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Paradise, Matthew John. "Adolescent substance use, problem behaviors, and emotional distress /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9121.
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Chan, Chin-chi Esther, and 陳展翅. "Vulnerability factors for emotional problems of adolescents in Hong Kong: a psychometric study on the roles ofpsychosocial, personality, and cognitive factors." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50558894.
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Research on psychopathology in children and adolescents has focused on studying the major vulnerability factors for depression and anxiety. Most previous studies have focused exclusively on single domain of the vulnerability factors, such as psychosocial, personality, or cognitive variables. Very few studies have attempted to study the various domains of vulnerability factors in combination. Thus, research data available to date have failed to address the interplay of their roles in anxiety and depression.
The present study used a psychometric approach to investigate the roles of major psychosocial, personality, and cognitive vulnerability factors in anxiety and depression, with a particular emphasis on their interrelationships, as well as their primary effects and mediating roles. The psychosocial factors examined in the present study included parenting styles (permissiveness, authoritarianism, and authoritativeness), peer relations (bullying, victimization, and prosocial behaviour), and school climate (teacher support, consistency and clarity of rules and expectations, disciplinary harshness, and safety problems). The personality trait variables included neuroticism and optimism. The cognitive variables included negative automatic thoughts related to anxiety and depression, which is commonly reported by children and adolescents.
A battery of self-report measures in Chinese was administered to a sample of 1,164 Hong Kong secondary school students aged 11 to 17. The measures showed good internal consistency, and the factor structures of the translated measures were comparable to the original Western measures. Among the vulnerability factors studied, psychosocial factors including parenting style (authoritarian), peer relations (bullying and victimization), and school climate (teacher support, disciplinary harshness, and safety problems at school) were found to be significant predictors for children’s negative automatic thoughts and negative emotions. As predicted, the personality traits of neuroticism and optimism mediated the effects of the psychosocial factors on negative automatic thoughts. In addition, the results showed that neuroticism was a significant predictor for both depression and anxiety, and that the respective effects were significantly mediated by negative automatic thoughts. Optimism was also a significant predictor of depression and was significantly mediated by negative automatic thoughts. In contrast, optimism did not have a direct effect on anxiety, and its effect was completely mediated by negative automatic thoughts. Structural equation modelling showed that, of the three psychosocial vulnerability factors, parenting styles and school climate had greater effects on depression and anxiety than peer relations. The results from structural equation modelling confirmed the working model, which argues that neuroticism and optimism mediate the effects of psychosocial factors and that neuroticism and optimism are in turn mediated by the negative cognitions associated with depression and anxiety.
Overall, the present results suggest the need for future research to examine major domains of vulnerability factors in combination in order to provide a comprehensive understanding of their interplay in anxiety and depression. The present study provides preliminary results that can help to guide future vulnerability research and preventive interventions.published_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology
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Stallman, Helen M. "Self-directed teen triple P : a behavioural family intervention to reduce risk factors for adolescent behavioural and emotional problems /." St. Lucia, Qld, 2003. http://adt.library.uq.edu.au/public/adt-QU20031223.115158/index.html.
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Florell, Dan Swerdlik Mark E. "A model of the direct and indirect influences on adolescent help-seeking for socioemotional problems." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064492.
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Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed March 28, 2006. Dissertation Committee: Mark Swerdlik (chair), Ray Bergner, Gary Creasey, Susan Godley, Jef Kahn. Includes bibliographical references (leaves 129-143) and abstract. Also available in print.
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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 participants 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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Balagna, Ryan. "Latino students identified as at risk for emotional or behavioral disorders : descriptions of their school experience /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2534.pdf.
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Shanker, Utpala. "Relation of family functioning to treatment outcomes in day and residential programs a clinical study with emotionally disturbed adolescents /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3121.
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Abrahamse, Petra. "An assessment of the psychological needs and problems of standard six pupils." Thesis, Stellenbosch : Stellenbosch University, 1993. http://hdl.handle.net/10019.1/57847.
