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Dissertations / Theses on the topic 'Emotional problems of children'

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Published: 4 June 2021
Last updated: 1 August 2024

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1

Haider, Mariam. "Emotional and behavioural problems among Pakistani children." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.

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The first objective of the present study was to investigate the prevalence rates of emotional and behavioural problems among Pakistani children. Age and gender effects were also investigated. The internal consistency and construct validity of the Urdu Child Behavior Checklist (CBCL) were examined. In addition, the Pakistani sample was compared to a demographically similar American sample. Parents of 600 children ranging in age from 6 to 16 years completed the Urdu CBCL, with the sample divided equally between boys and girls. Data were collected from private and public schools in the Pakistani city of Lahore. A higher prevalence of Internalizing Problems as compared to Externalizing Problems was found in the overall sample. Within empirical syndromes, Anxious/Depressed was the most prevalent whereas among the DSM-oriented scales, Somatic Problems were the most prevalent. Similar to other cultures, there were significant gender differences with a higher degree of Externalizing Problems scores among boys as compared to girls. The converse was true for Internalizing Problems. Consistent with other cultures, Internalizing Problems increased with age whereas Externalizing Problems decreased with age. Despite the cross-cultural similarities in developmental trends, there was a significant effect of culture. Based on Cohen's criteria (1988), the effect size for Culture was medium (.06) for Total Problems scores. Cross-cultural comparisons indicated that Pakistani children had higher scores on all the scales except Thought Problems. The high Pakistani scores may be attributed to the current increase in violence and terrorism in Lahore. Current findings support the ecological-transactional model. There were also some significant interactions. Findings also indicated that the Urdu CBCL has adequate internal consistency in the current sample. With regard to construct validity, there is good convergent validity whereas discriminant validity needs to be improved. The theoreti
L'objectif principal de l'étude a été d'examiner les taux de prévalence des problèmes émotionnels et comportementaux parmi les enfants Pakistanais. L'effet dû à l'âge et au sexe ont également été étudié. La cohérence interne et la validité conceptuelle du CBCL de l'Ourdou ont été examinées. De plus, un prélevé des échantillons de Pakistanais fut comparé à celle d'une démographique Américaine. Les parents de 600 enfants âgés de 6 à 16 ans ont complété le CBCL en Ourdou, avec l'échantillon divisé également entre garçons et filles. Les données ont été recueillies parmi les écoles privées et publiques dans la ville Pakistanaise de Lahore. Une plus haute prévalence de problèmes d'internalisation comparée aux problèmes d'externalisation a été trouvée dans l'échantillon. Dans le cadre de syndrome empirique, soucieux/déprimé était la plus répandue mais parmi l'échelle DSM, les problèmes somatiques ont été la plus répandue. Semblable aux autres cultures, il y avait d'importantes différences entre les sexes avec un degré plus élevé de problème d'extériorisation parmi les garçons comparativement aux filles. L'inverse était vrai pour les problèmes d'internalisation. Les problèmes d'internalisation augmentent avec l'âge mais les problèmes d'extériorisation diminuent avec l'âge. Malgré les ressemblances interculturelles dans les tendances du développement, il y avait un effet accordé par la culture. Fondé sur les critères de Cohen (1988), l'effet de la Culture était moyenne (0.06) pour les résultats totale. La comparaison interculturelle a indiqué que les enfants Pakistanais avaient de meilleurs résultats sur toutes les échelles sauf ceux des problèmes qui font réfléchir. Les résultants peuvent être attribués à l'augmentation de la violence et du terrorisme à Lahore. Les constatations actuelles soutiennent le model écologique-transactionnel. Il y avait également des interactions signif
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2

Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.

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Most recent Canadian studies on the mental health and behavioural problems of Canadian immigrant children have focused on the impact of various socioeconomic and demographic factors. To better understand the emotional and behavioural problems of immigrant children, it is important to look beyond the children's family demographics and to assess the broader social context. The current study explored the effects of immigrant children's social relationships within families and peer groups, as well as the effects of their demographic backgrounds, on the children's behavioural problems. This paper is based on the data for 182 Chinese immigrant children aged 11 to 13 years old collected from the New Canadian Children and Youth Study (NCCYS) 1st Wave in Montreal. Measures of the social relationships and behavioural problems include the following three tools: children's perceptions of their emotional and behavioural problems scales (five subscales); children's perception of parental relationships (parental nurturance, parental rejection, and relationships with parents); peer relationships (social competence, involvement with peers in trouble, and participating in bullying). The regression results indicated that immigrant children's relationships with both parents and peers were the most significant predictor of specific behaviour problems. Demographic factors, especially family structure, gender, and ethnicity, were also found to influence behavioural problems of Chinese immigrant children. In order to improve the integration and adaptation process for immigrant children and their families with adjustment difficulties in their social relationships and behavioural problems, relevant intervention and prevention programs (including early identification of children at risk, developing pro-social skills, improving parent-child interaction skills) need to be developed in school settings in collaboration with the community, by government, and by ethno-specific community groups.
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3

Singh, Gurmeet Mohinder Pal. "Social cognitions in children with emotional and behavioural problems." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019078/.

