Bibliografías temáticas / Emotional problems of teenagers

Literatura académica sobre el tema "Emotional problems of teenagers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de agosto de 2024

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Artículos de revistas sobre el tema "Emotional problems of teenagers"

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Rutka, Lūcija, Svetlana Ušča, Irēna Žogla y Kristīne Kriņģele. "TEENAGERS’ PHYSICAL, MENTAL, SOCIAL BALANCE AS A DEVELOPMENTAL PROBLEM". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (26 de mayo de 2016): 319. http://dx.doi.org/10.17770/sie2016vol2.1372.

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Promotion of teenagers’ and youth’s physical and mental health is mentioned among the priorities in the state program for the health promotion of the country’s population. Problems of teenagers’ behaviour and communication, emotional reactions, as well as their learning motives and success are often related to their health problems. The investigation verifies that the problems of balance between the teenagers’ physical, mental and social development are often under-evaluated, especially at their initial stage. This might be a reason why the above mentioned problems are un-addressed and related to teenagers behaviour and communication.Theoretical analysis and empirical investigations are guided by the background assumptions of self-conception of the teenagers, as well as balance between their physical, emotional and social development. The article analyses and interprits the differences in the teenagers’, their parents’ and teachers’ views on the problems of the above mentioned balance, as well as related to it teenagers’ emotional reactions and communication.
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Kozyreva, V. V. y V. A. T. Pham. "Correlation between emotional acceptance of parents and independence level of adolescents". Vestnik Universiteta, n.º 5 (28 de junio de 2024): 246–56. http://dx.doi.org/10.26425/1816-4277-2024-5-246-256.

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The article considers the formation of independence in adolescents under the influence of emotional acceptance from parents in Vietnam and Russia. Parental emotional acceptance helps teenagers gain self-confidence and avoid difficulties when they make decisions and solve problems, thereby developing independence in thinking and behaviour. Using the methodologies “Behaviour of parents and the attitude of adolescents to them” by E. Shafer and “Diagnostics of students’ independence” by L.A. Sergienko, the authors analyse the correlation between emotional acceptance from influential parents and the level of a teenager’ autonomy. In addition, the influence of fathers and mothers on the independence of adolescents is different. The results show that emotional acceptance from both parents helps teenagers develop autunomy better than emotional acceptance from just one person. Besides, the level of emotional support is higher among Russian parents than among Vietnamese ones, and this leads to the fact that Russian teenagers are more independent than Vietnamese ones. Emotional acceptance from parents plays an important role in the development of autonomy in children, therefore parents need to create healthy relationships with them.
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Juodraitis, Adolfas y Liuda Radzevičienė. "STRIVING FOR ADVANTAGE AS A DETERMINANT OF SOCIAL BEHAVIOUR". Problems of Psychology in the 21st Century 1, n.º 1 (5 de abril de 2012): 17–25. http://dx.doi.org/10.33225/ppc/12.01.17.

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After the experience of alienation, insecurity, distrust and dismay in the family, getting into institutional care teenager is forced to feel it once more, on the other hand, new environment and intermittent situation in the care institution leads teenager to look for new ways for social interaction and often these ways are limited due to the peculiarities of teenager’s psychosocial development. It is complicated for youngster to master new and unusual forms of social interactions that are based on common activities and result planning, social activity and responsibility, because stereotypes of teenagers’ behaviour and reactions in the different situations cannot change so fast. The lack of social skills disturbs optimal development of social networks, determines low level of self control, decreases ability to solve conflict situations constructively, so usually they are forced to use known behavioural strategies (to behave aggressively and provocative in order to get advantage). In such situation the demonstration of advantage gets a specific attribution and transforms to the manifestations of concurrent aggression that are evident more and more often. Concurrent aggression determines complicated and difficult relationships between teenagers, institutional staff as well and with environment in general. The paper presents research which aim is to define concurrent behaviour among teenagers who are placed in the institutional care. With the authors’ permission approbated check list of self evaluation YSR 11/18 (Youth self report, Achenbach, Rescoria, 2001) was used and 14 – 17 years old 126 teenagers from different care institutions of Lithuania took place in the research. Approbated check list YSR 11/18 (Žukauskienė, Malinauskienė, 2008) consists of 20 statements that reveal social and behaviour (activeness) competences and 122 statements that let for the researcher to assess problems in behavioural and emotional performance. Six scales were used: anxiety/depression, withdrawal/depression, rules breaking, aggressive behaviour and scale of attention and social problems. The data of quantitative research point out those statistically significant correlate results of behaviour and emotional problems; the strongest ties among the teenagers group were set up between aggressive behaviour and breaking of the rules. The results of correlation analysis proved that anxiety/depression scale of teenagers placed into the institutional care closely correlates with social problems, and social problems are in tight relations with aggressive behaviour and lack of attention and lack of attention correlates with aggressive behaviour, as well. In qualitative research 6 interviewers were involved. Applying method of narrative research the subjective point of view of teenagers on striving for domination, manifestations of aggression signs and factors that determine such their behaviour was done. Key words: behavioural norm, concurrent aggression, institutional care.
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Mudhiah, Imtinan Dian y Siti Maghfirotun Amin. "Profil Berpikir Siswa SMA dalam Menyelesaikan Soal Matematika Ditinjau dari Kecerdasan Emosional". MATHEdunesa 9, n.º 1 (16 de junio de 2020): 136–44. http://dx.doi.org/10.26740/mathedunesa.v9n1.p136-144.