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Thesis (MEd.) -- Stellenbosch University, 1993.Bibliography
ENGLISH ABSTRACT: The aim of this investigation was to determine the needs and problems of Standard six pupils in schools controlled by the Department of Education and Culture (Administration: House of Representatives) and the extent to which these are being addressed by existing educational structures. The investigatior: consists of two parts, a literature study and an empirical investigation. The literature study consists of an examination of South African and international research relevant to the investigation. An analysis of South African and international school guidance programmes aimed at meeting the needs and solving possible problems is included and an overview is given of the role that the school, both nationally and internationally, can, is and should be playing to meet these needs and help solve these problems. The empirical investigation examined standard six pupils' problems and needs concerning extra-mural activities, relationships with peers and older pupils, teachers and parents and personal adjustment. A questionnaire to determine these needs and problems was administered to a representative random sample of secondary school pupils in the Cape Peninsula. To determine what is being done to address these needs and problems, a second questionnaire was sent to the 58 dual-medium state controlled schools in thE~ Cape Peninsula for standard Six guidance teachers. A third questionnaire was sent to the Department of Education and culture (Administration: House of Representatives) to determine whether the Department agreed that the school guidance programme for Standard six pupils had been adequately applied by the school guidance teachers. Both South African and internati.onal research indicates that many adolescents experience adjustment problems on entering secondary school. Education authorities worldwide address these problems in various ways. In South l~frica, guidance and counselling services are available through elll the education departments, but their effectiveness and implementation need to be clarified because uniform control is not being exercised. The present research showed that most of the secondary schools in the survey do not have an orientation programme to assist pupils to bridge the gap between the primary and the secondary schools. Although this research does not offer conclusive evidence that Standard Six pupils are adversely affected by their present circumstances, the following needs were established: pupils • need to belong, supported by their opinion that extra-mural activities should be compulsory pupils' need for parent~; to be more lnvolved in school activities pupils' need for satisfactory relationships with teachers pupils' need for satisfactory peer relationships. Bas~~ on the~e findings, a number of recommendations have been made. These include: a sound orientation programme and the Careful selection of teachers who are sensitive to the needs of standard six 1Jupils an extra-mural programme where teachers and senior pupils can play a significant role to enhance the formation of constructive social groups and engender a sense of belonging a guidance programme incorporating group work and which teaches coping and problem-solving skills one non-racial education department with equal financing for all pupils and a uniform system of examination and certifica.tion the establishment of "mini-schools" or "middle schools" and the adoption of extended support for pupils to reduce adjustment problems.
AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om die behoeftes en probleme van Standerd Ses-Ieerlinge in skole onder die Departement van Onderwys en Kultuur (Administrasie: Huis van Verteenwoordigers) te bepaal asook die mate waarin hierdie behoeftes en probleme deur bestaande onderwysstrukture aangespreek word. Die ondersoek bestaan uit twee dele, 'n literatuurstudie en empiriese ondersoek. Die literatuurstudie bestaan uit 'n ondersoek van relevante suidAfrikaanse en internasionale navorsing. Dit sluit ook in 'n ontleding van beide Suid-Afrikaanse en internasionale skoolvoorligtingsprogramme wat op behoeftebevrediging asook probleemoplossing gemik is. 'n Oorsig word ook gegee van die rol wat die skool, op nasionale asook internasionale vIak, kan, moet en reeds speel om behoeftebevrediging teweeg te bring. Die empiriese ondersoek het standerd Ses-leerlinge se behoeftes en probleme met betrekking tot hul houding jeens die skool, akademiese prestasie, buitemuurse aktiwiteite, verhouding met die portuurgroep en ouer leerlinge, onderwysers en ouers, en persoonlike aanpassing ondersoek. 'n Vraelys om hierdie behoeftes en probleme vas te stel is deur 'n verteenwoordigende ewekansige monster van sekondêre skool leerlinge in die Kaapse Skiereiland ingevul. Om vas te stel wat reeds gedoen word om hierdie behoeftes en probleme aan te spreek, is vraelyste aan standerd Sesvoorligtingonderwysers van die 58 dubbelmedium staatsbeheerde skole in die Kaapse Skiereiland gestuur. 'n Derde vraely- is aan die Departement van Onderwys (Administrasie: Huis van Verteenwoordigers) gestuur met die doel om vas te stel of die skoolvoorligtingsprogram vir standerd sesleerlinge doeltreffend aangewend is deur die skoolvoorligtingsonderwysers. Beide suid-Afrikaanse en internasionale navorsing toon dat baie adolessente aanpassingsprobleme ondervind by toetrede tot die sekondAre skool. Onderwysowerhede wêreldwyd spreek hierdie probleme verskillend aan. In suid-Afrika is voorligtings- en raadgewende dienste deur middel van al die onderwysdepartemente beskikbaar, maar hul effektiwiteit en implementering moet ondersoek word aangesien eenvormige kontrole nie uitgeoefen word nie. Die onderhawige navorsing het getoon dat die meeste sekondere skole in die opname nie oor 'n orienteringsprogram beskik om leerlinge te help om die gaping tussen die primere en die sekondere skool te oorbrug nie. Alhoewel hierdie ondersoek nie afdoende bewys lewer dat Standerd Ses-leerlinge deur hul huidige omstandighede benadeel word nie, is die volgende behoeftes vasgestel: - leerlinge se behoefte om in te skakel, wat ondersteun word deur hul mening dat buitemuurse aktiwiteite verpligtend behoort te wees - leerlinge se behoefte dat ouers meer betrokke moet wees by skoolaktiwiteite - leerlinge se behoefte aan bevredigende verhoudings met hul onderwysers - leerlinge se behoefte aan In bevredigende verhouding met hul portuurgroep. 'n Aantal aanbevelings is op grond van hierdie bevindinge gedoen. Dit sluit in: - 'n goeie orienteringsprogram en die omsigtige seleksie van onderwysers wat sensitief is vir die behoeftes van Standerd Ses-leerlinge - 'n buitemuurseprogram waar onderwysers en senior leerlinge 'n doeltreffende rol kan speel om konstruktiewe sosiale groepe te bevorder sowel as In gevoel van samehorigheid - 'n voorligtingsprogram wat groepwerk insluit en wat lewens-en probleemoplossingsvaardighede onderrig - een nie-rassige onderwysdepartement met gelyke finansiering vir aIle leerlinge asook In uniforme eksamen- en sertifiseringstelsel - die oprig van "miniskole" of "middelskole" en die daarstel van aanvullende ondersteuning vir leerlinge om aanpassingsprobleme te verminder
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Grant, David G. "Listening to student voices web-based mentoring for Black male students with emotional disorders /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002316.