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The existence of emotional and behavioural problems in young children has been extensively documented. Such problems have a substantial impact on children themselves, their families, their schools, and society more generally. A basic tenet of social cognitive psychology is that the way people think in their daily lives about themselves and their social world is linked with the way they behave. Based on this assumption, the main aim of this thesis was to explore whether and how children who show emotional and behavioural problems in the first year of primary school, differ from their nonproblem peers in the way they think about themselves and their relationships with their mothers, teachers and peers. Three studies were carried out. The first two dealt with the development of a standardised procedure for identifying emotional and behavioural problems in children in the first year of primary school. The third study endeavoured to explore social cognitions of the selected children. In the first study, 61 reception class teachers in London (England) evaluated three existing behaviour rating scales by providing assessments for children in their classes. One of these scales was further evaluated for use In India, In a normative study of 488 children. Using this measure, 210 children attending the first year In 26 primary schools were selected. Of these, 115 formed the target group- showing emotional and behavioural problems and the rest were their comparison children- free from reported problems but matched on gender within the same class. The children's social cognitions were examined in individual interviews. The measures used included the Harter Scale, Cassidy's Incomplete Stories With Doll Families and the Puppet Interview. The children in the target group scored significantly lower than the comparison group on all the measures except the Puppet Interview, depicting a less positive view of themselves and their relationships with their mothers, teachers and peers. Follow up analyses indicated that the differences in the two groups were largely due to those children who showed internalising or multiple problems. Children showing predominantly externalising problems did not differ significantly from their comparisons. The findings add to the literature by showing that a meaningful link exists.
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4

Joseph, Gail E. "If you're happy and you know it : the emotional literacy and social information processing scripts of young, high-risk children /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7553.

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5

Suveg, Cynthia M. "Emotion Management in Children with Anxiety Disorders: A Focus on the Role of Emotion-related Socialization Processes." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/SuvegCM2003.pdf.

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6

Edvardsson, Lotta, and Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.

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The aim of this study was to investigate the associations and differences regarding behaviour- and emotional problems and physical activity (PA) in early school-age children born preterm in comparison to children born full term. The sample consisted of 131 children at age 6-9 (mean age 7.8, including 54 % girls). The participants were divided into four groups depending on weeks of gestational age (GA): extremely preterm (EPT; 22-27 weeks), very preterm (VPT; 28-33 weeks), moderate preterm (MPT; 34-37 weeks) and the control group born at full term (FT; 38-42 weeks). The data were received from parent’s ratings on the questionnaire Child Behaviour Checklist (CBCL). The result showed that children born EPT were rated as having significantly more symptoms of depression, ADHD and conduct disorders, compared to the children born VPT, MPT and FT. The children born EPT also participated more in individual sports rather than team sports and in particular for those children with high ratings on ADHD Scale and Oppositional Defiant Scale. In conclusion, children born EPT seem to have more symptoms on behavioural and emotional problems and therefore more attention is needed to define appropriate interventions for this group to prevent and treat these problems. Even though PA didn’t manifestly decrease with lower GA in this sample it’s likely that bigger differences will show when the children grow older and more investigations are needed to examine the impact of PA among children born PT.
Syftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
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7

Fyffe, Adam. "Children and young people's understanding of psychological problems and emotional wellbeing." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510420.

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8

Cox, Mary Ellen, Donna J. Cherry, and John G. Orme. "Measuring the Willingness to Foster Children With Emotional and Behavioral Problems." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7644.

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Many children in foster care have emotional or behavioral problems or are at risk for these problems. It is important to identify parents willing to foster children with these problems in order to ensure placement, care, stability and well-being of such children. This study presents a new 40-item self-report measure of the willingness of parents to foster children with emotional and behavioral problems, and two 20-item parallel forms of this measure. In addition, this study presents evidence of reliability and validity of scores derived from these measures with a national sample of 297 foster mothers. Coefficient alpha for these measures was 92 or greater, indicating excellent internal consistency reliability. Scores from these measures were unrelated to demographic characteristics, providing evidence of discriminant validity. In addition, scores from these measures were higher for foster mothers licensed to provide treatment foster care than for mothers only licensed to provide regular foster care, providing support for known groups validity. Finally, support for construct validity is provided by the fact that foster mothers with higher scores on these measures had fostered longer, were fostering more children at the time of this study, and had fewer children removed from their home at their request.
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9

Taylor, Michael Orval. "Identifying and Building on Strengths of Children With Serious Emotional Disturbances." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/2873.

