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.
Texto completoChan, 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.
Texto completopublished_or_final_version
Clinical Psychology
Doctoral
Doctor of Psychology
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.
Texto completoFlorell, 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.
Texto completoTitle 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.
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.
Texto completoBalagna, 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.
Texto completoShanker, 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.
Texto completoAbrahamse, 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.
Texto completoBibliography
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
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.
Texto completoShaw, 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.
Texto completoMaajeeny, Hassan. "Children with Emotional and Behavioral Disorders in Saudi Arabia: A Preliminary Prevalence Screening". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062825/.
Texto completoLuebbe, Aaron M. Bell Debora. "Differentiating anxiety and depression a socioaffective tripartite model /". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6975.
Texto completoViola, Wendy Elaine. "Adolescent Males' Similarity, Emotional Safety, and Change in Strengths-Based Programming". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/645.
Texto completoMagro, Martha Elizabeth. "The experience of the adolescent in a place of safety". Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-03102010-105351/.
Texto completoBauserman, Adam D. "Special education service delivery and instructional models used in Indiana for secondary students with emotional disabilities perceptions from the field /". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/756.
Texto completoIsava, Duane M. "An investigation on the impact of a social emotional learning curriculum on problem symptoms and knowledge gains among adolescents in a residential treatment center /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882931&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 167-173). Also available for download via the World Wide Web; free to University of Oregon users.
Du, Toit Anize. "Becoming a peer supporter A narrative exploration /". Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04052007-094415.
Texto completoSeraceni, Mayra Fernanda Ferreira. "Problemas emocionais e comportamentais e uso de serviços educacionais e de saúde em escolares". Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/1628.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Schools are appropriate contexts for the investigation of mental health, emotional and behavioral problems in children and adolescents. In Brazil there are few studies that compare behavioral problems in students of mainstraim public and private schools associated with the use of educational and mental health facilities. The present study had the objective of investigating emotional and behavioral problems, as well as its associated risk and protection factors, in Elementary Schools students from private and public mainstream schools. A cross-sectional study was made and based on the proposed objectives the sample attended convenience criteria. The sample was composed of 357 students, age range 6 to 12 years old, from public and private schools and their respective parents (176 are students from three public schools in Barueri and 181 students from one private school in Sao Paulo downtown). Data collection instruments were: a) questionnaire with social-demographic data and information on the use of health services; b) Child Behavior Checklist for ages 6 to 18 (CBCL/6-18); c) recording of academic performance through the identification of annual average grades in Portuguese and Mathematics. Descriptive analysis were carried out through the use of simple frequency tables and crossed tables; analyses of variance for the comparison of average scores in CBCL/6-18 between groups; correlation analysis for the verification of possible associations among variables of sample characterization with scores of emotional and behavioral problems, social and academic competences indicators, as well as indicators of social-demographic characterization and use of educational and health services and a technique of logistic regression to determine the probability or result of a child to be classified as border-line/clinical in the scales of externalizing, internalizing or total behavioral problems on CBCL/6-18 based on predictive factors: gender, age, school (public or private), caretaker s age, socioeconomic classification, average grade in Mathematics and Portuguese and scores in the scales of competences for performing activities, socialization and academic performance on CBCL/6-18. The main results indicate emotional and behavioral problems in both groups. Observa-se de modo geral que os pais cuidadores de crianças das escolas públicas perceberam um maior número de problemas de comportamento em seus filhos quando comparados aos informantes da escola particular. It was observed that parents of children enrolled in public schools perceive a greater number of behavioral problems in their children compared to parents of children enrolled in private schools. In terms of academic variables, both groups achieved similar results in average grade in Portuguese and Mathematics and academic performance assessed by CBCL/6-18, what indicates that participants do not present problems in this area. It was observed that according to parental perception concerning the existence internalizing behavioral problems (Private=38,10%; Public=30,70%) was greater if compared to externalizing (Private=15,50%; Public=15,30%). Data show that children that do not present emotional and behavioral difficulties according to the caretaker s report use more psychological services compared to the group that present borderline/clinic scores in the total scale of emotional and behavioral problems of CBCL/6-18. In both groups logistic regression model has allowed the verification of concomitant associations among academic and social competences and the caretaker s age with the result of emotional and behavioral problems of children. We concluded that the identification of these concomitant association enhance the need of mental health strategies focused on the promotion of social abilities and monitoring and management of academic difficulties of these children. Thus, such actions can be developed in the school locus though workshops and lectures with orientations on the management of emotional and behavioral problems or intervention strategies and necessary follow-up.
