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1
Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children". Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.
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2
Harris, Gene A. "Ecological risk factors and severity of child conduct problems /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8987.
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3
Hawes, David Psychology Faculty of Science UNSW. "The treatment of conduct problems in children with callous-unemotional traits". Awarded by:University of New South Wales. School of Psychology, 2004. http://handle.unsw.edu.au/1959.4/20660.
Testo completoAbstract (sommario):
The aim of this study was to determine the impact of callous-unemotional (CU) traits on treatment outcomes and processes in a 10-week behavioural parent training intervention with young boys referred for conduct problems (n=55, mean age 6.29 years). The study represents the first investigation of this risk factor in an early intervention trial, and extends the body of research examining the predictive utility of childhood CU traits in relation to subsequent antisocial behaviour. As predicted, CU traits were associated with greater conduct problems at pre-treatment, and these traits were related to poor treatment outcomes at 6-month follow-up even when controlling for baseline conduct problem severity. Consistent with the low levels of fearful inhibitions characteristic of the CU temperament, the behaviour of boys with high CU traits was less responsive to time-out discipline than that of boys without CU traits. Boys with high levels of CU traits also reacted with less affect to this discipline. The effects of CU traits on treatment outcomes and processes were not related to differences in treatment implementation by parents. These findings provide evidence that conduct problems in boys with CU traits are less responsive to changes in parenting processes than those of boys without these traits, and present important implications for the role of child temperament in the treatment of conduct problems.
4
Comeau, Colleen. "Impact of school context on the relations between deviant peer affiliations and problem behaviors during the middle school years : an exploratory analysis using hierarchical linear modeling /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3190510.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 105-113). Also available for download via the World Wide Web; free to University of Oregon users.
5
Russell, Deborah Louise. "Adding function-based behavioral support to First Step to Success /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232419041&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 166-170). Also available for download via the World Wide Web; free to University of Oregon users.
6
Rowe, Kindle Anne Perkins. "Direct and collateral effects of the First Step to Success program : replication and extension of findings /". view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035573.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 161-168). Also available for download via the World Wide Web; free to University of Oregon users.
7
Wainwright, Anita. "Parental Substance Abuse Attributes to Conduct Disorders and Juvenile Delinquency". Youngstown State University / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1007582388.
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8
Willing, Mindy. "Parenting and neurobiology of early childhood conduct problems : an examination of harsh discipline and the HPA-axis". Thesis, The University of Sydney, 2011. https://hdl.handle.net/2123/28863.
Testo completoAbstract (sommario):
The relationship between negative parenting practices and child conduct problems is well established in the clinical literature. However, there is growing evidence to suggest that the effects of parenting practices on conduct problem outcomes are moderated by a child’s developmental characteristics. Emerging research has implicated stress response systems such as the hypothalamic-pituitary-adrenal (HPA) axis in the development of conduct problems. There is also evidence that different forms and functions associated with conduct problems (e.g., oppositionality, reactive aggression, proactive aggression) are differentially related to environmental risk factors and HPA axis activity. Increasingly, research is focusing on the way in which different parent and child characteristics may uniquely interact to confer risk. There is evidence that temperamental characteristics may interact with harsh parenting to alter the risk for the development of childhood conduct problems (Xu, Farver & Zhang, 2009), and other evidence that HPA axis activity may similarly interact with family environment (Christiansen, Oades, Psychogiou, Hauffa & Sonuga-Barke, 2010).
The present study aimed to further examine these relationships, and was also interested in testing these associations as they differentially related to oppositional defiant problems, reactive aggression and proactive aggression. 96 boys aged 2-4 years and their primary caregivers participated in the study. Hierarchical multiple regression analyses were conducted in order to test whether children's salivary cortisol would moderate the association between negative parenting practices and oppositional defiant problems, reactive and/or proactive aggression. Results suggested that cortisol did moderate a positive relationship between negative parenting practices and oppositional defiant problems, and specifically that the association was stronger amongst children with lower levels of cortisol. There was no moderating role for cortisol in the prediction of proactive aggression. While cortisol similarly did not interact with hostile discipline in the prediction of reactive aggression, it was found to interact with over-reactive discipline. Results supported previous research with older children and adolescents which has suggested children with low cortisol are at higher risk of developing conduct problems. In addition, results suggest that this low-cortisol subgroup is particularly vulnerable to the negative effects of harsh and coercive discipline in the early childhood period. Interactions between cortisol and parenting differed depending on which child behaviour outcome was examined. The implications of this finding and limitations of the study are also discussed.