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The aim of this study is to explore strengths assessments and the participation of parents in assessment of strengths and functioning of their children challenged by serious emotional disorders. The children in this study have a high level of exposure to mental illness, domestic violence and substance abuse in their biological families. These children are living with family members or foster families in the community, with the majority at continuing risk of placement outside of their homes and communities due to serious emotional and behavioral problems. The research questions investigated are the concordance of families and professionals in assessment of strengths, differences in assessment of strengths, problems in specific domains of functioning, and relationships of characteristics of the child with recognition of strengths by the parent and professional. This study uses data collected from families of children with serious emotional disorders receiving services through community-based wraparound services supported by the mental health services program for children #5 HSS SM52297 funded by the Center for Mental Health Services, Substance Abuse and Mental Health Administration. The dissertation research presents a secondary analysis of a portion of the evaluation data collected for that demonstration. Eighty-five children were assessed by the parent and professional using the Behavioral and Emotional Rating Scale (BERS), the Achenbach Child Behavior Checklist (CBCL), and the Child and Adolescent Functioning Scale (CAFAS). It was found that families provided significant and unique information regarding their children. A repeated measures analysis of the strengths scores revealed significant differences in the assessment of strengths by the parent and professional raters in domains of intrapersonal strengths, affective strengths and family involvement. The findings support the use of the strengths measure by multiple informants to provide unique information regarding the child’s strengths and functioning.
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10

Hershfeldt, Patricia Ann. "Proactive and reactive accommodation use variables affecting implementation for students with emotional and behavioral disorders /." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000016.

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11

Black, Carol. "A comparison of emotional and behavioural problems in preschool children from differing socioeconomic backgrounds /." Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09PM/09pmb6266.pdf.

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12

Brandt, Marielle Aloyse. "An Investigation of the Efficacy of Play Therapy with Young Children." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2184/.

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This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest data collection times. A gain scores analysis revealed that children in the experimental group demonstrated a significant improvement on internalizing behavior problems. Also, a reduction in externalizing behavior problems and parenting stress was observed. No improvement in self-concept was demonstrated. This study provides evidence that play therapy is a viable intervention for treating a variety of emotional and behavioral difficulties in young children, particularly children who are experiencing internalizing behavior problems.
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13

Sclufer, Anne. "Social-emotional disturbance in children with learning problems and a 15-point Wechsler performance IQ deficit." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1996. http://www.icsw.edu/_dissertations/sclufer_1996.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1996.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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14

Merz, Sabine Psychology Faculty of Science UNSW. "Face emotion recognition in children and adolescents; effects of puberty and callous unemotional traits in a community sample." Publisher:University of New South Wales. Psychology, 2008. http://handle.unsw.edu.au/1959.4/41247.

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Previous research suggests that as well as behavioural difficulties, a small subset of aggressive and antisocial children show callous unemotional (CU) personality traits (i.e., lack of remorse and absence of empathy) that set them apart from their low-CU peers. These children have been identified as being most at risk to follow a path of severe and persistent antisocial behaviour, showing distinct behavioural patterns, and have been found to respond less to traditional treatment programs. One particular focus of this thesis is that emerging findings have shown emotion recognition deficits within both groups. Whereas children who only show behavioural difficulties (in the absence of CU traits) have been found to misclassify vague and neutral expressions as anger, the presence of CU traits has been associated with an inability to correctly identify fear and to a lesser extend, sadness. Furthermore, emotion recognition competence varies with age and development. In general, emotion recognition improves with age, but interestingly there is some evidence that it may become less efficient during puberty. No research could be located, however, that assessed emotion recognition through childhood and adolescence for children high and low on CU traits and antisocial behaviour. The primary focus of this study was to investigate the impact of these personality traits and pubertal development on emotion recognition competence in isolation and in combination. A specific aim was to assess if puberty would exacerbate these deficits in children with pre-existing deficits in emotion recognition. The effect of gender, emotion type and measure characteristics, in particular the age of the target face, was also examined. A community sample of 703 children and adolescents aged 7-17 were administered the Strength and Difficulties Questionnaire to assess adjustment, the Antisocial Process Screening Device to assess antisocial traits, and the Pubertal Development Scale was administered to evaluate pubertal stage. Empathy was assessed using the Bryant Index of Empathy for Children and Adolescents. Parents or caregivers completed parent version of these measures for their children. Emotion recognition ability was measured using the newly developed UNSW FACES task (Dadds, Hawes & Merz, 2004). Description of the development and validation of this measure are included. Contrary to expectations, emotion recognition accuracy was not negatively affected by puberty. In addition, no overall differences in emotion recognition ability were found due to participant’s gender or target face age group characteristics. The hypothesis that participants would be better at recognising emotions expressed by their own age group was therefore not supported. In line with expectations, significant negative associations between CU traits and fear recognition were found. However, these were small, and contrary to expectations, were found for girls rather than boys. Also, puberty did not exacerbate emotion recognition deficits in high CU children. However, the relationship between CU traits and emotion recognition was affected differently by pubertal status. The implications of these results are discussed in relation to future research into emotion recognition deficits within this population. In addition, theoretical and practical implications of these findings for the development of antisocial behaviour and the treatment of children showing CU traits are explored.
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15

Hampton, Sujatha Sarngadharan. "An analysis of a professional development school : implications for the preparation of teachers for students with emotional and behavioral disorders /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992807.

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16

Moulton, V. G. "Children's aspirations and emotional and behavioural problems." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1522668/.

