Relevant bibliographies by topics / Problem behaviour

Academic literature on the topic 'Problem behaviour'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Problem behaviour"

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Loosemore, Martin. "Problem behaviour." Construction Management and Economics 12, no. 6 (November 1994): 511–20. http://dx.doi.org/10.1080/01446199400000062.

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Durand, V. Mark. "Problem Behaviour as Communication." Behaviour Change 10, no. 4 (December 1993): 197–207. http://dx.doi.org/10.1017/s0813483900005301.

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Individuals with intellectual disabilities commonly engage in a variety of problematic behaviours such as aggression and self-injury. This paper discusses the value of using a communicative model to study these behaviour problems. First, the reciprocal nature of behaviour problems is outlined. Next, research on the use of functional communication training as a treatment for behaviour problems is reviewed in terms of its initial effectiveness, generalisation, and maintenance, as well as the mechanisms responsible for behaviour change. Finally, recommendations are made for future research and training efforts aimed at reducing severe behaviour problems.
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Martin, Andrew J., Ken W. Linfoot, and Jennifer Stephenson. "Problem Behaviour and Associated Risk Factors in Young Children." Australian Journal of Guidance and Counselling 15, no. 1 (July 1, 2005): 1–16. http://dx.doi.org/10.1375/ajgc.15.1.1.

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AbstractThere is increasing concern about the number of preschool children displaying problem behaviour. This study examines the relative contribution of potential risk factors, particularly those related to families, to problem behaviour in the lives of a sample of western Sydney three- to five-year-old children. Problem behaviour was assessed using the Child Behavior Checklist (Achenbach & Edelbrock, 1991), encompassing measures of anxious, depressed, uncommunicative, obsessive, somatic complaint, social withdrawal, hyperactive, aggressive, and delinquent behaviours. Particularly salient risk factors associated with problem behaviour were found to be children's behaviour when very young (an indicant of temperament), personal stress in parents associated with concerns about the family and economic worries, and parenting characterised by guilt and anxiety.
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Bradshaw, John. "Normal feline behaviour: … and why problem behaviours develop." Journal of Feline Medicine and Surgery 20, no. 5 (April 30, 2018): 411–21. http://dx.doi.org/10.1177/1098612x18771203.

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Practical relevance: Cats are descended from a solitary, territorial ancestor, and while domestication has reduced their inherited tendency to be antagonistic towards all animals larger than their typical prey, they still place more reliance on the security of their territory than on psychological attachments to people or other cats, the exact opposite to dogs. Many feline problem behaviours stem from perceived threats to this security, often due to conflicts with other cats. Others are more developmental in origin, often caused by inadequate exposure to crucial stimuli, especially people, during the socialisation period. Strongly aversive events experienced at any age can also contribute. A third category comprises normal behaviour that owners deem unacceptable, such as scratching of furniture. Evidence base: This review identifies three areas in which basic research is inadequate to support widely employed concepts and practices in feline behavioural medicine. First, classification of cats’ problem behaviours relies heavily on approaches derived from studies of their behavioural ecology and, to some extent, extrapolation from canine studies. Few studies have focused on cats in the home, the environment in which most behavioural disorders are expressed. Secondly, cats’ chemical senses (olfactory and vomeronasal) are far more sensitive than our own, making it difficult for owners or clinicians to fully comprehend the sensory information upon which they base their behaviour. Thirdly, although the concept of psychological distress is widely invoked as an intervening variable in behavioural disorders, there are still no reliable measures of distress for pet cats in the home. Global importance: Psychological distress of some kind is the primary cause of many of the behavioural problems presented to clinicians, but surveys indicate that many more cats display the same clinical signs without their owners ever seeking help. The welfare of this ‘invisible’ group could be improved by veterinarians taking a more proactive approach to educating their clients about the behavioural needs of pet cats.
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M. R., Othman, Mohammad Roose, A.R., Abdullah S., Abdul Majid, N. N., Mohd Razali I. S., and Wan Husin W.N.I. "Use of Adolescent Problems and Risk Behaviours Inventory (IPERI) to Predict the Influence of Personal Problems on Risky Behaviour among Adolescent in Sarawak, Malaysia." Journal of Cognitive Sciences and Human Development 4, no. 1 (November 1, 2018): 35–40. http://dx.doi.org/10.33736/jcshd.1060.2018.

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This study explores the use of Adolescent Problems and Risk Behaviours Inventory (IPERI)to predict the relationship of personal problems on risky behaviour among adolescence aged14 to 17. The objective of this research is to analyse the influence of personal problems suchas study problems, family support, financial problems, career indecision, peer influence,spiritual management and health condition on the development of risky behaviours amongadolescents. The risky behaviours comprise of eight (8) behaviours which include disciplineproblems, physical bulling, suicidal thoughts, free sex, tobacco consumption, alcohol abuse,drug abuse and media influence. A survey using Adolescent Problems and Risk BehavioursInventory (IPERI) is administered to three hundred and seventy-nine (379) respondents, agebetween 14 to 17. The analysis of Pearson Correlation Coefficient and Standard MultipleRegression showed the existence of significance between all the problem variables, studyproblems (r = .316), family support (r = .256), financial problems (r = .240), health condition(r = .134), peer influence (r = .189), career indecision (r = .185) and spiritual management(r = .242), with the risky behaviour variables. This research contributes to the profilingof adolescents’ risky behaviours which can guide the development of interventions in tacklingadolescent’s risky behaviours. Keywords: Personal problem; risky behavior; adolescent; spiritual; sexual
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Keady, John. "What Behaviour? Whose Problem?" Nursing Older People 12, no. 3 (May 1, 2000): 31. http://dx.doi.org/10.7748/nop.12.3.31.s38.