9
Antonini, Tanya. "Hot and Cool Executive Functions in Children with ADHD and Comorbid Disruptive Behavior Disorders". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821379.
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10
Schnelling, Kate. "Family connections : a parent-training programme for pre-school age children with conduct disorders". Thesis, Oxford Brookes University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289131.
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11
Estes, Annette Mercer. "Does positive parenting influence the development of conduct problems in children of adolescent mothers? /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9122.
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12
Hay, Fiona B. "The psychometric properties of the parent-child relationship questionnaire". Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327136.
Testo completoAbstract (sommario):
Conduct disorders in children are very common. The consequences of such problems are far-reaching not least because they impact upon the quality of the parent-child relationship. Parent Management Training (PMT) is a widely recognised treatment for childhood conduct disorders although the outcomes for many children are disappointing. Theoretically, the current study considers why outcomes are not more favourable and illustrates that attention should be paid to the role of maternal cognition in the quality of mother-child relationships. The aims of this study were to: • orientate the reader to the nature of the problem • describe the development of a tool that measures the quality of the mother-child relationship, The Parent-Child Relationship Questionnaire (PCRQ) • assess the psychometric properties of the PCRQ • discuss the findings, strengths and weaknesses of the study and consider future research ideas Control mothers completed the PCRQ once. Referred mothers completed the PCRQ and a measure of depression pre and post PMT. These mothers also completed a measure of parenting stress pre group only. A further sample of mothers completed the PCRQ twice. Principal components analysis was used to determine a) the factor structure of the PCRQ and b) whether this differed between a control and referred sample. One factor was extracted from the control sample and two from the referred. The two factors extracted were named Negative Cognition and Emotion (NC-E) and Behavioural Management (BM). Reliability analysis revealed adequate levels of alpha (Cronbach's) for the PCRQ and NC-E subscale although only barely adequate for BM subscale in both samples. Testretest reliability analysis on a small sample revealed a high Pearson's correlation coefficient. Intra-class correlation coefficients for total PCRQ and the BM subscale were reasonable whereas for NC-E the coefficient was weak. Criterion validity was explored by comparing the control and referred sample means. The differences between the means were significant. Concurrent and convergent validity were investigated by computing correlations between the PCRQ and the Parenting Stress Index Short-Form (PSI-SF; Abidin, 1995). This showed moderate correlations between the measures. The correlations between two PSI-SF dimensions and the BM subscale were low. Discriminant validity was investigated by computing correlations between the PCRQ and the Beck Depression Inventory (BDI; Beck & Steer, 1993). This showed a moderate relationship. Sensitivity to change following PMT was investigated by computing a paired samples t test in the referred sample. This test was also used to compare the pre and post group scores for the individual subscales. The changes were significant. There was no relationship between PCRQ scores and either age or gender. Normative values for the PCRQ and its subscales were calculated using a theoretical normal distribution. The results suggest that the PCRQ can be used to investigate the extent of negative maternal cognition underlying the quality of the mother-child relationship. Its usefulness is enhanced by employing a measure of maternal depression.
13
Koegl, Christopher John. "High-risk antisocial children : predicting future criminal and health outcomes". Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609498.
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Todd, Melissa Farino. "Perceptions of Family Functioning Between Children with Behavior Difficulties and their Primary Caregiver". [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000171.
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Clark, Shaunna Lynn. "Mixture modeling with behavioral data". Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023764131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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16
Jacobs, Philencia Daniela. "A systematic review of the influence of parenting on the development of antisocial behaviour". Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020144.
Testo completoAbstract (sommario):
The role that parenting plays in the development of antisocial behaviour has been, and is still widely researched. International studies on this topic are vast. In South Africa, however, very little has been researched within this area. This study aimed to systematically review literature on the role of parenting in the development of antisocial behaviour. International literature published between 2000 and 2013 was reviewed in order to gain a better idea of the current state of knowledge on this topic. All of the articles included in the review examined some aspect of parenting behaviour, parenting practices and/or parenting styles related to the development of antisocial behaviour, conduct disorder, and/or oppositional defiant disorder. The articles were systematically assessed, and eight themes emerged which include: effective parenting behaviours; the moderating effects of callous unemotional traits on parenting; parental warmth; parental discipline; parental knowledge and monitoring; parental psychopathology; parenting styles; and parenting during infancy.