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Life stage is important in the development of aspirations. Compared to adolescents, children’s aspirations are characterised as ambitious and unrealistic, and have rarely been considered. Aspirations are related to self-esteem and control beliefs, which are more likely for younger children to be free of societal opportunities and constraints. Therefore, at a younger age aspirations may be a better reflection of children’s hopes for the future. The general aim of this research was to investigate the pathways to primary school children’s aspirations and to explore the relations between younger children’s aspirations and emotional and behavioural problems. Data was used from the first four sweeps of the Millennium Cohort Study, when the children were aged 9 months, 3 years, 5 years and 7 years, respectively. Information from the parents, teachers and the children themselves was used. At age 7 the MCS children were asked ‘when you grow up, what would you like to be’. Aspirations were classified to reflect their occupational status, masculinity/femininity and intrinsic/extrinsic motivation, and by the realism and maturity of the aspiration. Structural equation, pathway, and regression models explored the child, family, and contextual pathways to and from children’s aspirations at age 7. Younger children although more unrealistic than adolescents, already have occupational aspirations for the future. Gender, ethnicity, family SES, parental values, cognitive ability and school engagement directly predicted (albeit weakly) children’s aspirations. Family SES, the child’s gender and ethnicity also, albeit weakly, influenced children’s aspirations via parental values, parent involvement and the child’s ability. Although aspirations at age 7 were by no means the strongest factor predicting behaviour difficulties at that age, low, intrinsic, fantasy, descriptive and uncertain aspirations were related to more child behavioural problems. While rare occupational aspirations, compared to non-rare occupational outcomes were related to fewer emotional symptoms and peer problems.
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17

Jones, Wyndham Simon. "Confronting difficulty : a daycare unit in London for children with complex emotional problems." Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/1450/.

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This research is based on participant observation fieldwork at a special daycare unit for children, aged five to thirteen, with complex emotional and behavioural difficulties. The Unit is part of a leading London mental health clinic. The anthropological point of departure is the literature on comparative ethnography, and in particular the increasingly sophisticated comparisons made between western and non-western kinship and concepts of the person. The Unit is seen as an opportunity to study the relationship between intellectual theories of personhood, exemplified by the different strands of professional treatment rationale directed towards the children, and the intense practical experience of defining and working with personhood, exemplified by the daily life of the Unit with the children. It is argued that 'difficulty' is a significant organising principle for both the practical and intellectual work of the Unit: it is used as a descriptive term for the children; it characterises the problem of reconciling the competing treatment rationales; and it dominates the experience of everyday life in the Unit. The Unit is described in sections which divide the work done with the children into three phases: the period of referral and admission in which the Unit becomes acquainted with the child; the period in which the child becomes fully recruited into the internal life of the Unit; and the final period in which the child's progress is evaluated and a decision is made about the next placement. The differing nature of the Unit's relationship to the child in each of these phases is described in terms of the central organising principle of difficulty.
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18

de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.

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Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009
The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in South Africa. The main medium of learning is through sensory experiences, therefore it was necessary to research how two AS learners would learn and develop and explore their world through their senses. This research approach was purely qualitative. Multi-methods of data collection, particularly interviews and observations were used. The sample size was two independent case studies, using learners aged between five and seven, who had been clinically diagnosed with Asperger's Syndrome (AS). The two AS learners both attended mainstream Grade R classes and both had facilitators. The findings of the study answer the key research question: “What is the impact of sensory processing difficulties on the learning and development of two learners experiencing Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing had on the learning and development of learners experiencing AS. The learners had difficulty learning new skills and concepts. Although they were both bright learners, they were perceived as underachievers. Identifying these sensory difficulties and creating awareness among educators, can have a positive impact on these learners' adaptability in a mainstream school environment. This study recommends that early intervention with AS learners is vital for their future learning and development. The interpretation of body language and social skills of normal learners needs to be taught to learners with AS so they can begin to socialise with other learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good practices should be shared with educators and caregivers, so that they can focus on the AS learners' strengths and positive character traits. The multi-disciplinary team need to work together to offer support to these learners assisting them to develop to their full potential
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Lam, York-suen Eunis. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013115X.

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20

Maajeeny, Hassan. "Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062825/.

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Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently identified nor adequately served in Saudi Arabia although they are recognized as a distinct category of children who require special education services. The goal of this study was to examine the prevalence of emotional and behavioral disorders among children in Saudi Arabia to assess the need for intervention services to help those children reach their potential. The current research identified the types of behaviors that are most evident in the study sample. Also, the relationship between demographics and emotional and behavioral disorders is studied to identify possible predictors of disruptive forms of behavior. Parents of children aged 4-17 years in Saudi Arabia were surveyed using the Strengths and Difficulties Questionnaire. The findings of the study suggest that children with emotional and behavioral disorders in Saudi Arabia may account for 20% of the population of children between the ages of 4 and 17. The findings also revealed that over 20% of children in Saudi Arabia have difficulties in peer relationship and lack the necessary prosocial behaviors. The parent reporting, child gender, child education type, the geographical region, the father's education level, and the family's socioeconomic status were found to be statistically significant predictors of children's difficulties. However, these predictors were only able to explain a small portion of the difficulty scores.
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21

Anderson, Nancy. "Students who experience emotional crises how to ensure that learning takes place in the classroom /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/NAnderson2007.pdf.