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In mathematics learning a person often solves problems. In solving mathematical problems, a person needs a thought process with the thought process that an individual can come up with an idea to solve mathematical problems correctly. Stages of thinking take place individually and have a relationship with the social interactions carried out. The interaction will produce behavior. One factor that influences behavior is emotion. Therefore, the behavior of every individual must be related to good emotional control so that it can produce good behavior as well.Good emotional control requires preparedness and thought so that the behavior carried out does not have a negative impact on others. The readiness and thinking of a person can be seen from the age of an individual. The teenage phase occurs in someone at the age of 12 years to 18 years. At that age, an individual is in the middle or high school level. If a teenager feels school activities are not able to accommodate his thoughts, then he will overflow for less positive things. So teenagers should have the good emotional intelligence to control their emotions.This research is a descriptive study with a qualitative approach that aims to describe how the profile of thinking in solving mathematical problems based on the level of emotional intelligence. Subjects in this study were three students consisting of one student with high emotional intelligence, one student with moderate emotional intelligence, and one student with low emotional intelligence. In achieving these objectives the researchers conducted emotional intelligence tests, tests of mathematical problem solving, and interviews of the three subjects.The results showed that students with high emotional intelligence were able to solve mathematical problems with SPLTV material correctly, all information on the questions was used, writing steps to solve problems coherently and correctly, choosing the correct method to solve the problems. Emotionally intelligent students are less able to solve mathematical problems with SPLTV material correctly, because there is information on questions that are not used, and that results in choosing a method to solve the problem so that in solving it is less correct. Low emotional intelligence students are less able to solve mathematical problems with SPLTV material correctly because they are not able to remember previous knowledge, there is information on questions that are not used, the methods used are not correct, so in solving them less correct.Keywords: Thinking, Mathematics, and Emotional Intelligence.
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Susanti, Rezky y Fredy Akbar K. "Deteksi Dini Masalah Emosi dan Perilaku pada Usia 11 – 18 Tahun di SMK YPPP Wonomulyo". Mando Care Jurnal 1, n.º 2 (11 de junio de 2022): 73–78. http://dx.doi.org/10.55110/mcj.v1i2.54.