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Shaw, Stephanie. "Targeting risk and protective factors in early adolescence : a school-based approach to promoting positive development /." [St. Lucia, Qld.], 2007. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20087.pdf.
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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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Luebbe, Aaron M. Bell Debora. "Differentiating anxiety and depression a socioaffective tripartite model /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6975.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Debora Bell. Vita. Includes bibliographical references.
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Viola, Wendy Elaine. "Adolescent Males' Similarity, Emotional Safety, and Change in Strengths-Based Programming." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/645.
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In recent decades, the use of strengths-based approaches has become increasingly popular in youth intervention and prevention programs (Maton et al., 2004), which emphasize creating emotionally safe environments through the process of relational community building (Maton, 2000). However, relatively little is known about the relationship between group composition, specifically similarity between group members, and emotional safety and program efficacy. This thesis examines the relationship between adolescent males' similarity to their peers in terms of their demographic profiles and behaviors and belief systems, experiences of emotional safety, and changing behaviors and belief systems in a strengths-based intervention program within Ohio juvenile correctional facilities. Results indicate that in the cases of education-related self-efficacy and the benefits associated with criminal activity, participants significantly changed in the direction opposite of the program's intentions. However, these negative changes were attenuated by differences between participants and their peers in the program. Theoretical implications and potential explanations are discussed.
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Magro, Martha Elizabeth. "The experience of the adolescent in a place of safety." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03102010-105351/.
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Bauserman, Adam D. "Special education service delivery and instructional models used in Indiana for secondary students with emotional disabilities perceptions from the field /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/756.
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Isava, Duane M. "An investigation on the impact of a social emotional learning curriculum on problem symptoms and knowledge gains among adolescents in a residential treatment center /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882931&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 167-173). Also available for download via the World Wide Web; free to University of Oregon users.
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Du, Toit Anize. "Becoming a peer supporter A narrative exploration /." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04052007-094415.
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Seraceni, Mayra Fernanda Ferreira. "Problemas emocionais e comportamentais e uso de serviços educacionais e de saúde em escolares." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/1628.
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Schools are appropriate contexts for the investigation of mental health, emotional and behavioral problems in children and adolescents. In Brazil there are few studies that compare behavioral problems in students of mainstraim public and private schools associated with the use of educational and mental health facilities. The present study had the objective of investigating emotional and behavioral problems, as well as its associated risk and protection factors, in Elementary Schools students from private and public mainstream schools. A cross-sectional study was made and based on the proposed objectives the sample attended convenience criteria. The sample was composed of 357 students, age range 6 to 12 years old, from public and private schools and their respective parents (176 are students from three public schools in Barueri and 181 students from one private school in Sao Paulo downtown). Data collection instruments were: a) questionnaire with social-demographic data and information on the use of health services; b) Child Behavior Checklist for ages 6 to 18 (CBCL/6-18); c) recording of academic performance through the identification of annual average grades in Portuguese and Mathematics. Descriptive analysis were carried out through the use of simple frequency tables and crossed tables; analyses of variance for the comparison of average scores in CBCL/6-18 between groups; correlation analysis for the verification of possible associations among variables of sample characterization with scores of emotional and behavioral problems, social and academic competences indicators, as well as indicators of social-demographic characterization and use of educational and health services and a technique of logistic regression to determine the probability or result of a child to be classified as border-line/clinical in the scales of externalizing, internalizing or total behavioral problems on CBCL/6-18 based on predictive factors: gender, age, school (public or private), caretaker s age, socioeconomic classification, average grade in Mathematics and Portuguese and scores in the scales of competences for performing activities, socialization and academic performance on CBCL/6-18. The main results indicate emotional and behavioral problems in both groups. Observa-se de modo geral que os pais cuidadores de crianças das escolas públicas perceberam um maior número de problemas de comportamento em seus filhos quando comparados aos informantes da escola particular. It was observed that parents of children enrolled in public schools perceive a greater number of behavioral problems in their children compared to parents of children enrolled in private schools. In terms of academic variables, both groups achieved similar results in average grade in Portuguese and Mathematics and academic performance assessed by CBCL/6-18, what indicates that participants do not present problems in this area. It was observed that according to parental perception concerning the existence internalizing behavioral problems (Private=38,10%; Public=30,70%) was greater if compared to externalizing (Private=15,50%; Public=15,30%). Data show that children that do not present emotional and behavioral difficulties according to the caretaker s report use more psychological services compared to the group that present borderline/clinic scores in the total scale of emotional and behavioral problems of CBCL/6-18. In both groups logistic regression model has allowed the verification of concomitant associations among academic and social competences and the caretaker s age with the result of emotional and behavioral problems of children. We concluded that the identification of these concomitant association enhance the need of mental health strategies focused on the promotion of social abilities and monitoring and management of academic difficulties of these children. Thus, such actions can be developed in the school locus though workshops and lectures with orientations on the management of emotional and behavioral problems or intervention strategies and necessary follow-up.