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22

Chan, Wing-sau. "The concomitance of dyslexia and emotional/behavioral problems: a study on Hong Kong children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791285.

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23

Hwang, Hye Jung Jin. "Emotional and behavioural problems in Korean primary school children from nuclear and extended families." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020259/.

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24

Dinsman, Patricia L. "Social/emotional problems among children and youth with differing degrees of sensorineural hearing loss." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/738.

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25

Franklin, Christina Louise O'Hara Michael W. "Emotional regulation in infants of postpartum depressed mothers." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/359.

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26

Hoff, Jeffrey S. "Functional behavioral assessments/behavior intervention plans a study of teacher's [sic] in northwestern Wisconsin and their preparation and understanding of the process as mandated by IDEA /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007hoffj.pdf.

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27

Lam, York-suen Eunis, and 林若璇. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250506.

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28

Jefferis, Tamlynn Charmaine. "Primary school educators' perceptions of emotional problems in children during middle childhood / Tamlynn Charmaine Jefferis." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8501.

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The aim of this study was to explore the perceptions of primary school educators regarding emotional problems in children, as well as their perceived role therein. In order to reach these aims, a qualitative exploratory research design was used, and focus group interviews were conducted with primary school educators from three urban schools in Gauteng, South Africa. The focus group interviews were transcribed verbatim, and the transcripts were analysed through thematic content analysis. Themes regarding educators' perceptions include extemalised and internalised behaviours, changes in children's usual behaviour, the impact on school work, and physical or behavioural signs. In addition, the following themes emerged regarding the perceived role of educators in relation to emotional problems in children: educators identify emotional problems in children and love and support those children, they play an active role in the lives of children, and educators utilise resources to assist them with interventions. Participants in this study show insight into emotional problems in children, and are in need of extra support and resources from helping professionals such as counsellors, psychologists and social workers in order to intervene more effectively with children suffering from emotional difficulties.
Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012
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Levinson, Courtney M. D. "Social-Emotional Problems Among Low Income Preschool-Aged Children and Potential Factors Affecting Early Intervention." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307126740.

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Rosli, Noor A. "Effect of parenting styles on children's emotional and behavioral problems among different ethnicities of Muslim children in the U.S." Thesis, Marquette University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637178.

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Parenting styles create different social environments in the lives of children within the home. Many studies have investigated the effects of parenting style on children's emotional development and behavior (Liem, Cavell, & Lustig, 2010; Pezzella, 2010; Schaffer, Clark, & Jeglic, 2009; Steward & Bond, 2002; Timpano, Keough, Mahaffey, Schmidt, & Abramowitz, 2010) as well as differences in parenting across cultures (Keels, 2009; Paulussen-Hoogeboom, Stams, Hermanns, Peetsma, & Wittenboer, 2008). Limited research has been conducted on parenting style and religion, however, and especially in Muslim families, and among Muslim American families in particular. There is also a lack of research that focuses on the effects of all four parenting styles (i.e. authoritarian, authoritative, permissive, and neglectful) on child development in Muslim families. Most scholars focus on authoritarian and authoritative parenting styles in their studies and disregard the permissive and neglectful parenting styles (Mayseless, Scharf, & Sholt, 2003; Takeuchi & Takeuchi, 2008).

The present study focused on associations between parenting style and measures of emotional and behavioral problems in Muslim American children. No statistically significant differences were found in emotional and behavior problems between the various parenting groups. Consistency in parenting was also not associated with emotional and behavioral difficulty scores. Authoritative parenting was found to be the most frequent parenting style among Muslim fathers in the study sample, while authoritarian parenting was the most frequently reported parenting style among the Muslim mothers in the sample.

Keywords: parenting style, children emotional and behavioral, cross-cultural, Muslim

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Salater, Julie, and Marthe Røhr. "Parent-Reported Psychological and Sleep Problems in a Preschool-Aged Community Sample: Prevalence of Sleep Problems in Children with and without Emotional/Behavioural Problems." Thesis, Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11727.

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Objective : To examine (a) the prevalence of sleep problems among 4-year-olds in the general population, (b) the prevalence of sleep problems among children with emotional and/or behavioural problems, and (c) whether specific sleep problems are associated with particular emotional/behavioural problems. Method: Using The Preschool Age Psychiatric Assessment (PAPA) , data about sleep and emotional/behavioural problems was obtained from 727 parents of 4-year-olds, recruited for a large-scale research project, Trondhei m Early Secure Study (TESS). Results: 31, 7 % of the 4-year-olds had one or more sleep problems, of which bedtime resistance and sleep terror were the most prevalent. Significantly more children with emotional/behavioural problems had sleep difficulties, compared to children without such problems. The results indicate that children with different types of psychiatric problems may have dissimilar sleep problems. Anxiety was associated with primary insomnia and nightmares; depression with sleep terror, bedtime resistance, difficulty initiating sleep and nightmares; behaviour problems with bedtime resistance, sleep terror and restless sleep; and ADHD was associated with sleep terror, restless sleep, primary insomnia and nightmares. Nightmares and sleep terror were prevalent across all the disorder groups. Conclusion: Sleep  problems are prevalent among 4-year-olds, especially in children with symptoms of psychiatric disorders. Certain sleep problems seem to be more strongly associated with some psychological problems than others.
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Wong, Michelle Grace. "Vicarious futurity : parental hope and despair for their children's future." Thesis, The University of Sydney, 2007. https://hdl.handle.net/2123/28115.