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Adolescents are individuals aged 11-12 years to 20-21 years. Adolescence is a period of transition where there are many changes in the individual, both physical, and psychological changes. Adolescents who are identical with high curiosity greatly affect their every behavior in everyday life because not everything they want to know is good, sometimes there are some teenagers who fall into negative things due to wrong steps. Especially when viewed from the emotional aspect of teenagers who are still unstable and cannot control themselves well. On the other hand, adolescents are also faced with the challenges of puberty, changes in social and environmental roles in order to achieve independence. These challenges have the potential to cause emotional and behavioral problems for adolescents. These emotional and behavioral problems are very common among teenagers, therefore it is necessary to detect them so that they can be prevented as early as possible. This study aims to identify emotional and behavioral problems at the age of 11-18 years at YPPP Wonomulyo Vocational High School. Research method is a type of quantitative research with data collection techniques were carried out using a strength and weakness questionnaire (SDQ) which will assess emotional and behavioral problems in adolescents. Sampling using total sampling technique and the results obtained by research with 550 respondents, the adolescent emotional and behavioral problems have a normal percentage more than the threshold/borderline percentage and abnormal percentage. So it can be concluded that the level of emotion and behavior of adolescents in YPPP Wonomulyo Vocational High School with normal emotional symptoms is 328 (60%), threshold/borderline 80 (14%), abnormal is 142 (26%) and normal behavior problems are 432 (78%), threshold 75(14%), abnormal 43(8%).
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Ye, Xiran. "Relationship between Parent-child Communication, Adolescent Emotional Adjustment and Depression Symptoms". Journal of Education and Educational Research 5, n.º 3 (1 de octubre de 2023): 247–49. http://dx.doi.org/10.54097/jeer.v5i3.13745.

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This paper aims to explore the relationship between parent-child communication and adolescent emotional adjustment and depressive symptoms, so as to provide theoretical support and practical guidance for family education and mental health intervention. Studies have shown that good parent-child communication has a positive impact on adolescents' emotional adjustment ability, which can reduce the risk of depressive symptoms. It is found that there is a significant positive correlation between parent-child communication and adolescent emotional adjustment. This means that in the family environment, good parent-child communication is helpful to improve teenagers' emotional adjustment ability and help them better cope with negative emotions. The improvement of emotional adjustment ability can make teenagers keep calm and control their emotions in the face of difficulties, so as to solve problems better. In addition, the study also found that there is a negative correlation between parent-child communication and depressive symptoms, and there is a significant negative correlation between adolescent emotional adjustment and depressive symptoms. This means that good parent-child communication can reduce the risk of adolescent depression. In the face of stress and difficulties, good parent-child communication can help teenagers gain emotional support and understanding, thus reducing the possibility of depressive symptoms.
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Djafar, Ayub, IGAA Noviekayati y Sahat Saragih. "Perbedaan Adversity Quotient dan Kematangan Emosi Remaja SMP ditinjau dari Jenis Kelamin". Journal Psikogenesis 6, n.º 1 (27 de septiembre de 2018): 61–68. http://dx.doi.org/10.24854/jps.v6i1.633.

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To face the problems faced in adolescent life required adversity quotient (fighting power). Adversity quotient is an important understanding of what teenagers need to achieve success that is the ability to survive and face difficulties in every problem. This ability will only be owned by individuals who have the ability to take control and respond to a difficulty or pressure positively. In addition it also needs emotional maturity so that teenagers reach the level of emotional development and no longer display the childish emotional patterns. A mature teenager develops a good value system, proper self-concept and has stable emotional behavior. The purpose of this research is to know the difference of adversity quotient and emotional maturity of junior high school adolescent in terms of gender, relationship between adversity quotient and emotional maturity of junior high school, and difference of emotional maturity and adversity quotient of junior high school in Kendari. The population in this study were all junior high school students in Kendari City and the sample in this study amounted to 150 students of junior high school in Kendari. The research instrument is the scale of adversity and the scale of emotional maturity. The result of quantitative analysis with t-Test proves that there is no difference adversity quotient and emotional maturity of junior high school teenagers (p = 0.747 0.05) t = 0.110. The result of quantitative analysis with Pearson correlation test proves that there is a relationship between adversity quotient and emotional maturity of junior high school in Kendari (p = 0.046 0.05). And there is no difference between the emotional maturity of junior high school male and female sex. (p = 0.435 0.05) t arithmetic = 1.544.
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Islamarida, Rista, Arif Tirtana y Aan Devianto. "Gambaran Perilaku Self Injury pada Remaja di Wilayah Sleman Yogyakarta". Care : Jurnal Ilmiah Ilmu Kesehatan 11, n.º 2 (30 de julio de 2023): 347–55. http://dx.doi.org/10.33366/jc.v11i2.4066.