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Tustin, R. Don, Malcolm J. Bond, and Paivi Forsaith. "Antecedents of Problem Behaviour of People with Intellectual Disability." Behaviour Change 14, no. 3 (September 1997): 155–65. http://dx.doi.org/10.1017/s0813483900003454.

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The study examined associations reported by carers between problem behaviour of 92 adults with intellectual disability and 169 antecedent events, which were either environmental situations or prior behaviours of the client. Factor analyses were used to identify groupings of antecedents, providing a basis for constructing 19 sets of antecedents of problem behaviours. Assessments were made of the psychometric properties of these sets of items or scales. Of the 19 scales, 18 were associated with an increased likelihood of problem behaviour, showing that carers reported that the problem behaviours of this sample occurred in a wide range of defined situations. The preliminary analysis suggests that the scales may be useful for inquiring more systematically about antecedents, for developing descriptions of situations where problems occur, and for identifying situations that warrant further analysis in individual cases.
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Hagekull, Bent, and Gunilla Bohlin. "Behavioural Problems and Competences in 4-year-olds: Dimensions and Relationships." International Journal of Behavioral Development 17, no. 2 (June 1994): 311–27. http://dx.doi.org/10.1177/016502549401700205.

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The study explored the dimensionality of parental ratings of positive and negative aspects of behaviour in a sample of 4-year-olds (n = 377). The children were described using the Preschool Behaviour Questionnaire (PBQ) with items added to include ego strength/effectance and social competence. Factor analytic results showed a 2-factor structure in the PBQ behaviour problem area: factor 1 describing externalised conduct behaviour problems; and factor 2 encompassing the internalised anxious-fearful problems. Factor analysis of both positive and negative behavioural aspects yielded a 3-factor structure with externalised problem behaviours as the first factor, a second broad social inhibition factor, and an ego strength/effectance factor. Correlations showed a low positive relationship between the two problem areas; a stronger relationship was found between the positive aspects, peer competence, and ego strength/effectance. There was a weak significant negative correlation between peer competence behaviours and outgoing conduct problems. Peer competence was more strongly negatively related to anxiousfearful behaviour problems. Conceptual and methodological aspects were discussed and the results were related to the inhibition-disinhibition construct in temperament research.
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Skoog, Therése, Håkan Stattin, Zdena Ruiselova, and Metin Özdemir. "Female pubertal timing and problem behaviour." International Journal of Behavioral Development 37, no. 4 (July 2013): 357–65. http://dx.doi.org/10.1177/0165025413486761.

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We tested the peer-socialization/contextual-amplification explanation for the link between early female puberty and problem behaviour. We propose that in cultures with high tolerance for adolescent heterosexual involvement, early puberty should be linked with problem behaviour—not in other cultures. We compared girls in two cultures (Slovakia and Sweden) that differ in acceptance of adolescent girls’ heterosexual involvement. Findings supported the hypothesis by showing that in Sweden, a culture that facilitates adolescent heterosexual involvement, early-maturing girls reported more problem behaviours than in Slovakia. The mediation link (heterosexual involvement as the mechanism linking early puberty with problem behaviour) was moderated by culture. The findings expand our understanding of the role of macro-cultural contexts in the developmental significance of female puberty.
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Schmitz, Stephanie, David W. Fulker, Robert Plomin, Carolyn Zahn-Waxler, Robert N. Emde, and John C. DeFries. "Temperament and Problem Behaviour during Early Childhood." International Journal of Behavioral Development 23, no. 2 (June 1999): 333–55. http://dx.doi.org/10.1080/016502599383856.

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Some evidence exists for the phenotypic association of problem behaviour in early childhood with temperament in infancy, but little is known about the genetic and environmental mechanisms mediating this association. At the ages of 14, 20, 24, and 36 months, mothers of twins completed the Colorado Childhood Temperament Inventory (CCTI; Buss & Plomin, 1984; Rowe & Plomin, 1977). At age 4, problem behaviour was assessed using maternal reports on the Child Behavior Checklist (CBCL/4-18; Achenbach, 1991). The temperamental trait of Emotionality at all four prior age points correlated significantly with the CBCL Total Problem Score at 4 years as well as with the broad-band groupings of Internalising the Externalising. In addition, Shyness at all four ages correlated significantly with the broad-band grouping of Internalising. Longitudinal behavioural genetic analyses indicated that these phenotypic predictions from early temperament to later behaviour problems are largely due to genetic factors.
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Dissertations / Theses on the topic "Problem behaviour"

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Stadler, Sophia. "Child disruptive behaviour problems, problem perception and help-seeking behaviour." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26942.