17
Dahman, Deanne R. "Locus of control among conduct disorder and oppositional defiant students enrolled in an outpatient day treatment program". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999dahmand.pdf.
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18
Mashalaba, Eugenia Dudu. "The evaluation of a multi-modal cognitive-behavioural approach to treating an adolescent with conduct disorder". Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/180/1/mashalaba-ma.pdf.
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Conduct Disorder (CD) is a repetitive and persistent pattern of behaviour in which the basic rights of others or major age-appropriate societal norms or rules are violated. It is one of the most common problems in South African schools, particularly in those that are poverty-stricken. The child who participated in the study lived in the shelter that was for homeless and disadvantaged children. He attended at Amasango School where the majority of children in the shelter attended. There were many conduct-disordered children in the shelter and the school, particularly in the school. They disrupted classes making in difficult for teachers to carry out their education activities. The aim of this study was to draw on the standard procedures of the CBT in order to design interventions that would be effective in reducing aggressive behaviour in an adolescent who had CD Adolescent-Type and who lived at the shelter. This case study evaluated the effectiveness of a multi-modal CBT programme in a 16 year-old Black male who had been displaying aggressive behaviour for about a year. The treatment consisted of 23 sessions and included teacher counseling, contingency management, self-control and self-instructional training. The treatment was evaluated qualitatively by means of interviews with the child and teacher and quantitatively by means of repeated applications of behaviour checklists completed by the teacher. The results showed a decrease in the client's aggressive behaviour and an increase in prosocial behaviour. The client ultimately ceased from all aggressive behaviour towards his peers and this outcome was sustained during his last two months in therapy.
19
Ochoa, Robert. "Antecedents and antisocial behavioral outcomes of deviant peer involvement in elementary school /". Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/9002.
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20
Shay, Nicole Lynn Knutson John F. "The connection between maternal depression, parenting, and child externalizing disorders". Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/433.
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21
Heung, Yin-kwan Kitty. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong". View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B36782427.
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22
Perez, Camila Deneno. "O diagnóstico de transtorno de conduta: incidências no campo da saúde mental da infância e adolescência". Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20480.
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This dissertation has as main objective the problematization of the diagnosis of conduct disorder directed to children and adolescents. More specifically, this study proposes to 1) to contextualize historically the emergence of this classification in psychiatry, as well as the questions raised in this segment; 2) to characterize and analyze some of its implications in the field of childhood and adolescence mental health. The methodological strategies were based on clues of the genealogy proposed by Michel Foucault and on the contributions of the French Institutional Analysis. From the point of view of the procedures adopted, we tracked the notion of "conduct disorder" in the Diagnostic and Statistical Manual of Mental Disorders (DSM) and its modulations in different editions, as well as highlighting positions that question such a psychopathological classification in psychiatric child-juvenile manuals. We also discuss the forensic uses and the psi-juridical articulation (re)produced by this diagnosis. A second dimension of the research, of an empirical nature, sought to analyze some of its uses and effects in a mental health service destined to children and adolescents through the monitoring, in the case-tracer strategy, of a case considered conduct disorder in a child-juvenile CAPS. As an analytical perspective, we use contributions from Michel Foucault on the psychiatry of childhood and the institution of abnormality as a mechanism for governing lives. We conclude that the classification of "conduct disorder" supports control and normalization actions, since it validates the correction of rebelliousness and inequality, decontextualized and circumscribed as deviant conduct. We consider that these reflections, related to child-juvenile mental health, can favor the construction of affirmative practices of the difference, the singularity and the unpredictability of childhood