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Adolescence is the transitional age from childhood to adulthood, and there are many changes during this period. The change that occurs is not only physical but also psychological. A lot of the stresses in the lives of teenagers make them look for ways to solve the problem. A teenager who can cope with problems well will go through adolescence well. However, there are some adolescents who are unable to cope with the problem, which will cause negative effects such as emotional instability. Because of these unstable emotions, teenagers use inappropriate ways to deal with their problems, such as self-harm behavior. This study aims to paint a picture of self-injury in adolescents. The study used descriptive analytical methods using the Self-Harm Inventory questionnaire for data collection. The research was carried out in the district of Sleman among teenagers aged 14–20 who were spread across 14 districts in Sleman. The total number of respondents was 1,362, taken using the cluster sampling technique. The results of the study showed that the majority of adolescents had low self-harm behaviors, with a percentage of 66.6%. However, attention should still be paid to adolescents who have high self-harm behaviors (a percentage of 3.4%). So further research is still needed to find out the various factors that affect self-injury behavior in adolescents.
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Bond, L., J. B. Carlin, L. Thomas, K. Rubin y G. Patton. "Does bullying cause emotional problems? A prospective study of young teenagers". BMJ 323, n.º 7311 (1 de septiembre de 2001): 480–84. http://dx.doi.org/10.1136/bmj.323.7311.480.

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Guo, Rui. "The relationship between adolescent learning stress and emotional problems, regulatory factors and suggestions for school education". Journal of Education, Humanities and Social Sciences 34 (9 de julio de 2024): 39–44. http://dx.doi.org/10.54097/2kx76d70.

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Adolescence is a key stage in the development of individual life, and the experience and learning pressure in this period have a profound impact on individual mental health and emotional state. With the increasingly fierce social competition, teenagers are facing more and more challenges and pressures in the learning process. Factors such as academic performance, admission pressure, and self-identity are intertwined, which together constitute the learning pressure faced by teenagers. These stresses not only affect their academic performance, but also have important effects on their emotional well-being. This paper aims to explore the relationship between learning stress and emotional problems in adolescents, analyze how learning stress affects their emotional state, and the role of emotional problems in coping with learning stress. In addition, this paper will also discuss some effective coping strategies and interventions to help adolescents to better manage and cope with the stress in the learning process and promote their mental health development.
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Tesis sobre el tema "Emotional problems of teenagers"

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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 y 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.
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Clinical Psychology
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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 participant’s gender or target face age group characteristics. The hypothesis that participants would be better at recognising emotions expressed by their own age group was therefore not supported. In line with expectations, significant negative associations between CU traits and fear recognition were found. However, these were small, and contrary to expectations, were found for girls rather than boys. Also, puberty did not exacerbate emotion recognition deficits in high CU children. However, the relationship between CU traits and emotion recognition was affected differently by pubertal status. The implications of these results are discussed in relation to future research into emotion recognition deficits within this population. In addition, theoretical and practical implications of these findings for the development of antisocial behaviour and the treatment of children showing CU traits are explored.
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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.
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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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Libros sobre el tema "Emotional problems of teenagers"

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Debora, Bell, Foster Sharon L y Mash Eric J, eds. Handbook of behavioral and emotional problems in girls. New York: Kluwer Academic/Plenum Publishers, 2005.

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Tourville, Amanda Doering. Out of the dark: Coping with emotional challenges. Edina, Minn: ABDO Pub., 2010.

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Smykowski, Błażej. Psychologia kryzysów w kulturowym rozwoju dzieci i młodzieży: Psychology of crisis in the cultural development of children and youth. Poznań: Wydawnictwo Naukowe UAM, 2012.

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Graham, Rosemary. Stalker girl. New York: Scholastic, 2011.

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Friesen, Jonathan. The last Martin. Grand Rapids, Mich: Zonderkidz, 2011.

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Fleisch, Brahm. Approaches in the treatment of adolescents with emotional and substance abuse problems. Rockville, MD: U.S. Dept. of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment, 1996.

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Fleisch, Brahm. Approaches in the treatment of adolescents with emotional and substance abuse problems. Rockville, MD: U.S. Dept. of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment, 1991.

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Jhā, Ārasī Prasāda. Janajātīya evaṃ gaira-janajātīya kiśoroṃ kī samvegātmaka samasyāoṃ kā manovaijñānika adhyayana. Kolakāta: Bhāratīya Mānavavijñāna Sarvekshaṇa, 2011.