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Disruptive behaviour problems in early childhood are found to be associated with many negative long-term outcomes, such as antisocial behaviour, adolescent delinquency, and substance abuse (Kellam, Werthamer-Larsson & Dolan (1991), as cited in Butler, 2005:1). Even after adolescence this arises, for, as Vogel (2008:16) states the 'frequency of behavioural problems or challenging behaviour among the youth of today often predicts the size of our future prison population'. These findings clearly highlight the importance of early identification of behavioural problems, adequate preventative intervention (Butler, 2005:1) and the necessity for early intervention to prevent their continuity, since behaviour problems are found to worsen without treatment (Loeber, 1982, cited in Butler, 2005:1). The goal of this study is to gain an understanding of disruptive behaviour in primary school learners. To achieve this goal, the objectives of this are to explore the nature of child disruptive behaviour problems; to explore parents and teachers' problem perception of child disruptive behaviour; to explore the problem threshold of parents and teachers toward child disruptive behaviour; and to explore their help-seeking behaviour. The study's aim, therefore, is to better understand and gain more insight in child disruptive behaviour problems before a threshold is reached by parents and teachers and help is sought from social service professionals. The study uses an exploratory qualitative research design to gain insight into child disruptive behaviour problems, problem perceptions and help-seeking behaviour in the Southern Cape Karoo District in the Western Cape. Child disruptive behaviour patterns were analysed along a three-point continuum (from less severe - 'preventative'; to moderate - 'early intervention'; and most severe - 'statutory') based, on problem perceptions of parents, teachers and social service professionals. In addition, the present study examines parents and teachers' problem thresholds to identify help-seeking behaviour and sources. A purposive sampling technique was used to select the participants according to appropriation and availability. Parents and teachers were contacted to participate voluntarily in the research from schools in the area - Acacia Primary School, Baartmansfontein Primary School, Buffelsriver Private Primary School and Matjiesfontein Primary School. The social service professionals who participated consisted of social workers, social auxiliary workers and police officials from the Department of Social Development, Child Welfare SA and the South African Police Service. The study consisted of a broad range of child ages and parental ages. Parent participants also included biological and foster parents. Data was gathered by means of a semi-structured interview schedule administered during 24 individual interviews. The schedule is based on information obtained from the literature review relevant to the models and theories selected. Previous research done by Jessica Hankinson in 2009 in America on child psychopathology, parental problem perception, and help-seeking behaviours was used as a reference for creating the data collection tool, since she also focused on child behavioural problems and used similar models in the theories. This tool was created in such a way as to be relevant to the South African context. The findings confirmed the serious nature of child disruptive behaviour amongst primary school learners, including abusive behaviour, assault, bullying, fighting, swearing, theft, criminal involvement, substance abuse, truancy and school dropouts. The participants were found to be able to perceive their child's problem behaviour and to perceive themselves to be competent parents in dealing with disruptive behaviour. Child disruptive behaviour was found to have a significant effect on classroom learning. Despite legislation banning this, the participants still resort to punitive corrective measures. Stigma related to professional services and the privacy of the family are found to be very relevant in help-seeking efforts. This lead to the conclusion that child disruptive behaviour may become a normal and acceptable phenomenon, and thus leads to late reporting - and social services being contacted only as a last resort. The most important recommendation resulting from the study indicates that there is a need for prevention and early intervention services for child disruptive behaviour. This should address the escalation of the behaviour that later results in the need for statutory services. The study further indicates that various sectors (social workers, teachers, community structures and the departments) need to collaborate and form partnerships in order to enhance the early reporting of children in need and the accessibility and availability of services rendered in rural areas. This could enhance the early identification, reporting and service delivery in order to find problem resolutions.
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De, Obeso Orendain Alberto. "Cognitive modelling of complex problem solving behaviour." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48917/.

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In the universe of problems humans face every day there is subset characterized by a salient dynamic component. The FireChief task (Omodei & Wearing 1995) is a fire-fighting computer simulation that can be characterized as the acquisition of interactive skills involving fast-paced actions cued by external information. This research describes the process followed to create a cognitive model of this complex dynamic task where full experimental control is not available. The cognitive model provides a detailed description of how cognition and perception interplay to produce the interactive skill of fighting the fire. Several artefacts were produced by this effort including a dynamic task fully compatible with ACT-R, a tool for analysing the data, and a cognitive model whose features enable the replication of several aspects of the empirical data. A key finding is that good performance is linked to an effective combination of strategic control with attention to changing task demands, reflecting time and care taken in informing and effecting action. The contributions of this work towards our understanding of complex problem solving are the methodological approach to the creation of the model, the design patterns embedded in the model (which are a reflection of the cognitive demands imposed by the nature of the task) and mainly an explanation of how skill, described in terms of strategy use, is acquired in complex scenarios. This study also provides a deeper understanding of the interactions observed in the Cañas et al. (2005) dataset, including a computational realisation of how cognitive inflexibility occurs.
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Jasinksi, Jennifer Anne, and n/a. "Teaching adaptive behaviour to 'behaviour problem' high school students : an exploratory study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060801.160735.

