were obtained across two cultures, French Canada and Finland; three age groups, 6, 8, and 10 years; and two decades, the 1960s and 1980s. The clusters confirmed three frequently used categories of behaviour: (1) normal (for no adjustment problems); (2) anxious; and (3) inattentive; two infrequently used categories: (1) passive; and (2) nervous; and the importance of subcategorising aggressive-hyperactive boys into three categories: (1) bully; (2) uncontrolled; and (3) multiproblem. The stability of the behaviour patterns for individuals from one age to another (6 to 10 years of age) was significant. It was not high for a specific cluster, but the subjects tended to remain in either one of the aggressive or nonaggressive clusters. The predictive value of the behaviour patterns for later outcomes was analysed using data collected at the age of 10 to 11 (in Montreal) and at the ages of 14, 20, and 26 (in Jyvaskyla). The clusters were meaningful from a developmental perspective. The outcomes were most negative for the multiproblem boys: high disruptive and antisocial behaviour, low school success, and unstable working career, and most positive for the normals.
43
Zhang, Lin, Zhihong Ren, Xueyao Ma, Dilana Hazer-Rau, Guangrong Jiang, Chunxiao Zhao, Ziyi Zhao, Qianzi Liu, and Fenghui Yuan. "Comparative efficacy and acceptability of psychosocial treatments for disruptive behaviour disorders in children and adolescents: study protocol for a systematic review and network meta-analysis." BMJ Open 11, no. 6 (June 2021): e046091. http://dx.doi.org/10.1136/bmjopen-2020-046091.
Full textAbstract:
IntroductionDisruptive behaviour disorders are common among children and adolescents, with negative impacts on the youths, their families and society. Although multiple psychosocial treatments are effective in decreasing the symptoms of disruptive behaviour disorders, comprehensive evidence regarding the comparative efficacy and acceptability between these treatments is still lacking. Therefore, we propose a systematic review and network meta-analysis, integrating both direct and indirect comparisons to obtain a hierarchy of treatment efficacy and acceptability.Methods and analysisThe present protocol will be reported according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols. Ten databases, including Web of Science, PubMed, PsycINFO, MEDLINE, APA PsycArticles, Psychology and Behavioral Sciences Collection, OpenDissertations, The Cochrane Library, Embase and CINAHL, will be searched from inception for randomised controlled trials of psychosocial treatments for children and adolescents with disruptive behaviour disorders, without restrictions on language, publication year and status. The primary outcomes will be efficacy at post-treatment (severity of disruptive behaviour disorders at post-treatment) and acceptability (dropout rate for any reason) of psychosocial treatments. The secondary outcomes will involve efficacy at follow-up, severity of internalising problems and improvement of social functioning. Two authors will independently conduct the study selection and data extraction, assess the risk of bias using the revised Cochrane Collaboration’s Risk of Bias tool and evaluate the quality of the evidence using the Grading of Recommendations Assessment, Development and Evaluation framework to network meta-analysis. We will perform Bayesian network meta-analyses with a random effects model. Subgroup and sensitivity analyses will be performed to evaluate the robustness of the findings.Ethics and disseminationThe research does not require ethical approval. Results are planned to be published in journals or presented at conferences. The network meta-analysis will provide information on a hierarchy of treatment efficacy and acceptability and help make a clinical treatment choice.PROSPERO registration numberCRD42020197448.
44
Andolina, Andrea, Luca Ronfani, and Aldo Skabar. "Teatro-terapia: un approccio originale per la gestione del comportamento dirompente del bambino." Medico e Bambino pagine elettroniche 24, no. 9 (November 30, 2021): 261–69. http://dx.doi.org/10.53126/mebxxiv261.
Full textAbstract:
Aggressive behaviours are the main problem in children with disruptive behaviour disorders. In the majority of cases an oppositional defiant disorder (ODD), often in comorbidity with ADHD, is diagnosed. In these cases the most effective intervention is the multimodal one that includes behavioural treatment for the child, counselling for parents (parent training) and teachers (teacher training) and, if needed, a pharmacological intervention. Drama therapy experiences have proved useful in various fields of medicine. It has been hypothesized that this type of intervention facilitates the development of communication skills, mutual social interaction and recognition of emotions. A group of children with ADHD-ODD comorbidity underwent a brief, intensive drama therapy intervention whose results were compared with those of a control population who received a typical treatment. The reduction in aggressive behaviour was significant and was confirmed at the follow up three months later. Drama therapy is a promising intervention, whose role should not be underestimated in the context of a multimodal approach.
45
Cameron, R. J. "School discipline in the United Kingdom: promoting classroom behaviour which encourages effective teaching and learning." Educational and Child Psychology 15, no. 1 (1998): 40–55. http://dx.doi.org/10.53841/bpsecp.1998.15.1.40.
