Dissertations / Theses on the topic 'Emotional problems of children'
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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.
Full textL'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
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.
Full textSingh, 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/.
Full textJoseph, 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.
Full textSuveg, 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.
Full textEdvardsson, 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.
Full textSyftet 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.
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.
Full textCox, 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.
Full textTaylor, Michael Orval. "Identifying and Building on Strengths of Children With Serious Emotional Disturbances." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/2873.
Full textHershfeldt, 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.
Full textBlack, 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.
Full textBrandt, 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/.
Full textSclufer, 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.
Full textA dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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.
Full textHampton, 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.
Full textMoulton, V. G. "Children's aspirations and emotional and behavioural problems." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1522668/.
Full textJones, 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/.
Full textde, 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.
Full textThe 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
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.
Full textMaajeeny, 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/.
Full textAnderson, 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.
Full textChan, 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.
Full textHwang, 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/.
Full textDinsman, 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.
Full textFranklin, 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.
Full textHoff, 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.
Full textLam, 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.
Full textJefferis, 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.
Full textThesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2012
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.
Full textRosli, 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.
Full textParenting 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
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.
Full textWong, 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.
Full textJones, James P. "Implicit and explicit attitudes of educators towards the emotional disturbance label." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536748.
Full textDepartment of Educational Psychology
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.
Full textZolkoski, Staci M. "Resilience Among Graduates From Alternative Education Programs." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699937/.
Full textDavis, 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.
Full textTypescript. 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.
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.
Full textSmith, 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/.
Full textMahoney, 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.
Full textLowdermilk, 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/.
Full textRanceford-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.
Full textRattanamasmongkol, 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.
Full textFactors 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.
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.
Full textObjective: 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.
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.
Full textMudge, 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.
Full textPriddis, 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.
Full textCole, 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.
Full textVan, 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.
Full textSchwartz, 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.
Full textUhle, 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.
Full textID: 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