As escolas são contextos adequados para o levantamento de problemas de saúde mental e di-ficuldades emocionais e comportamentais em crianças e adolescentes. No Brasil são escassos os estudos que comparam problemas de comportamento de alunos que frequentam escolas públicas e privadas associado ao uso de serviços educacionais e de saúde mental. O estudo teve como objetivo geral realizar em alunos do Ensino Fundamental I de escolas públicas e particular um levantamento de problemas emocionais e comportamentais e fatores potenciais de risco e proteção associados aos mesmos. Foi realizado um estudo de corte transversal e baseado nos objetivos propostos a amostra seguiu critérios de conveniência. A amostra foi composta por 357 alunos na faixa etária de 6 a 12 anos de escolas públicas e particular e seus respectivos pais (176 escolares estavam regularmente matriculados em três escolas públicas do Ensino Fundamental I -EF I do município de Barueri e 181 alunos eram de uma única escola particular da região central da cidade de São Paulo). Os instrumentos de coleta de dados foram: a) Questionário para caracterização sociodemográfica e uso de serviços de saúde; b) Inventário de Comportamentos para Crianças e Adolescentes entre 6 e 18 anos (CBCL/6-18); c) Registro de desempenho acadêmico dos participantes mediante a identificação da média escolar anual nas disciplinas de português e matemática. Para as análises de dados foram realizadas análises descritivas mediante uso de tabelas de frequências simples e tabelas cruzadas; análises de variância para comparação de médias de escores brutos das escalas do CBCL/6-18 entre os grupos; análises de correlação para verificação de possíveis associações entre variáveis de caracterização da amostra com os escores brutos de problemas emocionais e comportamentais, indicadores de competências sociais e escolares, assim como, os indicadores de caracterização sociodemográfica e o uso de serviços educacionais e de saúde e uma técnica de regressão logística para determinar a probabilidade ou desfecho de uma criança ser classificada como limítrofe/clínica nas escalas de problemas de comportamento externalizantes, internalizantes e totais do CBCL/6-18 a partir dos fatores preditores: gênero da criança, idade da criança, tipo de escola, idade do cuidador informante, classificação socioeconômica familiar, médias em matemática e português e escores brutos das escalas de competências para realização de atividades, socialização e desempenho escolar do CBCL/6-18. Os principais resultados indicam problemas emocionais e comportamentais em ambos os grupos de participantes. Observa-se de modo geral que os pais cuidadores de crianças das escolas públicas perceberam um maior número de problemas de comportamento em seus filhos quando comparados aos informantes da escola particular. Quanto as variáveis escolares média de desempenho acadêmico nas disciplinas de matemática e português e o desempenho escolar avaliado pelo CBCL/6-18 houve entre os grupos resultados similares indicando que os participantes parecem não apresentar problemas de aproveitamento escolar. Observa-se que de acordo com percepção dos pais em relação à existência de problemas de comportamento internalizantes (Particular=38,10%; Pública=30,70%) foi maior se comparada aos externalizantes (Particular=15,50%; Pública=15,30%). Os dados mostram que crianças que não apresentam dificuldades emocionais e comportamentais fazem maior uso de serviços de psicologia quando comparadas ao grupo que apresenta escores limítrofe/clínico na escala total de problemas emocionais e comportamentais do CBCL/6-18. Em ambos os grupos o modelo de regressão logística que foi gerado permitiu verificar associações concomitantes entre competências nas áreas escolar e social e idade do cuidador com o desfecho problemas emocionais e comportamentais das crianças. Conclui-se que a identificação dessas associações concomitantes evidenciam a necessidade de ações de saúde mental que sejam focadas na promoção de habilidades sociais e no monitoramento e remediação de dificuldades de desempenho escolar destas crianças. Sendo assim, são ações que poderão ser desenvolvidas nos próprios lócus escolares mediante palestras de orientação sobre o manejo de problemas emocionais e comportamentais ou estratégias de intervenções e acompanhamentos necessários aos escolares.
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Truong, Elizabeth T. "Emotional autonomy, the family environment and adolescent depression /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17153.pdf.
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Pristas, Erica V. "Adolescents' anticipated emotional and behavioral responses to alcohol and drug offers." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1136342177.
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Nishioka, Vicki Marie. "Personal and ecological characteristics of middle school boys labeled emotionally disturbed, learning disabled, and socially maladjusted : more alike than different /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004000.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 160-188). Also available for download via the World Wide Web; free to University of Oregon users.