A presente dissertação tem como principal objetivo a problematização do diagnóstico de transtorno de conduta dirigido a crianças e adolescentes. Mais especificamente, este estudo propõe-se a 1) contextualizar historicamente a emergência desta classificação na psiquiatria, assim como as indagações que suscitou neste âmbito; 2) caracterizar e analisar algumas de suas incidências no campo da saúde mental da infância e adolescência. As estratégias metodológicas se fundamentaram nas pistas da genealogia proposta por Michel Foucault e nas contribuições da Análise Institucional francesa. Do ponto de vista dos procedimentos adotados, rastreamos a noção de “transtorno de conduta” no Manual Diagnóstico e Estatístico de Transtornos Mentais (DSM) e suas modulações em diferentes edições do mesmo, bem como destacamos posicionamentos que interrogam tal classificação psicopatológica em manuais de psiquiatria infanto-juvenil. Discutimos, ainda, os usos forenses e a articulação psi-jurídica (re)produzida por esse diagnóstico. Uma segunda dimensão da pesquisa, de caráter empírico, buscou analisar alguns de seus usos e efeitos em um serviço de saúde mental destinado a crianças e adolescentes por meio do acompanhamento, na estratégia de caso-traçador, de um caso considerado de transtorno de conduta em um CAPS infanto-juvenil. Como perspectiva analítica, utilizamos aportes de Michel Foucault sobre a psiquiatrização da infância e a instituição da anormalidade como mecanismo de governo de vidas. Concluímos que a classificação “transtorno de conduta” sustenta ações de normalização e controle, uma vez que valida a correção de rebeldias e indocilidades, estas descontextualizadas e circunscritas como condutas desviantes. Consideramos que tais reflexões, relacionadas à saúde mental infanto-juvenil, podem favorecer a construção de práticas afirmativas da diferença, da singularidade e da imprevisibilidade da infância
23
Heiblum, Naamith. "The mediated effects of parental attributions on parenting behaviors : implications for adolescent antisocial behavior /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036829.
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Smith, Benjamin William. "Problem behavior within the context of peer delivered consequences /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986761.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 149-157). Also available for download via the World Wide Web; free to University of Oregon users.
25
Jones, Danna Benefield. "Phenomenological study what are pre-kindergarten teachers' lived experiences with children identified with conduct disorder, oppositional defiance disorder, and attention-deficit hyperactivity disorder in the southeastern United States? /". Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008d/jones.pdf.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Margaret Rice, Boyd Rogan, Foster Watkins, Martha Barber. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 112-120).
26
Schepman, Karen Helena Allegonda. "Cognitive styles in depressed children with or without comorbid conduct disorder". Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425354.
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Watt, Bruce David Psychology Faculty of Science UNSW. "Enhancing treatment participation among families of conduct problem children referred to mental health services". Awarded by:University of New South Wales. Psychology, 2007. http://handle.unsw.edu.au/1959.4/29464.
Testo completoAbstract (sommario):
Children with antisocial, aggressive and disruptive behaviours pose considerable concern to families, educators and the wider community. A major barrier to implementing effective interventions is treatment non-attendance and attrition. The dissertation examines treatment participation among children with conduct problems, and their families, referred to child and youth mental health services. First, a model of treatment engagement was proposed that included Structural strategies (clinic service operations, such as service accessibility) and Therapy Process strategies (aspects of the interaction between the clinician and the family of the referred child). Consistent with the model of engagement, parent-report and clinician-report measures were developed and evaluated in the local Queensland Child and Adolescent Mental Health Services. The next study explored and manipulated Structural aspects in a randomised control trial evaluating the impact of telephone reminder calls. Families of children with conduct problems, in comparison to children without conduct problems, were more likely to miss appointments and to drop out of treatment. The low rate of treatment attendance for conduct problem children was diminished among those assigned to the telephone reminder condition. In the final study, the impact of a clinician training program covering the proposed engagement model was evaluated. Utilising a multiple-staggered baseline design, the training impact on clinician behaviour (n = 30) and client outcomes (n = 221) was evaluated across three mental health services. The training program was associated with a significant increase in clinicians' appraisal and use of the engagement strategies based on clinician report and chart audit measures, but not on the parent report measure. In comparison to clients referred during a baseline period, clients referred after the clinician training program had significantly higher rates of treatment attendance and lower attrition. Greater improvement in mental health functioning was found for clients referred after the training intervention on the clinician rated measure, but not for the parent report of child psychopathology. The study was limited by the use of previously un-validated engagement measures, lack of follow-up for outcome measures, and non-random allocation to conditions. The staggering of interventions across clinics and the comparability of client groups, however, minimised potential confounding explanations. Overall the results show that targeting Structural and Therapy Process aspects can enhance engagement, reduce drop-out, and improve selected outcomes in the treatment of child conduct problems.
28
Chau, Minna P. L. "Chinese parents' coping and professional help-seeking for children with conduct problems". Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1245376527.