Full textAbstract:
The problem of disruptive behaviour in schools may have been around for some time, but it has recently resurfaced as a major social and political issue. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff.In this paper, a number of important dimensions of problem behaviour in schools are examined and an attempt is made to place the magnitude of this problem in perspective. A number of government initiatives are summarized and a promising model for helping school staff work at a variety of levels to manage unwanted activities and promote positive pupil behaviour is described.Finally, some key areas for future development are discussed. These are: developing a curriculum for individual pupils; teaching self-regulatory techniques; using mentoring and peer support; and enhancing intrinsic motivation.
46
Cuthbertson, Tom. "‘Behaviour: Marking’: Charlotte Prodger’s territoriality." Moving Image Review & Art Journal (MIRAJ) 10, no. 1 (September 1, 2021): 10–30. http://dx.doi.org/10.1386/miraj_00061_1.
Full textAbstract:
This article analyses single-channel videos by the Turner Prize-winning artist Charlotte Prodger (b.1974), identifying in these works very particular forms of territoriality. As part of the broader drive towards accumulation found in Prodger’s autobiographical filmmaking, these videos continually collect new territories: characterized by a restless spatial mobility, they move repeatedly from location to location, amassing huge amounts of spatial information. This information is arranged in an ever-expanding matrix ‐ a grid-like structure that allows Prodger to bring the very different spaces she assembles into active conversation, amongst themselves and with her. As she fosters deeply subjective dialogues and connections between these spaces, Prodger marks them, leaving traces behind in ways that deliberately mimic recognizably animal territorial practices and patterns of behaviour. Merging human and non-human behaviours, Prodger investigates the disruptive possibilities of what Jack Halberstam has presented as a queer form of ‘wildness’, and unsettles categories of gender and sexuality along with the spatialized mechanisms of sexual difference that support them. By marking territory in such ‘wild’ ways, Prodger proposes other modes of knowing and understanding, found at the meeting point of the subjective, the social and the environmental. In so doing, Prodger challenges the rules dictating which bodies, lives and behaviours belong where, as well as who is allowed to occupy and lay claim to certain spaces.
47
Booth, Sue, Gabriella Zizzo, Jacinta Robertson, and Ian Goodwin Smith. "Positive Interactive Engagement (PIE): A pilot qualitative case study evaluation of a person-centred dementia care programme based on Montessori principles." Dementia 19, no. 4 (August 13, 2018): 975–91. http://dx.doi.org/10.1177/1471301218792144.
Full textAbstract:
Altered behaviour associated with dementia can present a number of challenges in the provision of care within both community and residential aged care settings. This paper presents a qualitative case study investigation of the implementation of the Positive Interactive Engagement programme within a residential aged care setting. The Positive Interactive Engagement programme incorporates non-pharmacological sensory techniques that have been informed by a person-centred, Montessori approach. Face-to-face semi-structured interviews with workers at a residential aged care facility in South Australia yielded seven case studies. Data were thematically analysed both within and between cases. Our data indicate the programme demonstrates underlying Montessori principles and supports participant behaviour change, with a noted reduction in ‘disruptive’ behaviours and increased social connection amongst participants. Programme staff report increased job satisfaction. The Positive Interactive Engagement programme offers a model that demonstrates encouraging outcomes, and further research would be useful in ascertaining whether these outcomes translate to quantifiable improvements in the quality of life for people with dementia in a residential aged care setting.
48
Rodwell, L., H. Romaniuk, W. Nilsen, J. B. Carlin, K. J. Lee, and G. C. Patton. "Adolescent mental health and behavioural predictors of being NEET: a prospective study of young adults not in employment, education, or training." Psychological Medicine 48, no. 5 (September 6, 2017): 861–71. http://dx.doi.org/10.1017/s0033291717002434.
Full textAbstract:
BackgroundYoung adults who are not in employment, education, or training (NEET) are at risk of long-term economic disadvantage and social exclusion. Knowledge about risk factors for being NEET largely comes from cross-sectional studies of vulnerable individuals. Using data collected over a 10-year period, we examined adolescent predictors of being NEET in young adulthood.MethodsWe used data on 1938 participants from the Victorian Adolescent Health Cohort Study, a community-based longitudinal study of adolescents in Victoria, Australia. Associations between common mental disorders, disruptive behaviour, cannabis use and drinking behaviour in adolescence, and NEET status at two waves of follow-up in young adulthood (mean ages of 20.7 and 24.1 years) were investigated using logistic regression, with generalised estimating equations used to account for the repeated outcome measure.ResultsOverall, 8.5% of the participants were NEET at age 20.7 years and 8.2% at 24.1 years. After adjusting for potential confounders, we found evidence of increased risk of being NEET among frequent adolescent cannabis users [adjusted odds ratio (ORadj) = 1.74; 95% confidence interval (CI) 1.10–2.75] and those who reported repeated disruptive behaviours (ORadj= 1.71; 95% CI 1.15–2.55) or persistent common mental disorders in adolescence (ORadj= 1.60; 95% CI 1.07–2.40). Similar associations were present when participants with children were included in the same category as those in employment, education, or training.ConclusionsYoung people with an early onset of mental health and behavioural problems are at risk of failing to make the transition from school to employment. This finding reinforces the importance of integrated employment and mental health support programmes.