As escolas são contextos adequados para o levantamento de problemas de saúde mental e di-ficuldades emocionais e comportamentais em crianças e adolescentes. No Brasil são escassos os estudos que comparam problemas de comportamento de alunos que frequentam escolas públicas e privadas associado ao uso de serviços educacionais e de saúde mental. O estudo teve como objetivo geral realizar em alunos do Ensino Fundamental I de escolas públicas e particular um levantamento de problemas emocionais e comportamentais e fatores potenciais de risco e proteção associados aos mesmos. Foi realizado um estudo de corte transversal e baseado nos objetivos propostos a amostra seguiu critérios de conveniência. A amostra foi composta por 357 alunos na faixa etária de 6 a 12 anos de escolas públicas e particular e seus respectivos pais (176 escolares estavam regularmente matriculados em três escolas públicas do Ensino Fundamental I -EF I do município de Barueri e 181 alunos eram de uma única escola particular da região central da cidade de São Paulo). Os instrumentos de coleta de dados foram: a) Questionário para caracterização sociodemográfica e uso de serviços de saúde; b) Inventário de Comportamentos para Crianças e Adolescentes entre 6 e 18 anos (CBCL/6-18); c) Registro de desempenho acadêmico dos participantes mediante a identificação da média escolar anual nas disciplinas de português e matemática. Para as análises de dados foram realizadas análises descritivas mediante uso de tabelas de frequências simples e tabelas cruzadas; análises de variância para comparação de médias de escores brutos das escalas do CBCL/6-18 entre os grupos; análises de correlação para verificação de possíveis associações entre variáveis de caracterização da amostra com os escores brutos de problemas emocionais e comportamentais, indicadores de competências sociais e escolares, assim como, os indicadores de caracterização sociodemográfica e o uso de serviços educacionais e de saúde e uma técnica de regressão logística para determinar a probabilidade ou desfecho de uma criança ser classificada como limítrofe/clínica nas escalas de problemas de comportamento externalizantes, internalizantes e totais do CBCL/6-18 a partir dos fatores preditores: gênero da criança, idade da criança, tipo de escola, idade do cuidador informante, classificação socioeconômica familiar, médias em matemática e português e escores brutos das escalas de competências para realização de atividades, socialização e desempenho escolar do CBCL/6-18. Os principais resultados indicam problemas emocionais e comportamentais em ambos os grupos de participantes. Observa-se de modo geral que os pais cuidadores de crianças das escolas públicas perceberam um maior número de problemas de comportamento em seus filhos quando comparados aos informantes da escola particular. Quanto as variáveis escolares média de desempenho acadêmico nas disciplinas de matemática e português e o desempenho escolar avaliado pelo CBCL/6-18 houve entre os grupos resultados similares indicando que os participantes parecem não apresentar problemas de aproveitamento escolar. Observa-se que de acordo com percepção dos pais em relação à existência de problemas de comportamento internalizantes (Particular=38,10%; Pública=30,70%) foi maior se comparada aos externalizantes (Particular=15,50%; Pública=15,30%). Os dados mostram que crianças que não apresentam dificuldades emocionais e comportamentais fazem maior uso de serviços de psicologia quando comparadas ao grupo que apresenta escores limítrofe/clínico na escala total de problemas emocionais e comportamentais do CBCL/6-18. Em ambos os grupos o modelo de regressão logística que foi gerado permitiu verificar associações concomitantes entre competências nas áreas escolar e social e idade do cuidador com o desfecho problemas emocionais e comportamentais das crianças. Conclui-se que a identificação dessas associações concomitantes evidenciam a necessidade de ações de saúde mental que sejam focadas na promoção de habilidades sociais e no monitoramento e remediação de dificuldades de desempenho escolar destas crianças. Sendo assim, são ações que poderão ser desenvolvidas nos próprios lócus escolares mediante palestras de orientação sobre o manejo de problemas emocionais e comportamentais ou estratégias de intervenções e acompanhamentos necessários aos escolares.