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The purpose of this study was to determine whether the Adaptive Behaviour group intervention effected a greater immediate positive change on 'poorly adapted' student locus of control, self esteem, group evaluation and perceived behaviour than Helping Skills, Relaxation Training or No Intervention group after eight weeks. The three independent variables - Adaptive Behaviour, Helping Skills and Relaxation Training Group Interventions - were devised and led by the Researcher and two school counsellors respectively. Measurement of the dependent variables was by the use of the following instruments pre-test and post-test: Locus of Control Scale for Children (Nowicki Strickland 1972); Coopersmith Self Esteem Inventory (Coopersmith, 1982); and researcher designed questionnaires. A pre-test post-test group design was used in the study. The subjects were years 7-9 High School students identified by Student Year Advisers and the Assistant Principal Student Welfare as being 'poorly adapted' and 'well adapted' to the school environment. Students were randomly allocated - in year groups - to the intervention and control groups. Results indicated no short term significant positive change in locus of control for any intervention or controlgroup; no short term significant positive change in self esteem for any intervention group; no significant correlation between locus of control and self esteem scores for any intervention group; positive pre and post-test group evaluations for all groups; some positive short term change in teacher and student perceptions of student behaviour in regard to all three interventions. In some cases students' behaviour in the experimental group (Group A) was perceived more positively by teachers and students. Some recommendations for further research are: replication of the study over a longer period of time with some modification to the experimental programme, the research design and methods of measurement.
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Parry, Lisa. ""Interpersonal behaviour and social problem solving in children" /." Adelaide, 1998. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.psp264.pdf.

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Williams, Corrie. "The Interplay of Prosocial and Conduct Problem Behaviour: Implications for Developmental and Life-Course Criminology." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/402730.