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Palos, Patricia Andrade. Investigaciones psicosociales en adolescentes. Tuxtla Gutiérrez, Chiapas, México: Universidad de Ciencias y Artes del Estado de Chiapas, 2008.

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Yu, Jennifer. Four weeks, five people. Don Mills, ON: Harlequin Enterprises, Limited, 2017.

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Capítulos de libros sobre el tema "Emotional problems of teenagers"

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Kerfoot, Michael y Alan Butler. "Emotional Problems". En Problems of Childhood and Adolescence, 41–56. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19311-0_5.

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Dryden, Windy. "Emotional problems". En Dealing with Emotional Problems Using Rational Emotive Behaviour Therapy (REBT), 7–29. 2a ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003424338-2.

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Dryden, Windy. "Emotional problems". En Dealing with Emotional Problems Using Rational Emotive Behaviour Therapy (REBT), 1–18. 2a ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003424307-1.

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Balbus, Isaac D. "Postmodernist Problems". En Emotional Rescue, 253–70. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003416890-15.

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Chakraborty, Aruna y Amit Konar. "Open Research Problems". En Emotional Intelligence, 295–304. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68609-5_10.

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Anderson, Elizabeth M., Lynda Clarke y Bernie Spain. "Factors associated with teenagers' psychological problems". En Disability in Adolescence, 140–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347903-7.

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Houten, Ron. "Emotional Problems II Autism". En Handbook of Behavior Modification with the Mentally Retarded, 421–41. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2501-5_16.

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Hébert, Thomas P. "Guiding Gifted Teenagers to Self-Understanding Through Biography". En Social-Emotional Curriculum With Gifted and Talented Students, 259–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238065-10.

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Douglas, Jo. "Children’s behavioural and emotional problems". En Psychology and Nursing Children, 99–125. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22880-5_5.

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Holden, Jenifer M. "Emotional Problems Associated with Childbirth". En Postnatal Care, 45–61. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-21082-4_3.

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Actas de conferencias sobre el tema "Emotional problems of teenagers"

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PLEȘCA, Maria. "The relationship between communication and conflict resolution strategies in adolescents". En Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v1.24-25-03-2023.p22-28.

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In the article it is shown that adolescents have difficulties in expressing their thoughts, their vocabulary is limited, they often do not know how to use expressive means when interacting with other people, often interrupting each other, as a result of which there is dissatisfaction with of communication. In interpersonal relationships, difficulties and conflicts inevitably arise, they are a natural part of our life. Difficulties in communication can lead to conflict. Most often, conflict is conceived as a serious challenge, so it is important to learn how to get out of conflict situations constructively. Through communication, teenagers build skills for interacting with people and emotional experience. In this sense, the question of knowing the most effective ways to respond to a conflict situation is relevant, especially during adolescence. Interpersonal interaction in conflict situations causes difficulties for teenagers, destructive tendencies in their relationships. Often, instead of analyzing the problem and finding the best ways to solve it, a teenager tries to intensely influence the object of the contradiction and produces actions that lead to an escalation of the conflict. This is primarily due to the lack of communication skills of teenagers.
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Sun, Jenny y Yu Sun. "An Intelligent Mobile Platform to Assist Customized Cosmetic Selection using Artificial Intelligence and Natural Language Processing". En 4th International Conference on Machine Learning & Applications (CMLA 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.121113.

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Most teenagers have some types of skin blemishes and allergies that often go undiagnosed [4][5]. This can lead to many unnecessary skin ailments and treatments that do not address the root of the problems [6]. This is especially true for young women who are beginning to use makeup. This can lead to embarrassments and even isolation and depression. But with this Intelligent Mobile Platform app, teenagers, parents, and dermatologists can all be assisted in identifying specific skin conditions such as oily or dry skin, skin prone to breakouts and rashes, acne, or even more severe conditions such as eczema and psoriasis [7]. Once this app has made a proper diagnosis, it will recommend and prescribe proper skin treatments intended to avoid or solve potentially major physical and emotional problems. This paper is designed to discuss the ways that this app evolved into a productive and reputable device capable of improving the lives of millions of young teenagers as well as those of older ages who continue to struggle with skin problems.
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Sunnatova, R. I., M. O. Mdivani y E. V. Lidskaya. "Personal resource as a factor of deviant behaviour prevention among students of digital generation". En INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.264.276.