Truong, Elizabeth T. "Emotional autonomy, the family environment and adolescent depression /". [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17153.pdf.
Texto completoPristas, Erica V. "Adolescents' anticipated emotional and behavioral responses to alcohol and drug offers". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1136342177.
Texto completoNishioka, Vicki Marie. "Personal and ecological characteristics of middle school boys labeled emotionally disturbed, learning disabled, and socially maladjusted : more alike than different /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004000.
Texto completoTypescript. Includes vita and abstract. Includes bibliographical references (leaves 160-188). Also available for download via the World Wide Web; free to University of Oregon users.
Wong, Ka-yan Angela. "Adolescent problems and coping strategies". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B2978945x.
Texto completoHaider, Mariam. "Emotional and behavioural problems among Pakistani children". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.
Texto completoL'objectif principal de l'étude a été d'examiner les taux de prévalence des problèmes émotionnels et comportementaux parmi les enfants Pakistanais. L'effet dû à l'âge et au sexe ont également été étudié. La cohérence interne et la validité conceptuelle du CBCL de l'Ourdou ont été examinées. De plus, un prélevé des échantillons de Pakistanais fut comparé à celle d'une démographique Américaine. Les parents de 600 enfants âgés de 6 à 16 ans ont complété le CBCL en Ourdou, avec l'échantillon divisé également entre garçons et filles. Les données ont été recueillies parmi les écoles privées et publiques dans la ville Pakistanaise de Lahore. Une plus haute prévalence de problèmes d'internalisation comparée aux problèmes d'externalisation a été trouvée dans l'échantillon. Dans le cadre de syndrome empirique, soucieux/déprimé était la plus répandue mais parmi l'échelle DSM, les problèmes somatiques ont été la plus répandue. Semblable aux autres cultures, il y avait d'importantes différences entre les sexes avec un degré plus élevé de problème d'extériorisation parmi les garçons comparativement aux filles. L'inverse était vrai pour les problèmes d'internalisation. Les problèmes d'internalisation augmentent avec l'âge mais les problèmes d'extériorisation diminuent avec l'âge. Malgré les ressemblances interculturelles dans les tendances du développement, il y avait un effet accordé par la culture. Fondé sur les critères de Cohen (1988), l'effet de la Culture était moyenne (0.06) pour les résultats totale. La comparaison interculturelle a indiqué que les enfants Pakistanais avaient de meilleurs résultats sur toutes les échelles sauf ceux des problèmes qui font réfléchir. Les résultants peuvent être attribués à l'augmentation de la violence et du terrorisme à Lahore. Les constatations actuelles soutiennent le model écologique-transactionnel. Il y avait également des interactions signif
Moulton, V. G. "Children's aspirations and emotional and behavioural problems". Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1522668/.
Texto completoWoitaszewski, Scott Allan. "The contribution of emotional intelligence to the social and academic success of gifted adolescents". Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1203652.
Texto completoDepartment of Educational Psychology
Leung, Chun-ning Jacqueline y 梁雋寧. "Effects of stress management through written emotional disclosure on secondary school students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209698.
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Educational Psychology
Master
Master of Social Sciences
Chan, Ching-wan. "Correlation of voice problems & emotional status in teachers". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209843.