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This thesis explored prosocial behaviour from a developmental and life-course perspective. In doing so, I fill two gaps in understanding in the role of prosocial behaviour in the deceleration of conduct problem behaviour. First, I explore how a developmental and life-course understanding of prosocial behaviour may shed light on whether prosocial behaviour is a facilitator or measurable outcome of the deceleration of conduct problem behaviour. Second, I explore how the social support perceptions of adolescents are related to their prosocial and conduct problem behaviour. Addressing a gap in knowledge on whether prosocial and conduct problem behaviour are driven by the same underlying factors. Ultimately, this thesis answers the overarching question––why should developmental and life course criminologists explore prosocial behaviour? I explored this question through three studies that provide insight into the interplay of prosocial and conduct problem behaviour. The data for each of the three studies in my thesis were from the scales and sub-scales that form a part of the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) questionnaires (N= 4969; Female: 2447; Males: 2536). The participants were aged four to fifteen. In study one, I explored the implications of different analytic approaches to empirically examining prosocial behaviour within a developmental and life-course criminology perspective. To meet the aim of this research a group based-trajectory model and a growth curve model of prosocial behaviour were estimated and compared. I examined the development of prosocial behaviour, by applying the two conventional approaches to empirically studying the development of antisocial behaviour. The findings of this research provide insight into where investigations of prosocial behaviour may conceptually fit within the developmental and lifecourse perspective. Also allowing for a deeper assessment of how different analytic approaches impact on the developmental and life-course understanding of prosocial behaviour development. The results of study one indicated, that for this sample of children and adolescents, the developmental trajectory of prosocial behaviour (from age 4 – 15 years), may best be described as a single trajectory with variations around this trajectory. Conceptually, this positions prosocial behaviour development outside the realm of categorical explanations of behavioural development. The results did indicate that the development of prosocial behaviour is relatively stable with many children and adolescents maintaining their rank-ordering. Moreover, there was also evidence for more than three distinguishable trajectories of prosocial behaviour. Most of these trajectories, however, did not vary in shape and there was an absence of a distinct group of children and adolescents who were very low in prosocial behaviour. Thus, these findings suggest that the development of prosocial behaviour is a complex process that may not be captured taxonomically. In this sense the findings support the notion that there is a link between age-graded factors, such as socio-cognitive maturity, and prosocial behaviour, but that these associated factors drive variation around a single, normative developmental pattern of prosocial behaviour. In study two, I expanded on the findings in study one by exploring how changes in prosocial behaviour and conduct problems are causally related over time. These investigations contribute to developmental and life-course criminology theory, an understanding of the role of prosocial behaviour in the deceleration of conduct problem behaviour. Many studies have explored the relationship between prosocial behaviour and conduct problems, however, very few studies, consider the longitudinal and causal direction of this relationship. Without a thorough understanding of the longitudinal and causal relationship between prosocial behaviour and conduct problems, it cannot be assumed that interventions that aim to foster prosocial behaviour will also decrease conduct problems. The aims of study two were met by exploring a generalised cross-lagged panel model. This approach controls for fixed and occasion effects to allow for examination of short-term and long-term bi-directional patterns of change. The results indicated that whilst prosocial and conduct problems have a moderate amount of shared variance, there were differences in the bidirectional relationships of these behaviours. Specifically, there were only cumulative, longterm effects of prosocial behaviour change on conduct problems. These findings revealed no short-term predictive effect of conduct problems in one time period on prosocial behaviour in the next time period. There was, however, a short-term predictive relationship of prosocial behaviour in one time period on conduct problems in the next period. Specifically, higher prosocial behaviour in one time period predicted lower conduct problem behaviour in the next period. Despite the lack of a short-term predictive effect of conduct problems on prosocial behaviour, cumulative changes in conduct problems, were strong enough to influence reductions in prosocial behaviour over time. This pattern also held for the long-term impact of prosocial behaviour on conduct problems. These findings suggest that although conduct problems may have a cumulative negative impact on prosocial behaviour, the strength of the short and longterm influence of prosocial behaviour on conduct problem behaviour may be enough to overcome this long-term impact. The first two studies in my thesis revealed important insights into the general development of prosocial behaviour and how prosocial behaviour may influence and be influenced by conduct problems. In study three, I explored how the social support perceptions of early adolescents relate to both prosocial and conduct problem behavioural outcomes. These investigations are important as previous research provides some evidence to suggest that social support may be leveraged for strength-based interventions that both increase prosocial behaviour and decrease conduct problem behaviour. Other findings also indicate, however, that relative to adolescents who engage in prosocial behaviour, social support interventions may not be successful for adolescents who also engage in conduct problem behaviour, as they are less likely to perceive social support in their important contexts. To meet the aims of study three, I explored a multivariate multiple regression to account for any covariation between prosocial behaviour and conduct problems and provide a comparison of how the social support perceptions of early adolescents may differently predict their prosocial and conduct problem behaviour. The findings of these explorations, indicated that adolescents’ perceptions of social support from their mothers predicted conduct problems and prosocial behaviour, as did perceived support within the school environment. There was no significant association between adolescents’ perceptions of peer social support and either their prosocial or conduct problem behaviour. Adolescents’ perceptions of peer social support, however, did moderate the relationship between adolescents’ perceptions of social support from caring adults in their school and their prosocial behaviour. Adolescents who perceived high levels of support from caring adults in their school environment also reported low levels of peer support, but this corresponded to high levels of prosocial behaviour. Overall, I contribute to a developmental and life-course criminology understanding of the interplay of prosocial behaviour and conduct problems. I found that there was variability in the development of prosocial behaviour over time. This variability may be captured by a theoretical framework, such as Loeber’s developmental pathways theory, that explores the sequencing of the behaviour of children and adolescents. My finding that prosocial behaviour may facilitate the deceleration of conduct problem behaviour also provides empirical evidence for Loeber’s development pathways theory. Further, my results have practical implications, expanding on the existing evidence that guides strength-based developmental crime prevention approaches. The strengthening of social support provided to adolescents by their mothers and caring adults in the school environment may foster the deceleration of conduct problem behaviour. Future research should focus on extending the understanding of how prosocial behaviour may relate to specific types of conduct problem behaviour and other factors that may both increase prosocial behaviour and decrease conduct problem behaviour (e.g., personality). Developmental and life-course criminologists already have a comprehensive framework for understanding the development of conduct problem behaviour. My thesis contributes an understanding prosocial behaviour from this perspective. Thus, not only should developmental and life-course criminologists explore prosocial behaviour, they are well placed to do so.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Crim & Crim Justice
Arts, Education and Law
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Johnson, Zöe L. "A functional analysis of problem behaviour after brain injury." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269879.

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Matthew, Andrew G. "Cognitive-behaviour therapy and problem drinking, a meta-analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51567.pdf.

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Turri, Mary Gwendolyn. "Effects of individual components of school-wide positive behaviour support on rates of problem behaviour." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45601.

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The purpose of this study was to examine the outcomes of the implementation of the individual components of School-wide Positive Behaviour Support (SWPBS) on rates of office discipline referrals. Data from 415 schools at varying years of implementation were drawn from a database of U.S. schools implementing SWPBS and using the School-wide Information System (SWIS; May et al., 2008) to enter and manage office discipline referrals. The implementation levels of each component of SWPBS were analyzed in relation to their effect on school-level rates of office discipline referrals, using multilevel modeling. In contrast to previous research, analyses did not indicate statistically significant associations among office discipline referrals and any of the measured SWPBS components. Possible reasons for results include a restricted range of implementation in the sample and lack of controlling for number of years implementing, as possible decreases in previous years were not captured in these analyses. Results are discussed in terms of implications for future research.
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Barnard, Robert Seldon. "An examination of dysfunctional behaviour in Christian, Evangelical, mission organisations and strategies for managing the consequences of dysfunctional behaviour." n.p, 2004. http://ethos.bl.uk/.

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Schall, Ernest. "Problem gambling : a behaviour based on an illusion of control /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09AR.PS/09ar.pss298.pdf.