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The current thesis examines vicarious futurity, or the hope and despair that parents have for the future of their children. Qualitative studies describe parents’ hope for their child’s filture as enabling them to find positive benefits from their child’s illness or disability, and the tension between vicarious hope and Vicarious despair motivating parents to strive for a better future (Barnard, 1995; Bland & Darlington, 2002; Herth, 1993; Kearney, 1994; Larson, 1998; Riley, 1997; Schall, 2000). However, there have been no studies quantifying the hope and despair that parents have for their child’s future.
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Jones, James P. "Implicit and explicit attitudes of educators towards the emotional disturbance label." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536748.

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This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special education teachers), from a mix of urban and rural school districts in central Indiana, completed three computer-based attitudinal measures: an implicit association test (IAT), a Social Distance Scale (SDS), and the Scale of Attitudes toward Disabled Persons (SADP). Results indicated that teachers possess a significant preference for the category of Learning Disability (LD) compared to ED, and the correspondence between implicit and explicit attitudes toward those two labels was strong. This data supports the notion that the ED label is perceived far too negatively by educators to serve as an effective category of services for children with serious mental health issues.
Department of Educational Psychology
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Sherman, Kimberly. "Classroom-based empathy training : an evaluation of program effects in an elementary school /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328729.

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Zolkoski, Staci M. "Resilience Among Graduates From Alternative Education Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699937/.

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Research has shown that students with emotional and behavioral disorders (EBD) typically have poor life outcomes. Students with EBD who are placed in an alternative education setting are likely to continue a path toward failure without carefully designed effective services. Existing studies have independently examined resilience in children and youth and alternative education settings. However, there is a gap in research examining resilience in students who have graduated from alternative education settings. Using semi-structured interviews, the present interpretive and descriptive qualitative study sought to explore factors of resilience in individuals who graduated from alternative education settings. The study sought to identify elements, specific to alternative education settings, that have contributed to resilience in young adulthood and to further our understanding of how alternative education placements have contributed to the participants’ current life status. Findings revealed three themes specific to alternative education settings that contributed to participants’ resilience: teachers who show that they care about their students, a positive learning environment, and a small student-teacher ratio where participants were able to get more one-on-one instruction. Additionally, two other themes arose from the data: having a supportive family and an innate sense of self.
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Davis, Maura Schoen. "A comparison of three social emotional screening instruments /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055682.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 172-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Louw, Kerry-Ann. "Correlates of Emotional and Behavioural Problems in Children with Perinatally Acquired HIV in Cape Town South Africa." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14256.

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In the antiretroviral era children perinatally infected with HIV (PHIV+) are surviving into adulthood and are at risk for emotional and behavioural problems. Few studies of these problems have been conducted in low and middle income countries (LMIC) and even fewer in sub - Saharan Africa where the burden of the HIV epidemic remains heaviest. The aims of this study were to provide a quantitative description of emotional and behavioural problems in a group of children and adolescents with perinatally acquired HIV in South Africa compared to a group of well - matched HIV - negative controls and to identify demographic, biological, cognitive and contextual correlates of emotional and behavioural problems. A cross-sectional descriptive, analytical study was conducted. Participants were recruited from community and hospital based clinics. Wi thin the HIV - infected group, children were further divided into three subgroups: PHIV+ children who had never been on antiretroviral therapy (ART naïve), PHIV+ children on ART and PHIV+ children on ART with a confirmed diagnosis of HIV - related encephalopathy (HIVE) . Emotional and behavioural problems were assessed using the Child Behaviour Checklist (CBCL). Several measures were used to assess demographic, biological, cognitive and contextual correlates of problem behaviours: socio - demographic questionnaire, clinic records, neuropsychological test battery, Family Resource Scale, Family Support Scale and Center for Epidemiologic Studies - Depression Scale. Children were compared by HIV status on demographic, cognitive and contextual variables as well as the total and subscale scores of the CBCL. Multivariate comparisons of the influence of contextual and cognitive variables on CBCL total problems was performed using a hierarchical step - wise linear regression analytic procedure. The final sample (N=108) for data analysis included 78 PHIV+ children and 30 HIV - negative children. Groups were comparable with respect to demographic and contextual variables. Cognitive performance scores were significantly lower in the PHIV+ children when compared to HIV - negative controls (p<0.001). Rates of caregiver depression were higher in both groups than the lifetime prevalence rates reported in the South African population.
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Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.

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Mahoney, Emery Brianne. "Early Onset Risk and Resilience Factors Associated With Conduct Problems in Young Children With and Without Comorbid Emotional Difficulties." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/293540.