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The history of students’ deviant behavior problem and studying different aspects of this phenomenon is defined by ambiguous understanding of the phenomenon occurrence nature. Widespread digitalization of educational environment and social life introduces new factors determining the behavior of modern adolescents. A promising approach to solving a number of research and practical problems in preventing deviant behavior among adolescents may consider the possibility of identifying a personal resource as a factor of preventing violations in adolescent behavior. The study involved 402 students from Moscow school. It revealed negative connotations in self-confidence and obsession with computer games, browsing social networks (Spearman’s correlation coefficient — .583), as well as with volitional control of emotional reactions — .598. A significant correlation was also found between teenagers’ dissatisfaction with significant adults’ attitude and obsession with computer games, browsing social networks: problems with teachers — Spearman’s correlation coefficient .458 and, accordingly, dissatisfaction with family relationship .431. All correlations are significant at the level of 0.01. Generally, the analysis results allow us to state that the questionnaire being developed can be useful both to identify the adolescent’s personal resource that enforce normative behavior and to identify deviant behavior risk predictors for students in grades 7–11. It can also be used as a tool for targeted planning in psychological and pedagogical support aimed at leveling various behavior violations and intrapersonal destructive states of adolescents.
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Wai Michael Siu, Kin, Kwok Yin Angelina Lo, Yi Lin Wong y Chi Hang Lo. "Playful Public Design by Children". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002044.

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The design of public space and facilities in a country park aims to serve a wide scope of people with diverse needs and interests. Research on human factors should include users of different ages and capabilities. Children are often a forgotten category of users for collecting views and preferences in public design. Their voices and ideas are seldom heard and heeded. It is crucial to involve children in the design process to optimise outdoor recreational and educational experience in a country park. Playful Public Design by Children is a design research project which involved 1,023 children aged 3 to 18. They were guided to use a human factors (or ergonomics) approach to identify and solve problems in the real-life setting of Shing Mun Country Park in Hong Kong. The design research, spanning from 2019 to 2020, was conceived and co-led by a public design lab of a university and a group of art and design studios for children and teenagers. This paper reports an investigation of children’s perception of, observations on and concerns about the country park and the values underlying these concerns. Different phases engaged children in site research and visual-based design projects. For clarity and more in-depth discussion, this paper focuses specifically on children aged 8 -12. The projects allowed children to participate in observing the inadequacies of current park features such as space and facilities design. Research findings reveal children’s ability to embrace complexity in different design situations as they adopted the role as researcher, designer and change-maker. The common problem-solving strategies among their proposed design ideas reflect their concern for fun, fulfilment, adventure, action and harmony of different users (animals included) in the shared outdoor environment. Their proposed design solutions go beyond existing park design that covers only functional and physical aspects. Children’s perspective addresses other human factors such as psychological, emotional and social needs of different users resulting in an array of whimsical designs, such as zoomorphic gazebos, tree houses and observation towers for star-gazing, bird-watching, daydreaming and quiet reading. The significance of the research project is in the pedagogical practice that reveals children’s inherent creativity, design ability and potential as contributing citizens. The project changes urban children’s perception of nature, design and problem-solving strategies, and parents’ perception of design education in children’s creative development. Through the lens of children, designers can find a more well-rounded view inclusive of different human factors that can optimise users' interaction with the country park environment.
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Kim, Junhan, Yoojung Kim, Byungjoon Kim, Sukyung Yun, Minjoon Kim y Joongseek Lee. "Can a Machine Tend to Teenagers' Emotional Needs?" En CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3188548.

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Jiayao, Che. "Evaluation of Causes and Impacts of Emotional Pressure Among Teenagers". En 2021 International Conference on Social Development and Media Communication (SDMC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220105.265.

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Salmorbekova, Rita Bobuevna y Dilnara Akramovna Rustamova. "Problems of teenagers of 12-19 with deviant behavior". En IX International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112366.

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Feldmaier, Johannes y Klaus Diepold. "Emotional evaluation of bandit problems". En 2013 IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN). IEEE, 2013. http://dx.doi.org/10.1109/roman.2013.6628436.

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Smith Duss, Leslie. "Emotional Sharing by Teenagers in the Space of a YouTube Vlog: A Discourse Analysis". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569505.