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Books on the topic "Problem behaviour"

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O'Farrell, Valerie. Problem dog: Behaviour and misbehaviour. London: Methuen, 1989.

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Presland, John. Action record for problem behaviour. Kidderminster: BIMH, 1989.

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Ellis, Simon. Behaviour for learning: Proactive approaches to behaviour management. Abingdon, Oxon: Routledge, 2009.

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The behaviour guru: Behaviour management solutions for teachers. Nw York, NY: Continuum International Pub. Group, 2010.

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Perrin, Tessa. Problem behaviour: & the care of elderly people. Bicester, UK: Winslow, 1996.

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R, Lewis. Understanding Pupil Behaviour. London: Taylor & Francis Inc, 2008.

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1928-, Cohen Louis, and Cohen Alan 1928-, eds. Disruptive behaviour: A sourcebook for teachers. London: Harper & Row, 1987.

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1930-, Jones Neville, ed. School management and pupil behaviour. London: Falmer Press, 1989.

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P, Varma Ved, ed. Management of behaviour in schools. Harlow, Essex, England: Longman, 1993.

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Martin, Scherer, Gersch Irvine, and Fry Lyn, eds. Meeting disruptive behaviour: Assessment, intervention and partnership. Basingstoke: Macmillan, 1990.

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Book chapters on the topic "Problem behaviour"

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Hedges, Stephanie. "Problem behaviour." In Practical canine behaviour: for veterinary nurses and technicians, 101–12. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246810.0008.

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Deb, Shoumitro Shoumi, Gemma Unwin, Sally-Ann Cooper, and Johannes Rojahn. "Problem Behaviour." In Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder, 145–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-95720-3_7.

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Shannon, Chris J. "Problem Solving Behaviour." In Collaborative Problem Solving, 15–31. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003095057-2.

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Beveridge, W. E. "Attitudes and Behaviour." In Problem Solving Interviews, 26–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003153351-3.

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Dryden, Windy, and Michael Neenan. "Emotional Problem-Solving Facilitates Independent Practical Problem-Solving." In Rational Emotive Behaviour Therapy, 103–4. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-39.

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Shannon, Chris J. "Responding to Other People’s Behaviour." In Collaborative Problem Solving, 131–44. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003095057-9.

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Neenan, Michael, and Windy Dryden. "Drawing Up A Problem List." In Cognitive Behaviour Therapy, 70–71. Third edition. | London; New York: Routledge, Taylor & Francis Group, 2021. | Series: 100 key points and techniques: Routledge, 2020. http://dx.doi.org/10.4324/9781003134053-31.

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Dryden, Windy, and Michael Neenan. "Work a Problem Through." In Rational Emotive Behaviour Therapy, 130–31. Third edition. | London ; New York : Routledge, 2021. | Series: 100 key points: Routledge, 2020. http://dx.doi.org/10.4324/9781003132493-50.

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Rapoport, Anatol. "The Allocation Problem." In Decision Theory and Decision Behaviour, 336–49. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-015-7840-0_18.

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Rapoport, Anatol. "The Allocation Problem." In Decision Theory and Decision Behaviour, 354–65. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230377769_18.

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Conference papers on the topic "Problem behaviour"

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O'Hara, Kenton. "Cost of operations affects planfulness of problem-solving behaviour." In Conference companion. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/259963.260083.

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Speetjens, Michel. "Steady-State Behaviour of a Three-Dimensional Pool-Boiling Problem." In 2007 International Conference on Thermal Issues in Emerging Technologies: Theory and Application. IEEE, 2007. http://dx.doi.org/10.1109/theta.2007.363430.

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Qin, Zhenyue, Tom Gedeon, and RI (Bob) McKay. "Anomalies in the Behaviour of a Modularity Inducing Problem Domain." In The 2019 Conference on Artificial Life. Cambridge, MA: MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00166.

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Qin, Zhenyue, Tom Gedeon, and RI (Bob) McKay. "Anomalies in the Behaviour of a Modularity Inducing Problem Domain." In The 2019 Conference on Artificial Life. Cambridge, MA: MIT Press, 2019. http://dx.doi.org/10.1162/isal_a_00166.xml.

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MAXIMCIUC, Victoria. "The problem of deviant behaviour in people with mental disabilities." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p156-160.

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This article is aimed at the study of deviant behaviour in children with intellectual disabilities. It is well known that mental disability has a negative impact on the functioning of the emotional-volitional sphere and as a result facilitates the development of behavioural disorders. The lack of self-regulation, the underdevelopment of thinking manifested by the lack of criticism leads to the impossibility of choosing a correct model of relationship with those around us. This research issue is better studied in the psychology of personality, development and education. A theoretical study is shown, the research problem is argued, general and specific objectives are formulated, research tools are described and preliminary results as well as the theoretical-practical significance of the paper.
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Mutallapova, Rasina Floritovna. "Study of behaviour addiction problem condition among minors and research results." In International Research-to-practice Conference. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-111907.

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MacNish, Cara. "Longitudinal Syntactic Analysis of Laboratory Submissions for Examining Problem-Solving Behaviour." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.180.