Texto completo"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
Choi, Ye Ri 1973. "Chinese immigrant children : predictors of emotional and behavioural problems". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99162.
Texto completoSingh, Gurmeet Mohinder Pal. "Social cognitions in children with emotional and behavioural problems". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019078/.
Texto completoSoelberg, Nichole Marie. "Screening for Emotional and Behavioral Problems in High Schools". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4175.
Texto completoLohyn, Marta. "Problems of theory and research : an evaluation of a vocational training programme for disabled adolescents /". Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arml833.pdf.
Texto completoGibson-Scipio, Wanda. "The association of perceived emotional support self-regulation and asthma health related outcomes". Diss., Connect to online resource - MSU authorized users, 2006.
Buscar texto completoButler, Lucy Marie. "Paternal depression, expressed emotion and child emotional and behavioural problems". Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3698.
Texto completoChristensen, Jennifer E. Bullock Lyndal M. "Female adolescents identified with emotional disturbance and adjudicated female adolescents a comparison of self-concepts /". [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3689.
Texto completoFyffe, Adam. "Children and young people's understanding of psychological problems and emotional wellbeing". Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510420.
Texto completoCox, Mary Ellen, Donna J. Cherry y John G. Orme. "Measuring the Willingness to Foster Children With Emotional and Behavioral Problems". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7644.
Texto completoChen, Chieh-Yu. "Examination of Psychometric Properties of a Translated Social-Emotional Screening Test: The Taiwanese Version of Ages and Stages Questionnaires: Social-Emotional". Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22786.
Texto completoSuveg, Cynthia M. "Emotion Management in Children with Anxiety Disorders: A Focus on the Role of Emotion-related Socialization Processes". Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/SuvegCM2003.pdf.
Texto completoDevine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students". Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.
Texto completoEckler, Jennifer w. "Naturalistic Study of Students with Emotional/Behavioral Problems at the Secondary Level". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1277205810.
Texto completoWeston, Stephanie. "Emotional Flooding and Relational Schemas in Families with Early Childhood Conduct Problems". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16061.
Texto completoSalater, Julie y Marthe Røhr. "Parent-Reported Psychological and Sleep Problems in a Preschool-Aged Community Sample: Prevalence of Sleep Problems in Children with and without Emotional/Behavioural Problems". Thesis, Norges teknisk-naturvitenskapelige universitet, Fakultet for samfunnsvitenskap og teknologiledelse, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11727.
Texto completoAncona, Grace Ann. "Contemporary problems facing adolescents in Missouri high schools". free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841353.
Texto completoSholl, Catherine. "Challenging discrimination : teenagers' attitudes to mental health problems and their experience of a psychosocial educational intervention". Thesis, University of East London, 2008. http://roar.uel.ac.uk/3777/.
Texto completoScarlett, Esme Louise. "A study of student social emotional problems in the Seine River School Division". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23488.pdf.
Texto completoJones, Wyndham Simon. "Confronting difficulty : a daycare unit in London for children with complex emotional problems". Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/1450/.
Texto completoKendall, Helen Jane. "The link between mental health, social and emotional vulnerability and life chances : school based early identification of socially and emotionally vulnerable adolescents in a deprived urban community". Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5604.
Texto completoCoward, Sinclair. "The emotional wellbeing of black and dual heritage looked after young people". Thesis, London Metropolitan University, 2015. http://repository.londonmet.ac.uk/1159/.
Texto completoSteptoe, Lesley. "Attachment, childhood adversity, emotional problems and personality disorder in offenders with mild intellectual disability". Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/8cf71f7d-4ee7-4729-8cb8-14ad401a61df.
Texto completoBlack, Carol. "A comparison of emotional and behavioural problems in preschool children from differing socioeconomic backgrounds /". Title page, abstract and contents only, 1997. http://web4.library.adelaide.edu.au/theses/09PM/09pmb6266.pdf.
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