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Riemann, Jodie. "Strategies primary school teachers find effective for students with conduct problems & disruptive behaviour : an exploratory study /". St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17729.pdf.
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30
Albrecht, Susan F. "Assessing developmental competencies to identify students at risk for antisocial behavior". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272417.
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31
Ward, Sarah. "Parenting, conduct problems and the development of conscience in young children". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365744.
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32
Young, Audrey Susan. "The assessment of cognitive distortions in children and adolescents with conduct disorder". Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/26063.
Testo completoAbstract (sommario):
In recent years, studies have focused on the involvement of socio-cognitive factors in the maintenance of conduct disorder. This present study drew on three main areas of research in this field. Firstly, Dodge's (1986) model which described a sequence of steps involved in information-processing in social interactions. Secondly, Felner's et al (1990) model which incorporates a number of skills including cognitive abilities under the umbrella of social competence. Finally and more specifically, the research on the cognitions of children who display psychopathology was used, especially focusing on the distinctions made between deficits and distortions (thinking errors) in information processing. The aim of this study was to examine thinking errors that may be present in children with conduct disorder in comparison with a control group. It was hypothesised that conduct disordered children would produce thoughts that represented certain thinking errors in information processing that subsequently may be a potential factor in the maintenance of the disorder. The main measure which was specifically developed, was an attempt to access children's thoughts in response to certain situations which they watched enacted on video. Felner's model proposed a relationship between cognitive abilities and positive mental health so a measure of self-esteem was included. A measure of self-efficacy for committing or inhibiting aggressive acts was also used to consider the relationship between this factor, thinking errors and self-esteem. The validity of the assessment measure was also discussed and the implication of the results for the treatment of conduct disorder.
33
Antony, Jennifer Robin. "Early conduct problems and ADHD symptoms as predictors of various stages of cigarette smoking in a high-risk urban sample /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9069.
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34
Kaufman, Noah Krsna. "Skill change as a mediator of treatment efficacy for depressed and conduct-disordered youth /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095255.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 88-103). Also available for download via the World Wide Web; free to University of Oregon users.
35
Heung, Yin-kwan Kitty, e 香燕君. "Towards developing a parent-child interaction intervention for families with children suffering from conduct problems in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B43895396.
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36
Hunter, Kirsten, e n/a. "Affective Empathy in Children: Measurement and Correlates". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040610.135822.
Testo completoAbstract (sommario):
Empathy is a construct that plays a pivotal role in the development of interpersonal relationships, and thus ones ability to function socially and often professionally. The development of empathy in children is therefore of particular interest to allow for further understanding of normative and atypical developmental trajectories. This thesis investigated the assessment of affective empathy in children aged 5-12, through the development and comparison of a multimethod assessment approach. Furthermore this thesis evaluated the differential relationships between affective empathy and global behavioural problems in children versus the presence of early psychopathic traits, such as callous-unemotional traits. The first component of this study incorporated; a measure of facial expression of affective empathy, and self-reported experience of affective empathy, as measured by the newly designed Griffith Empathy Measure - Video Observation (GEM-VO) and the Griffith Empathy Measure - Self Report (GEM-SR); the Bryant's Index of Empathy for Children and Adolescents (1982) which is a traditional child self-report measure; and a newly designed parent-report of child affective empathy (Griffith Empathy Measure - Parent Report; GEM-PR). Using a normative community sample of 211 children from grades 1, 3, 5, and 7 (aged 5-6, 7-8, 9-10, & 11-12, respectively), the GEM-PR and the Bryant were found to have moderate to strong internal consistency. As a measure of concurrent validity, strong positive correlations were found between the mother and father reports (GEM-PR) of their child's affective empathy, for grades 5 and 7, and for girls of all age groups. Using a convenience sample of 31 parents and children aged 5 to 12, the GEM-PR and the Bryant demonstrated strong test-retest reliability. The reliability of the GEM-VO and the GEM-SR were assessed using a convenience sample of 20 children aged 5 to 12. These measures involve the assessment of children's facial and verbal responses to emotionally evocative videotape vignettes. Children were unobtrusively videotaped while they watched the vignettes and their facial expressions were coded. Children were then interviewed to determine the emotions they attributed to stimulus persons and to themselves whilst viewing the material. Adequate to strong test-retest