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Carneiro, Míriam S., Marco A. A. Fernandes, and Jaime E. Muñoz Rivera. "Asymptotic Behaviour of a Viscoelastic Transmission Problem with a Tip Load." In CNMAC 2021 - XL Congresso Nacional de Matemática Aplicada e Computacional. SBMAC, 2021. http://dx.doi.org/10.5540/03.2021.008.01.0375.

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Chentli, Hayet, Rachid Ouafi, and Wahiba Ramdane Cherif-Khettaf. "Behaviour of a Hybrid ILS Heuristic on the Capacitated Profitable Tour Problem." In 7th International Conference on Operations Research and Enterprise Systems. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006630401150123.

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Hui, Yap Ming. "The Impact Of Emotional Intelligence On Problem Behaviour Among Adolescents In Malaysia." In INCoH 2017 - The Second International Conference on Humanities. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.6.

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Reports on the topic "Problem behaviour"

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Baader, Franz, Anees ul Mehdi, and Hongkai Liu. Integrate Action Formalisms into Linear Temporal Description Logics. Technische Universität Dresden, 2009. http://dx.doi.org/10.25368/2022.172.

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The verification problem for action logic programs with non-terminating behaviour is in general undecidable. In this paper, we consider a restricted setting in which the problem becomes decidable. On the one hand, we abstract from the actual execution sequences of a non-terminating program by considering infinite sequences of actions defined by a Büchi automaton. On the other hand, we assume that the logic underlying our action formalism is a decidable description logic rather than full first-order predicate logic.
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Zarrieß, Benjamin, and Patrick Koopmann. On the Complexity of Verifying Timed Golog Programs over Description Logic Actions (Extended Version). Technische Universität Dresden, 2018. http://dx.doi.org/10.25368/2022.241.

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Golog programs allow to model complex behaviour of agents by combining primitive actions defined in a Situation Calculus theory using imperative and non-deterministic programming language constructs. In general, verifying temporal properties of Golog programs is undecidable. One way to establish decidability is to restrict the logic used by the program to a Description Logic (DL), for which recently some complexity upper bounds for verification problem have been established. However, so far it was open whether these results are tight, and lightweight DLs such as EL have not been studied at all. Furthermore, these results only apply to a setting where actions do not consume time, and the properties to be verified only refer to the timeline in a qualitative way. In a lot of applications, this is an unrealistic assumption. In this work, we study the verification problem for timed Golog programs, in which actions can be assigned differing durations, and temporal properties are specified in a metric branching time logic. This allows to annotate temporal properties with time intervals over which they are evaluated, to specify for example that some property should hold for at least n time units, or should become specified within some specified time window. We establish tight complexity bounds of the verification problem for both expressive and lightweight DLs. Our lower bounds already apply to a very limited fragment of the verification problem, and close open complexity bounds for the non-metrical cases studied before.
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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.
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Zhang, Xingyu, Matteo Ciantia, Jonathan Knappett, and Anthony Leung. Micromechanical study of potential scale effects in small-scale modelling of sinker tree roots. University of Dundee, December 2021. http://dx.doi.org/10.20933/100001235.

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When testing an 1:N geotechnical structure in the centrifuge, it is desirable to choose a large scale factor (N) that can fit the small-scale model in a model container and avoid unwanted boundary effects, however, this in turn may cause scale effects when the structure is overscaled. This is more significant when it comes to small-scale modelling of sinker root-soil interaction, where root-particle size ratio is much lower. In this study the Distinct Element Method (DEM) is used to investigate this problem. The sinker root of a model root system under axial loading was analysed, with both upward and downward behaviour compared with the Finite Element Method (FEM), where the soil is modelled as a continuum in which case particle-size effects are not taken into consideration. Based on the scaling law, with the same prototype scale and particle size distribution, different scale factors/g-levels were applied to quantify effects of the ratio of root diameter (𝑑𝑟) to mean particle size (𝐷50) on the root rootsoil interaction.
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Zarrieß, Benjamin, and Jens Claßen. On the Decidability of Verifying LTL Properties of Golog Programs. Technische Universität Dresden, 2013. http://dx.doi.org/10.25368/2022.200.

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Golog is a high-level action programming language for controlling autonomous agents such as mobile robots. It is defined on top of a logic-based action theory expressed in the Situation Calculus. Before a program is deployed onto an actual robot and executed in the physical world, it is desirable, if not crucial, to verify that it meets certain requirements (typically expressed through temporal formulas) and thus indeed exhibits the desired behaviour. However, due to the high (first-order) expressiveness of the language, the corresponding verification problem is in general undecidable. In this paper, we extend earlier results to identify a large, non-trivial fragment of the formalism where verification is decidable. In particular, we consider properties expressed in a first-order variant of the branching-time temporal logic CTL*. Decidability is obtained by (1) resorting to the decidable first-order fragment C² as underlying base logic, (2) using a fragment of Golog with ground actions only, and (3) requiring the action theory to only admit local effects.
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Hillestad, Torgeir Martin. The Metapsychology of Evil: Main Theoretical Perspectives Causes, Consequences and Critique. University of Stavanger, 2014. http://dx.doi.org/10.31265/usps.224.