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Fedorenko, Marina, Marina Belousova y Tatiana Chetyrchinskaya. "Emotional Intelligence, Anxiety and Aggression as Predictors of Destructive Behaviour and Offences of Teenagers". En IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1266.

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Informes sobre el tema "Emotional problems of teenagers"

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Zablotsky, Benjamin, Amanda E. Ng, Lindsey I. Black, Jonaki Bose, Jessica Jones, Aaron Maitland y Stephen J. Blumberg. Perceived social and emotional support among teenagers: United States, July 2021 – December 2022. Hyattsville, MD: National Center for Health Statistics (U.S.), julio de 2024. http://dx.doi.org/10.15620/cdc/156514.

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Dinarte, Lelys, Pablo Egaña del Sol y Claudia Martínez. When Emotion Regulation Matters: The Efficacy of Socio-Emotional Learning to Address School-Based Violence in Central America. Inter-American Development Bank, marzo de 2024. http://dx.doi.org/10.18235/0012854.

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After-school programs (ASP) that keep youth protected while engaging them in socio-emotional learning might address school-based violent behaviors. This paper experimentally studies the socio-emotional-learning component of an ASP targeted to teenagers in public schools in the most violent neighborhoods of El Salvador, Honduras, and Guatemala. Participant schools were randomly assigned to different ASP variations, some of them including psychology-based interventions. Results indicate that including psychology-based activities as part of the ASP increases by 23 percentage points the probability that students are well-behaved at school. The effect is driven by the most at-risk students. Using data gathered from task-based games and AI-powered emotion-detection algorithms, this paper shows that improvement in emotion regulation is likely driving the effect. When comparing a psychology-based curriculum aiming to strengthen participants' character and another based on mindfulness principles, results show that the latter improves violent behaviors while reducing school dropout.
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, febrero de 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
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Hwang, Su-In, Soo-Hyun Sung, Young-Jin Yoon y Jang-Kyung Park. Acupuncture treatment for emotional problems in infertile women: a protocol for systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, mayo de 2021. http://dx.doi.org/10.37766/inplasy2021.5.0082.

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Burke, Kylie, Yanshu Huang, Denise Clague, Matthew R. Sanders, Alina Morawska y Janeen Baxter. Perceived parenting support: Relationship to parenting, parent self-regulation and child social, emotional and behavioural problems. The University of Queensland, abril de 2023. http://dx.doi.org/10.14264/0df133b.

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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), marzo de 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young people. With the current gap in policy relevant mental health and education data in low resource settings, this paper studies the effect of targeted instruction interventions such as TaRL on the mental health and educational outcomes of primary school learners in Botswana. Using a difference in difference design, the study finds that exposure to the learning pedagogy reduces the behavioural and emotional difficulties of children by .15SD when compared to children not yet exposed to the programme. This paper is able to connect the mental health and education literatures, contributing to the evidence base on improving student outcomes.
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Sara-Kennedy, Edward. How Do Disruptive Innovators Prepare Today’s Students to be Tomorrow’s Workforce?: Coschool's Edumoción Centering The Emotion in Education. Inter-American Development Bank, marzo de 2023. http://dx.doi.org/10.18235/0004779.

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Latin America and the Caribbean are facing numerous challenges, such as low-quality education, poor well-being, and non-peaceful and exclusive societies. The causes are complex, yet connected to outdated, ineffective, and underfinanced education systems. The emotional strain of the pandemic continues to create new challenges and unearth problems that have long been neglected. There is an urgent need for a disruptive solution that supports educators, parents, and students to overcome existing problems as well as better prepare them for uncertain times that lie ahead. In this brief, we introduce Edumoción, Coschools unique pedagogical model and solution which centers the emotion in education. Through the development of educators socioemotional and professional skills and well-being, teachers can better support students development of socioemotional, academic, and global competencies. Through Edumoción learning platform and community, educators are provided with the tools, knowledge, and a support network to develop professionally and personally. The Edumoción methodology enables teachers to cascade skills and knowledge to their students in safe and inclusive learning environments.
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El Hamamsy, Laila. Early Marriage and Reproduction in Two Egyptian Villages. Population Council, 1994. http://dx.doi.org/10.31899/pgy1994.1009.