49
Lachman, A., C. van de Merwe, and P. De Vries. "Cognitive and functional outcomes after a trial of an mTOR inhibitor in an adolescent with neuropsychiatric sequelae of TSC." European Psychiatry 33, S1 (March 2016): S355. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1265.
Full textAbstract:
Tuberous sclerosis complex (TSC) is a genetic autosomal dominant condition with multi-organ involvement and highly variable clinical manifestations. Neurological manifestations (subependymal nodules, cortical tubers, and subependymal giant cell astrocytomas [SEGAs]) are a leading cause of morbidity and mortality leading to cognitive impairment, behavioural disturbances and refractory seizure disorders. Experimental and human evidence suggest that the use of mTOR inhibitors may induce regression of TSC tumor types and provide an alternative to surgical resection of SEGA's. In the EXIST-1 trial everolimus (mTORi) was associated with clinically meaningful increases in the time to progression of subependymal giant cell astrocytomas and skin lesion response rate compared with placebo. We present a case of a 16-year-old girl (MM) referred with neuropsychiatric sequelae including disruptive and dangerous behaviours not responding to outpatient management. Multiple trials of anti-convulsants and antipsychotic treatments achieved poor responses. During admission to a state facility, MM had several seizures followed by aggressive outbursts, inappropriate behaviour and confusion. Her intrusiveness, sexual disinhibition and lack of response inhibition suggested frontal lobe dysfunction impacting on executive functioning. Despite seizure control being optimized to an acceptable rate with anticonvulsants, improvement in social or cognitive functioning was limited. She required individual constant supervision for personal safety and independent functioning. A trial of mTor inhibitor was initiated, and achieved an improvement in cognitive, social and psychiatric functioning. This report will discuss the challenges in this complex case, and report on baseline as well as 6month post medication outcomes measured by radiological, functional and cognitive testing.Disclosure of interestThe authors have not supplied their declaration of competing interest.
50
Ching’oma, Charles Daud, Dickson Ally Mkoka, Joel Seme Ambikile, and Masunga Kidula Iseselo. "Experiences and challenges of parents caring for children with attention-deficit hyperactivity disorder: A qualitative study in Dar es salaam, Tanzania." PLOS ONE 17, no. 8 (August 3, 2022): e0267773. http://dx.doi.org/10.1371/journal.pone.0267773.
Full textAbstract:
Background Attention-deficit hyperactivity disorder (ADHD) is the most common neurobehavioral childhood disorder. Children with ADHD are difficult to handle due to the symptoms causing great impairments such as inattention, hyperactivity compared to other childhood mental disorders. Having a child with ADHD is a stressful situation as it impacts the whole family. However, little is known about the experiences and challenges of parents caring for children with ADHD in low and middle-income countries such as Tanzania. Thus, this study explored the experiences and challenges of parents caring for children with ADHD in Dar es Salaam, Tanzania. Methods We conducted a qualitative descriptive study involving 16 parents of children with ADHD at Muhimbili National Hospital (MNH). We used the purposive sampling technique to obtain the participants. In-depth interviews, using a semi-structured interview guide, were used to collect data. Audio-recorded data were transcribed, translated, and analysed using qualitative content analysis. Results Parents experienced difficulties in handling the children whose level of functioning was impaired due to abnormal and disruptive behaviour such as not being able to follow parental instructions. Psychological problems were also experienced due to caring demands exacerbated by lack of support and stigma from the community. Moreover, there were disruptions in family functioning and social interactions among family members due to the children’s behaviour. Lastly, too much time and family resources spent to fulfil the needs of these children culminated into disruption in economic activities that negatively affected everyday life. Conclusion Parents struggle to meet and cope with care demands posed by children with ADHD. The disruptive nature of ADHD symptoms presents a unique caring challenge different from those experienced with other childhood mental illnesses. To address these challenges, a collaborative approach among key stakeholders such as the government, health care professionals, and non-governmental organizations, is needed.