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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.
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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 theoretiL'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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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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Wong, Ka-yan Angela. "Adolescent problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B2978945x.
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Woitaszewski, Scott Allan. "The contribution of emotional intelligence to the social and academic success of gifted adolescents." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1203652.
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The purpose of this study was to determine if the emotional intelligence of gifted adolescents contributes significantly to their social and academic success, and specifically if emotional intelligence was of importance above and beyond traditional psychometric intelligence (IQ). This study tested the claims of Goleman (1995) who argued that emotional intelligence was critical to our understanding of human success, and often times more important than IQ. A group of 39 adolescents (mean age = 16 years 6 months) who were enrolled in a residential high school for gifted youths participated.The Adolescent Multifactor Emotional Intelligence Scale (AMEIS) (Mayer, Salovey, and Caruso, 1996) and the Test of Cognitive Skills (2nd ed.) (CTB MacMillan/McGraw-Hill, 1993) were utilized to attain overall levels of emotional intelligence and IQ, respectively. The Behavior Assessment System for Children - Self-Report - Adolescent Version (BASC-SRP-A) (Reynolds & Kamphaus, 1992) was used to measure two types of social success: interpersonal relations and social stress. Academic success was determined by student grade point averages.The results of hierarchical multiple regression analyses revealed that emotional intelligence did not contribute significantly to the social and academic success for these gifted adolescents. These results suggest that Goleman's argument about the significance of emotional intelligence may be overstated, at least when studying this sample of gifted adolescents. However, future research will need to address the need for improved measurement of emotional intelligence, possibly studying specific components of emotional intelligence. Larger samples that include gifted students from more common settings may also help clarify the importance of emotional intelligence in this population.Department of Educational Psychology
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Leung, Chun-ning Jacqueline, and 梁雋寧. "Effects of stress management through written emotional disclosure on secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209698.
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Secondary school students experience high level of stress related to academic issues, e.g. college entrance exam, along side with interpersonal relationship. In this study, a modification of a research on written emotional on college student was carried out on secondary school students to test whether writing about stressful events (1) decreases perceived stress level, (2) improves academic engagement, and (3) improves interpersonal relationship. Forty-six participants were randomized to write for 4 days about either stressful experiences (disclosure group) or time management (control group). Students rated their perceived stress level, academic engagement and interpersonal relationship before the treatment for baseline evaluation, and in the subsequent month for comparison. Results showed that the perceived effectiveness of the emotional disclosure intervention is notably greater in helping the participants to manage stress than the control condition of writing for time management. A significant time effect was shown in perceived stress level, suggesting that participants in both time management and written emotional disclosure conditions showed lowering of perceived stress level over time. However, there was no significant treatment effect for any of the three areas of concern. This study also provides an important finding showing that interpersonal relationship moderated treatment effect; implying that written emotional disclosure is an effective intervention for students who have poor interpersonal relationship.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Chan, Ching-wan. "Correlation of voice problems & emotional status in teachers." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209843.
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Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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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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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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Soelberg, Nichole Marie. "Screening for Emotional and Behavioral Problems in High Schools." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4175.
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Screening for emotional and behavioral problems in youth is a well-validated process for elementary-aged children as notable and respected research has provided evidence that children at risk for behavioral and emotional problems can be identified and provided with targeted interventions, which prevent additional problems (Lane, Wehby, & Barton-Arwood, 2005). However, there is a lack of research offering evidence for a behavioral and emotional screening process for high school students. Identifying at-risk youth is a vital component in providing early-intervention services that can remediate problems before they become severe and require resource intensive interventions. This research contributes to the development of a screening measure based on a validated multi-gated screening process for use in high schools. The new measure will be adapted from the Stage 1 of the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) used in elementary schools to identify students who are at risk for developing emotional and behavioral disorders. Descriptors of students at-risk for emotional and behavior disorders from Schilling (2009) and a review of items used from common behavior rating scales were used to create a teacher nomination form that will serve as a first gate in the multi-gated screening process. The appropriateness of the descriptors for the teacher nomination form was evaluated by teachers in high schools.
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Lohyn, Marta. "Problems of theory and research : an evaluation of a vocational training programme for disabled adolescents /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arml833.pdf.
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Gibson-Scipio, Wanda. "The association of perceived emotional support self-regulation and asthma health related outcomes." Diss., Connect to online resource - MSU authorized users, 2006.
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Butler, Lucy Marie. "Paternal depression, expressed emotion and child emotional and behavioural problems." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3698.