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Conduct problems are among the most prevalent psychiatric conditions identified in outpatient mental health centers (Frick 1998b; Kazdin, 1995; Loeber, Burke, Lahey, Waters, & Zera, 2000). Despite a long history of examining risk factors associated with conduct problems, many studies have focused exclusively on adolescent onset conduct problems and few studies have sought to examine relationships among risk factors across several domains. Furthermore, few studies have been conducted to examine protective factors thought to mitigate the risk for children who are thought to be at a high risk of manifesting conduct problems. By gaining an understanding of risk and protective factors associated with early onset conduct problems, clinicians can develop and appropriately target interventions to those children at a high risk of developing conduct problems as well as those who are already displaying symptoms associated with early onset conduct problems. The purpose of the present study was to identify factors associated with an increased risk of early onset conduct problems across several domains and to develop a statistical model describing the relationships among these latter domains and risk factors. Furthermore, the present research used these identified risk factors in order to study factors that may offer protective benefits to children who are at a high risk of developing conduct problems at a younger age. The data used in the present study were from the National Survey of Children's Health database which contained data collected in 2007. These data were analyzed using a confirmatory factor analysis approach and multi-group structural equation modeling techniques. The results showed that living in a poorer quality neighborhood, coming from a lower socioeconomic status, and having a mother who reported overall fair or poorer mental health were all risk factors associated with reported early onset conduct problems. Protective factors identified included having a higher quality parent-child relationship and not having a history of involvement in special education. The implications of these findings are discussed as are future directions for research.
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Lowdermilk, John Lloyd. "A Deconstruction and Qualitative Analysis of the Consumption of Traditional Entertainment Media by Elementary-Aged Children Diagnosed with Emotional Disorders." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4594/.

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This qualitative study examined whether a connection exists between children with emotional disorders consumption of traditional entertainment media and their subsequent vegative/anti-social classroom behavior. Research participants included six first-grade children diagnosed with an emotional disorder and their teacher. They were interviewed using a semi-structured approach. The students were observed in the natural setting of their classroom for a total of twenty-four hours, over a four-day period. Transcripts and classroom observations were analyzed, looking for connections between behavior and consumption of traditional entertainment media. Findings from this study concluded that these students used traditional entertainment media as a method of temporally escaping from the environment of their respective households.
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Ranceford-Hadley, Pamela Jane Spurr. "A study of the effects of parent counselling in relation to pre-school children with emotional/behavioural problems." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267739.

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Rattanamasmongkol, Pongsuda. "Factors Influencing Preschool Teachers? Perceptions of Behavior Support Strategies for Addressing Young Children?s Emotional and Behavioral Problems." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002288.

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Factors Influencing Preschool Teachers’ Perceptions of Behavior Support Strategies for Addressing Young Children’s Emotional and Behavioral Problems Preschool teachers play an important role in the process of early identification and intervention for young children who are at-risk for or have emotional and behavioral problems. However, various factors may impede or promote preschool teachers in initiating the process of early identification and intervention for emotional and behavioral problems. This study focused on positive behavior support (PBS) as a system approach to preschool teachers’ identification and intervention for emotional and behavioral problems in young children.

This study used quantitative methods to investigate early childhood education factors that influence preschool teachers’ perceptions of the importance and feasibility of behavior support strategies for addressing young children’s emotional and behavioral problems. Participants were 141 early childhood general and special education teachers who taught 3-5 year-old classrooms in a large, middle Atlantic state during the 2014-2015 school years. The teachers completed a paper-based comprehensive survey that consisted of demographic sections and several validated measures including the Behavior Support Questionnaire. Data were analyzed to examine relative relations among program, teacher, and child factors and the teachers’ perceptions of behavior support strategies, to identify which potential factors (program setting, teaching beliefs, and severity of problem behaviors) best predict the teachers’ perceptions of behavior support strategies, and to determine whether there were significant differences in the perceptions of general education teachers and those of special education teachers regarding behavior support strategies.

Statistically significant findings revealed that preschool teachers across early childhood education settings perceived behavior support strategies as important more than feasible, and that special education teachers perceived behavior support strategies as more important than general education teachers. The findings also showed that professional development, teacher age, and years of teaching experience seemed to influence teachers’ perceptions of the feasibility of behavior support strategies. Program setting appeared to influence teachers’ perceptions of the importance of behavior support strategies. Furthermore, the findings suggested that teaching beliefs tended to influence the teachers’ perceptions of both the importance and feasibility of behavior support strategies, and that the teaching beliefs by far were the strongest predictors of the teachers’ perceptions of the importance and feasibility of behavior support strategies.

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Shawler, Paul. "Does early intervention reduce the risk of future emotional and behavioral problems in children with autism spectrum disorder." Thesis, Oklahoma State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10190272.