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The purpose of this text or dissertation is to throw some basic light on a fundamental problem concerning manhood, namely the question of evil, its main sources, dynamics and importance for human attitudes and behaviour. The perspective behind the analysis itself is that of psychology. Somebody, or many, may feel at bit nervous by the word “evil” itself. It may very well be seen as too connected to religion, myth and even superstition. Yet those who are motivated to lose oneself in the subject retain a deep interest in human destructiveness, malevolence and hate, significant themes pointing at threatening prospects for mankind. The text is organized or divided into four main ordinary chapters, the three first of them organized or divided into continuous and numbered sections. A crucial point or question is of cause how to define evil itself. It can of cause be done both intentional, instrumental and by consequence. Other theorists however have stated that the concept of evil exclusively rests on a myth originated in the Judean-Christian conception of Satan and ultimate evil. This last argument presupposes evil itself as non-existent in the real rational world. It seems however a fact that most people attach certain basic meaning to the concept, mainly that it represents ultimately bad and terrible actions and behaviour directed toward common people for the purpose of bringing upon them ultimate pain and suffer. However, there is no room for essentialism here, meaning that we simply can look “inside” some original matter to get to know what it “really” is. Rather, a phenomenon gets its identity from the constituted meaning operating within a certain human communities and contexts loaded with intentionality and inter-subjective meaning. As mentioned above, the concept of evil can be interpreted both instrumental and intentional, the first being the broadest of them. Here evil stands for behaviour and human deeds having terrifying or fatal consequences for subjects and people or in general, regardless of the intentions behind. The intentional interpretation however, links the concept to certain predispositions, characteristics and even strong motives in subjects, groups and sometimes political systems and nations. I will keep in mind and clear the way for both these perspectives for the discussion in prospect. This essay represents a psychological perspective on evil, but makes it clear that a more or less complete account of such a psychological view also should include a thorough understanding or integration of some basic social and even biological assumptions. However, I consider a social psychological position of significant importance, especially because in my opinion it represents some sort of coordination of knowledge and theoretical perspectives inherent in the subject or problem itself, the main task here being to integrate perspectives of a psychological as well as social and biological kind. Since humans are essential social creatures, the way itself to present knowledge concerning the human condition, must be social of some sort and kind, however not referring to some kind of reductionism where social models of explanation possess or holds monopoly. Social and social psychological perspectives itself represents parts of the whole matter regarding understanding and explanation of human evil. The fact that humans present, or has to represent themselves as humans among other humans, means that basically a social language is required both to explain and describe human manners and ways of being. This then truly represents its own way or, more correctly, level or standard of explanation, which makes social psychology some sort of significant, though not sufficient. More substantial, the vision itself of integrating different ontological and theoretical levels and objects of science for the purpose of manifesting or make real a full-fledged psychological perspective on evil, should be considered or characterized a meta-psychological perspective. The text is partially constructed as a review of existing theories and theorists concerning the matter of evil and logically associated themes such as violence, mass murder, genocide, antisocial behaviour in general, aggression, hate and cruelty. However, the demands of making a theoretical distinction between these themes, although connected, is stressed. Above all, an integral perspective combining different scientific disciplines is aimed at.
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Holland, John. Corporate Social Responsibility, Problems, Behaviour, and Change in Financial Firms. University of Glasgow, January 2022. http://dx.doi.org/10.36399/gla.pubs.263117.

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Sambasivan, Raja R., Alice X. Zheng, Elie Krevat, Spencer Whitman, and Gregory R. Ganger. Diagnosing Performance Problems by Visualizing and Comparing System Behaviours. Fort Belvoir, VA: Defense Technical Information Center, February 2010. http://dx.doi.org/10.21236/ada522613.

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Baader, Franz, and Benjamin Zarrieß. Verification of Golog Programs over Description Logic Actions. Technische Universität Dresden, 2013. http://dx.doi.org/10.25368/2022.198.

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High-level action programming languages such as Golog have successfully been used to model the behavior of autonomous agents. In addition to a logic-based action formalism for describing the environment and the effects of basic actions, they enable the construction of complex actions using typical programming language constructs. To ensure that the execution of such complex actions leads to the desired behavior of the agent, one needs to specify the required properties in a formal way, and then verify that these requirements are met by any execution of the program. Due to the expressiveness of the action formalism underlying Golog (situation calculus), the verification problem for Golog programs is in general undecidable. Action formalisms based on Description Logic (DL) try to achieve decidability of inference problems such as the projection problem by restricting the expressiveness of the underlying base logic. However, until now these formalisms have not been used within Golog programs. In the present paper, we introduce a variant of Golog where basic actions are defined using such a DL-based formalism, and show that the verification problem for such programs is decidable. This improves on our previous work on verifying properties of infinite sequences of DL actions in that it considers (finite and infinite) sequences of DL actions that correspond to (terminating and non-terminating) runs of a Golog program rather than just infinite sequences accepted by a Büchi automaton abstracting the program.
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