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Few studies currently exist which examine expressed emotion in depressed fathers, despite considerable evidence linking expressed emotion and depression in mothers. These findings are important as they indicate that mothers’ depressed mood is associated with an increase in child-directed critical comments and a decrease in positive comments, which have been linked to poorer child emotional and behavioural outcomes. There are limited findings exploring how depressed mood may impact fathers’ expressed emotion, and how this is in turn may impact upon the child. This paper reports findings from part of a longitudinal study examining fathers with depression in the postnatal period. The aim of this study was to determine whether child emotional and behavioural problems at age 2 years were associated with increased critical comments and decreased positive comments made by fathers (N = 143). It was predicted that fathers who were depressed when their child was 3 months or 12 months old would make more critical comments and fewer positive comments about their children at age 24 months, and that fathers’ critical comments would predict child emotional and behavioural problems at 24 months. Fathers’ depression at 12 months was found to be significantly related to child emotional and behavioural problems at 24 months. The children of fathers who made more positive comments had fewer reported emotional and behavioural difficulties at 24 months. Fathers’ positive comments were found to remain stable from 12 months to 24 months. There were no significant relationships found between fathers’ depression and the frequency of positive or critical comments. This study has implications for increasing fathers’ child-directed positive comments in order to prevent the development of child emotional and behavioural difficulties.
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Christensen, Jennifer E. Bullock Lyndal M. "Female adolescents identified with emotional disturbance and adjudicated female adolescents a comparison of self-concepts /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3689.
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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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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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Chen, Chieh-Yu. "Examination of Psychometric Properties of a Translated Social-Emotional Screening Test: The Taiwanese Version of Ages and Stages Questionnaires: Social-Emotional." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22786.
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Investigating the psychometric properties of a screening instrument for young children is necessary to ascertain its quality and accuracy. In light of the important role culture plays on human beliefs and parenting styles, a newly translated and adapted test needs to be studied. Evaluating outcomes on a translated version of a test may reveal significant information related to cultural specifications as well as the common nature of child development.
The current study examined psychometric properties of the 48-month interval of the Ages and Stages Questionnaires: Social-Emotional Second Edition (ASQ:SE-2) and its Traditional Chinese version (ASQ:SE-TC), using item response theory (IRT). Participants in the U.S. included 3,005 young children/parents dyads; 1,455 dyads were collected to represent a Taiwanese sample.
A two-dimensional Rasch Partial Credit Model (2D-RPCM), which was determined to present a better fit than a unidimensional Rasch Partial Credit Model, was used to examine the item fit, item difficulty, reliability, and item information curves to evaluate the psychometric properties on the ASQ:SE and ASQ:SE-TC. Further, differential item functioning was conducted to examine whether items were functioning differently in the two population groups. Lastly, the differences between the distributions of children’s latent traits on the continuum of social and emotional competencies for the U.S. and Taiwanese samples were investigated.
Based on findings, the adequacy of psychometric properties is discussed, providing insight into the quality of particular items. Identified differences between the two populations are explored by reviewing literature regarding cultural comparisons of childrearing practices, parenting styles, and cultural beliefs. Future directions for research include examining the cultural equivalence between translated and original versions of other ASQ:SE-2 intervals.
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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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Devine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.
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This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, there was no gender difference in dyscalculia prevalence. The association of mathematics performance with other cognitive skills and mathematics anxiety was investigated longitudinally in subsamples of children with dyscalculia (n =10), typical mathematics performance (n=10) and high maths ability (n = 11). 80 percent of the children in the dyscalculia group still met the criteria for diagnosis at the final time point. Mathematics performance was positively associated with working memory performance and negatively associated with mathematics anxiety. Furthermore, children with dyscalculia had higher maths anxiety than the other two groups. The relationship between dyscalculia and high maths anxiety was estimated in a larger sample (N = 1757). Relatively few children with dyscalculia had high maths anxiety and the majority of students with high maths anxiety in fact had mathematics performance within or above the average range. Girls had higher maths anxiety than boys, and more girls had both dyscalculia and maths anxiety than boys. There was an expected negative correlation between maths anxiety and maths performance in the total sample, but this correlation was negligible in the children with dyscalculia. Collectively, these results suggest that cognitive and emotional mathematics problems are dissociable, and indicate that children with dyscalculia and maths anxiety likely require different types of intervention. Furthermore there appears to be no gender difference in maths performance or in the prevalence of dyscalculia. However, girls have higher maths anxiety than boys, and are more likely to be affected by maths anxiety alongside developmental dyscalculia. Maths anxiety may be a potential explanation for the underrepresentation of females in careers involving mathematics.
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Eckler, Jennifer w. "Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.
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Weston, Stephanie. "Emotional Flooding and Relational Schemas in Families with Early Childhood Conduct Problems." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16061.