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As noted in this monograph, marriage forms a central element of social life for Egyptians. Marriage in Egypt is nearly universal, and parents invest heavily to establish their children in married life. Once married, couples are faced with social pressures to begin childbearing immediately, a reflection of the high value placed on parenthood and children. But not all marriages begin with the same prospects for stability and satisfaction. This study draws attention to the problems faced by women who marry at very early ages in parts of rural Egypt. Despite a legal minimum age of 16, significant numbers of young girls marry below that age, and many experience social, emotional, and health-related difficulties. This study tells why these young women married early and how that decision affected their later life. The study points to areas where the aspirations of these girls have been clearly thwarted—to go to school, delay marriage, and postpone childbearing until they feel physically and psychologically ready. A related picture emerges of the social and economic forces that propel rural girls into marriage at very young ages. Each of these problems suggest areas for policy attention.
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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk y Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.
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Haslam, Divna, Ben Mathews, Rosana Pacella, James Graham Scott, David Finkelhor, Daryl Higgins, Franziska Meinck et al. The prevalence and impact of child maltreatment in Australia: Findings from the Australian Child Maltreatment Study: Brief Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.239397.

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The Australian Child Maltreatment Study (ACMS) is a landmark study for our nation. The ACMS research team has generated the first nationally representative data on the prevalence of each of the five types of child maltreatment in Australia, and their associated health impacts through life. We also identified information about the context of maltreatment experiences, including how old children are when it occurs, and who inflicts it. This knowledge about which children are most at risk of which types of abuse and neglect, at which ages, and by whom, is needed to develop evidencebased population approaches required to reduce child maltreatment in Australia. The concerning prevalence of maltreatment and its devastating associated outcomes present an urgent imperative for nation-building reform to better protect Australian children and reduce associated costs to individuals, families, communities and broader society. The ACMS collected data from 8500 randomly selected Australians aged 16-65 years and older. We included an oversample of 3500 young people 16-24 years of aged to generate particularly strong data about child maltreatment in contemporary Australian society, to assess its associated impacts in adolescence and early adulthood, and to allow future prevalence studies to detect reductions in prevalence rates over time. Our participants aged 25 and over enabled us to understand prevalence trends at different times in Australian history, and to measure associated health outcomes through life. Participants provided information on childhood experiences of each of the five types of child abuse and neglect, and other childhood adversities, mental health disorders, health risk behaviours, health services utilisation, and more. Our findings provide the first nationally representative data on the prevalence of child maltreatment in Australia. Moreover, the ACMS is the first national study globally to examine maltreatment experiences and associated health and social outcomes of all five forms of child maltreatment. Taken together, our findings provide a deep understanding of the prevalence, context and impact of child abuse and neglect in Australia and make an important contribution to the international field. This brief report presents the main findings from the ACMS for a general public audience. These main findings are further detailed in seven peer-reviewed scholarly articles, published in a special edition of the Medical Journal of Australia, Australia’s leading medical journal. Forthcoming work will examine other important questions about the impacts of specific maltreatment experiences to generate additional evidence to inform governments and stakeholders about optimal prevention policy and practice. There is cause for hope. In recent years, there have been reductions in physical abuse, and in some types of sexual abuse. These reductions are extremely important. They mean that fewer children are suffering, and they indicate that change is possible. Policies and programs to reduce these types of maltreatment are having an effect. Yet, there are other concerning trends, with some types of maltreatment becoming even more common, including emotional abuse, some types of sexual abuse, and exposure to domestic violence. And new types of sexual victimisation are also emerging. As a society, we have much work to do. We know that child maltreatment can be reduced if we work together as governments, service sectors, and communities. We need to invest more, and invest better. It is a moral, social and economic imperative for Australian governments to develop a coordinated long-term plan for generational reform. We have found that: 1. Child maltreatment is widespread. 2. Girls experience particularly high rates of sexual abuse and emotional abuse. 3. Child maltreatment is a major problem affecting today’s Australian children and youth – it is not just something that happened in the past. 4. Child maltreatment is associated with severe mental health problems and behavioural harms, both in childhood and adulthood. 5. Child maltreatment is associated with severe health risk behaviours, both in childhood and adulthood. 6. Emotional abuse is particularly harmful, and is much more damaging than society has understood.
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