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Objective: Early Intensive Behavioral Intervention (EIBI) is the leading recommended treatment for children with Autism Spectrum Disorder (ASD). Children with ASD are at a substantially higher risk for developing symptoms associated with additional psychopathology compared to typically developing children. Currently, little is known about the utility of EIBI on symptoms of additional psychopathology. This study aimed to assess if EIBI would serve as a preventative treatment for the development of symptoms associated with additional psychopathology in a sample of young children with ASD. Method: This study was part of a larger multicenter, 2-year, two-arm randomized clinical trial (RCT) evaluating the effectiveness of Project DATA [Developmentally Appropriate Treatment for Autism] Toddler Model, an inclusive based EIBI for young child with ASD, as compared to Services as Usual (SAU). Fifty-one children between the ages of 20 and 35 months with an Autism Spectrum Disorder were assessed at pretreatment and approximately a year into service. Children’s intellectual ability, level of ASD symptoms, and emotional and behavioral symptoms were assessed at both assessment points. Results: Groups were equivalent on all dependent variables at pretreatment. A one-way multivariate analysis of variance (MANOVA) did not reveal an overall treatment effect when groups were compared simultaneously across level of ASD symptoms, intellectual functioning, and emotional and behavior symptoms. Univariate analyses demonstrated that EIBI resulted in significantly higher child intellectual functioning compared to SAU at post. No significant differences for level of ASD symptoms or emotional or behavioral symptoms indicative of additional psychopathology were revealed between groups at post. Conclusion: EIBI appears to influence child intellectual functioning, but may not have an effect on other important areas of child well-being. The utility of EIBI for children with ASD and additional psychopathology is discussed. More research is needed to identify the impact EIBI has on children with ASD. Particular focus should be given to symptoms of additional psychopathology and emerging treatments for children with ASD.

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Granadosin, Adrienne Felice D. "Frequency-based training in the acquisition and retention of reading skills in students with emotional and behavioral disorders." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/655.

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The behavioral and educational literature illustrate the effectiveness of frequency-based training, a procedure derived from Precision Teaching, in improving the reading skills of students with learning and developmental disabilities. The purpose of this study was to explore the effects of frequency-based training versus accuracy training in the acquisition and retention of Dolch words (sight word vocabulary) in students with emotional/ behavioral disorders. The study accounted for practice effects by yoking the number of timings run in the frequency building condition with the accuracy-only condition by staggering the introduction of each condition. Results indicate that frequency-based training was a more effective and time-efficient approach in teaching reading skills to students with emotional/behavioral disorders.
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Mudge, Jane. "Lead exposure and the prevalence of emotional and behavioural problems experienced by children in the Port Pirie cohort study /." Title page, contents and summary only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phm944.pdf.

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Priddis, Lynn E. "The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1134.

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This study examined the relationship between child and family factors, treatment approaches, and behavioural outcomes in a socio-psychoeducational resource centre for children with behavioural and emotional problems. Twenty four boys aged between five and twelve years on entrance to the centre were rated on “A Children's Behaviour Questionnaire for Completion by Teachers - Child Scale B” (Rutter, 1967). Data was also collected on the following variables: reading achievement, intelligence, problem severity, problem type, family disturbance, family involvement, and child living situation. On the basis of the type of problem the boys presented with they were selected for an additional therapy programme. Baseline data was collected from the referring school, on entrance to the programme, at six, monthly intervals whilst enrolled in the centre, on exit from the programme, and at follow-up three to four years after exit from the programme. Descriptive statistics or the child and family variables at entrance, exit, and follow-up are reported. Data on the main outcome variable was analysed using repeated measures ANOVA and multiple regression analyses. Results show that the S.P.E.R. Centre had behavioural improvement similar to other published studies. The older, more intelligent boys, and those selected for regular individual therapy sessions, tended to fare best.
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Cole, Sarah Caroline. "An emotion knowledge intervention for young children with behaviour problems." Thesis, University of Canterbury. Health Sciences Centre, 2009. http://hdl.handle.net/10092/3393.

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This dissertation describes an emotion knowledge intervention which was designed and conducted with four year old children with behaviour problems. The children’s parents and preschool teachers kept daily records of the children’s noncompliances to determine if there was any change in behaviour throughout the duration of the study. The children’s emotion knowledge and vocabulary ability were assessed and their parents completed a child behaviour checklist both before and after the intervention. The emotion knowledge intervention consisted of six sessions over a three week period. During the sessions the emotions angry, happy, sad and scared were discussed with the use of storybooks and games were played that involved identifying the emotions on faces of emotion cards and the children also practiced making the faces themselves. Results indicated that the intervention did not result in an increase in the children’s level of emotion knowledge or result in a change the children’s behaviour. Possible reasons for this lack of effect may have included an insufficient number of sessions to result in a change of emotion knowledge or the intervention may have been ineffective at increasing the children’s level of emotion knowledge.
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Van, Schalkwyk Andri. "Die emosionele behoeftes van die MIV/VIGS geaffekteerde kleurlingkind in die middelkinderjare." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-10182005-082000.

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Schwartz, David. "How did I end up here why do EBD teachers burnout? /." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006schwartzd.pdf.

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Uhle, Thomas S. "Principals who exceed district standards improving outcomes for students with emotional and behavioral disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5079.

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A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.
ID: 030423383; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 238-246).
Ed.D.
Doctorate
Education
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