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It is now well established that dysfunctional parenting is associated with the development and maintenance of conduct problems, beginning in early childhood. However, the cognitive and affective processes that contribute to dysfunctional parenting in early childhood remain poorly understood. Two constructs that appear to play important roles in this regard are emotional flooding and relational schemas. Emotional flooding is the tendency to experience another’s negative emotion as unpredictable, overwhelming, and disorganising. Relational schemas refer to cognitive structures and affective attitudes representing patterns of interpersonal relatedness. One of the most rigorous methods available for assessing these schemas is the independent coding of parent speech using the Five Minute Speech Sample (FMSS). Although both emotional flooding and negative relational schemas have been associated with conduct problems, little is known about how these processes relate to one another, or may combine to jointly shape parenting problems. The broad aim of the research presented in this thesis was to examine emotional flooding and relational schemas as cognitive-affective correlates of negative parenting in families at risk for early childhood conduct problems. First, given growing interest in the FMSS as a measure of relational schemas and other parent-child processes, a systematic review was conducted to evaluate measurement properties of the FMSS in terms of its associations with observational indices of parent-child interactions. This review identified 25 studies (involving a total of N = 2945 child participants), 20 of which reported significant associations between the FMSS and observed parent-child interaction. Second, an empirical study was conducted to test for associations between emotional flooding, relational schemas, and parenting practices. Data from parental self-reports and independent coding were collected in samples of typically-developing children (n = 73) and those with clinic-referred conduct problems (n = 85). As predicted, parental flooding and relational schemas were found to be significantly related to one another. Furthermore, both flooding and negative relational schemas were found to occur at significantly higher levels among parents of children with clinic-referred conduct problems compared to those of typically-developing children. In multivariate analyses, emotional flooding was found to predict some self-reported and observed parenting practices independently of parents’ global negative affective state (e.g., depression, stress , and anxiety), however relational schemas was not. The implications of these findings are discussed in relation to family-based models of early childhood conduct problems and parenting interventions for conduct problems in this period.
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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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Ancona, Grace Ann. "Contemporary problems facing adolescents in Missouri high schools." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841353.
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Sholl, Catherine. "Challenging discrimination : teenagers' attitudes to mental health problems and their experience of a psychosocial educational intervention." Thesis, University of East London, 2008. http://roar.uel.ac.uk/3777/.
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Rationale: People with mental health problems experience discrimination across numerous areas of life. Research has indicated that teenagers have particularly negative attitudes towards mental health problems and find it difficult to seek help. Mental health professionals and service users are now emphasising the need for evidence-based educational campaigns in schools challenging mental health discrimination. However, there is currently little evidence about young people's understanding of mental health problems and how they experience such interventions. Methods: A psychosocial educational intervention was facilitated by the researcher and a mental health service user with a group of 25 young people in a school. The group's ideas and views about mental health problems and the intervention were explored through focus groups before and after the intervention and analysed using Grounded Theory. In addition, negative attitudes and causal beliefs about mental health problems were measured quantitatively before and after intervention and analysed statistically. Results: Quantitative measures indicated that the Intervention Group showed a greater decrease in mean negative attitude score compared to the Control Group, though this did not reach statistical significance. Biological causal beliefs scores decreased significantly for both the Intervention and Control Group. In addition, gender had a significant effect on change in causal beliefs, with female participants showing a greater decrease in biological (and increase in psychosocial) causal beliefs compared to males. The qualitative analysis yielded two grounded theories: 1) about teenagers' understanding of mental health problems; and 2) a model of factors and processes important in facilitating change in teenagers' attitudes and understandings about mental health problems. Discussion and implications: The results had implications for guiding future anti-discrimination campaigns and emphasising the importance and value of such interventions with young people in schools. The role of clinical psychology in working at a community level alongside service users to increase understanding and reduce discrimination was emphasised.
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Scarlett, Esme Louise. "A study of student social emotional problems in the Seine River School Division." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23488.pdf.
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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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Kendall, Helen Jane. "The link between mental health, social and emotional vulnerability and life chances : school based early identification of socially and emotionally vulnerable adolescents in a deprived urban community." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5604.
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The objectives of this work are to: - Explore the concept of adolescent vulnerability; - Establish easily administered, reliable means of early identification of the most vulnerable; and - Suggest some school level interventions. This research focuses on adolescents in a socially deprived area. The thesis contains two parts: Part I explores the theoretical contexts, examining the social, educational and moral climate, and concludes that potential vulnerability is not being identified early enough in young people's lives for effective interventions to be implemented. The phenomenon and experience of adolescence is explored from a variety of perspectives, and various definitions of adolescence examined. The broad range of experience representing both typical and atypical adolescence is considered. A range of socio-economic factors and psychometric measures are reviewed for potential use as early indicators of vulnerability. The four screening measures chosen from the range reviewed are social deprivation, selfesteem, locus of control (LoC) and coping strategies. Social deprivation indicators establish background levels of life chances and prospects. Selfesteem is used to identify the most vulnerable; locus of control adds information about the nature of their vulnerability, and coping strategies informs potential practical interventions. Part 2 focuses on practical research. The prospects of the subject population are explored using a range of indicators, including the social and educational alienation and dysfunction of its young adolescents. Six hypotheses are defined and the selected psychometric tools piloted and administered on all of Year 7 of the subject school. Pupils are identified as either vulnerable or not identifiably vulnerable. Case studies using semi-structured interviews are conducted, adding a qualitative, experiential dimension to the statistical, psychometric findings. Based on this research conclusions are drawn which have academic application and directly inform practical interventions which, if implemented in early adolescence, would potentially alleviate the identified vulnerability.
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Coward, Sinclair. "The emotional wellbeing of black and dual heritage looked after young people." Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/1159/.
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The purpose of this study is to explore how the experience of being looked after impacts on the emotional wellbeing of black and dual heritage young people. Looked after children and young people have been identified as a specific group whose views need to contribute to the development of policy (DfES, 2007). However, studies gaining the views of black and dual heritage looked after young people are limited, thus their needs remain under researched and largely unknown. Guided by the philosophical assumptions and methodological approach of Interpretive Phenomenological Analysis a semi-structured face-to-face interview was conducted with ten (n-10) care experienced black and dual heritage young people. Five (n-5) black and dual heritage social workers who were experienced in working with this demographic were also interviewed. Three superordinate themes were identified from the interpretive analysis: 1) Emotional Unavailability, 2) Ethnicity, and 3) Surviving School. A number of subordinate themes were also identified under each theme. The findings suggest that black and dual heritage looked after young people have additional and different needs from the general looked after population. The young people emphasised a lack of authentically warm relationships with their foster carers and to a lesser extent with their social workers. The findings raise challenging issues for teachers who were experienced by the young people as being insensitive and judgmental. An underpinning concern was the lack of recognition from foster carers of their identities as black and dual heritage young people. In attempting to move towards service improvement the data analysis lead to a number of recommendations for key professionals, local authorities and future research. Underpinning these recommendations is an emphasis on the importance of listening to the voices of this vulnerable group.
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Steptoe, Lesley. "Attachment, childhood adversity, emotional problems and personality disorder in offenders with mild intellectual disability." Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/8cf71f7d-4ee7-4729-8cb8-14ad401a61df.
Full textAbstract:
The aim of this research is to examine attachment in offenders with mild intellectual disability. Insecure attachment is evidenced as a developmental risk factor with regard to antisociality, in the mainstream population. However there is a dearth of evidence with regard to attachment and the development of antisociality in offenders with intellectual disability (ID). Differences in lifespan development and cognitive limitations may affect the development of attachment bonds in this group. This research explores attachment (measured retrospectively in childhood), relationships to perceived parenting, emotion and personality pathology in offenders with ID. Adaptation of an existing self report measure (Relationship Questionnaire) (RQ) resulted in the development of the ‘Adapted Relationship Questionnaire’ (ARQ). To test construct validity and reliability the ARQ and the RQ were administered to 60 university student participants. Participants rated each questionnaire with regard to retrospective childhood attachment, 41 additional participants filled in the ARQ only. No significant differences were found between categorical attachment ratings of attachment on the RQ and ARQ. A test of construct validity showed convergence between the ‘Fearful Avoidant’ and ‘Preoccupied’ attachment styles. Principal Components Analysis (Direct Oblimin) resulted in a three factor solution for the ARQ of ‘Secure’, ‘Anxious Avoidant and ‘Dismissing Avoidant’ attachment styles which showed Cronbach’s Alpha ratings of .69, .87 and .84 respectively. A control group (n25) of participants with mild ID, who had no offending history, and a group of offenders with ID (n38) completed the ARQ. Background, forensic and childhood adversity information was gathered from file review for offenders. The Parental Bonding Inventory (PBI) was completed by offenders with mild ID and the Emotional Problem Solving (EPS) scale and Interpersonal Adjectives Scale (IAS) was completed by clinical staff involved in the support of the participant. Borderline and Antisocial Personality Disorder was assessed by consensus rating from file review, clinicians ratings, observational ratings of staff and staff interview using the Structured Assessment of Personality (SAP). Consensus agreement was attained from three sources of the assessment sources before the particular PD trait was rated positively. Assessment of emotion in controls was carried out using the Dundee Provocation Inventory (DPI) and the Brief Symptom Inventory (BSI). Results show no significant differences in attachment style relative to gender or comparison between offender and controls of non offenders with ID or offenders compared to mainstream student participants. No significant relationships were found between attachment style and childhood adversity. Orderly relationships were found within the 'Secure' attachment style with positively relationships to 'Optimal Parental Care', ratings of 'Self Esteem' and level of submissiveness and compliance within interpersonal styles. The insecure 'Anxious Avoidant' attachment style related positively to the low care/high protection parenting style with negative relationships to dimensional ratings of care within the parental relationship and submissiveness and compliance within ratings of interpersonal style. The insecure 'Dismissing Avoidant' attachment style in offenders with ID showed a negative relationship to optimal parenting and a positive relationship to a verbally aggressive, coercive interpersonal style and also antisocial personality disorder. Only two participants were allocated a diagnosis of Borderline personality disorder which did not facilitate quantitative statistical analysis of this group. Within the control group 'Secure' attachment style appeared to be a protective factor to emotional difficulties, and was positively related to the perception of optimal parenting and care received in childhood but not parental protection. The insecure 'Anxious Avoidant' attachment style appeared to act as a risk factor to the development of emotional difficulties. No significant relationships were found between the 'Dismissing Avoidant' style and emotional problems.
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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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