reliability was found for both measures. Using 30% from the larger sample of 211 participants (N=60), the GEM-VO also demonstrated robust inter-rater reliability. This multimethod approach to assessing child affective empathy produced differing age and gender trends. Facial affect as reported by the GEM-VO decreased with age. Similarly, the matching of child facial emotion to the vignette protagonist's facial emotion was higher in the younger grades. These findings suggest that measures that assess the matching of facial affect (i.e., GEM-VO) may be more appropriate for younger age groups who have not yet learnt to conceal their facial expression of emotion. Data from the GEM-SR suggests that older children are more verbally expressive of negative emotions then younger children, with older girls found to be the most verbally expressive of feeling the same emotion as the vignette character; a role more complimentary of the female gender socialization pressures. These findings are also indicative of the increase in emotional vocabulary and self-awareness in older children, supporting the validity of child self-report measures (based on observational stimuli) with older children. In comparing data from the GEM-VO and GEM-SR, this study found that for negative emotions the consistency between facial emotions coded and emotions verbally reported increased with age. This consistency across gender and amongst the older age groups provides encouraging concurrent validity, suggesting the results of one measure could be inferred through the exclusive use of the alternate measurement approach. In contrast, affective empathy as measured by the two measures; the accurate matching of the participant and vignette character's facial expression (GEM-VO), and the accurate matching of the self reported and vignette character's emotion (GEM-SR); were not found to converge. This finding is consistent with prior research and questions the assumption that facially expressed and self-appraised indexes of affective empathy are different aspects of a complex unified process. When evaluating the convergence of all four measures of affective empathy, negative correlations were found between the Bryant and the GEM-PR, these two measures were also found to not converge with the GEM-VO and GEM-SR in a consistent and predictable way. These findings pose the question of whether different aspects of the complex phenomena of affective empathy are being assessed. Furthermore, the validity of the exclusive use of a child self report measure such as the Bryant, which is the standard assessment in the literature, is questioned. The possibility that callous-unemotional traits (CU; a unique subgroup identified in the child psychopathy literature) may account for the mixed findings throughout research regarding the assumption that deficiencies in empathy underlie conduct problems in children, was examined using regression analysis. Using the previous sample of 211 children aged 5-12, conduct problems (CP) were measured using the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1999), and the CU subscale was used from the Antisocial Process Screening Device (APSD; Caputo, Frick, & Brodsky, 1999). Affective empathy when measured by the GEM-PR and the Bryant showed differing patterns in the relationship between affective empathy, CU traits and CP. While the GEM-Father reported that neither age, CU traits nor CP accounted for affective empathy variance, the GEM-Mother report supported that affective empathy was no longer associated with CP once CU traits had been partialled out. In contrast, the Bryant reported for girls, that CU traits were not found to have an underlying correlational relationship. It can be argued from the GEM-Mother data only that it was the unmeasured variance of CU traits that was accounting for the relationship between CP and affective empathy found in the literature. Furthermore, the comparison of an altered CU subscale with all possible empathy items removed, suggests that the constructs of CU traits and affective empathy are not synonymous or overlapping in nature, but rather are two independent constructs. This multimethod approach highlights the complexity of this research area, exemplifying the significant influence of the source of the reports, and suggesting that affective empathy consists of multiple components that are assessed to differing degrees by the different measurement approaches.
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Hunter, Kirsten. "Affective Empathy in Children: Measurement and Correlates". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366612.
Testo completoAbstract (sommario):
Empathy is a construct that plays a pivotal role in the development of interpersonal relationships, and thus ones ability to function socially and often professionally. The development of empathy in children is therefore of particular interest to allow for further understanding of normative and atypical developmental trajectories. This thesis investigated the assessment of affective empathy in children aged 5-12, through the development and comparison of a multimethod assessment approach. Furthermore this thesis evaluated the differential relationships between affective empathy and global behavioural problems in children versus the presence of early psychopathic traits, such as callous-unemotional traits. The first component of this study incorporated; a measure of facial expression of affective empathy, and self-reported experience of affective empathy, as measured by the newly designed Griffith Empathy Measure - Video Observation (GEM-VO) and the Griffith Empathy Measure - Self Report (GEM-SR); the Bryant's Index of Empathy for Children and Adolescents (1982) which is a traditional child self-report measure; and a newly designed parent-report of child affective empathy (Griffith Empathy Measure - Parent Report; GEM-PR). Using a normative community sample of 211 children from grades 1, 3, 5, and 7 (aged 5-6, 7-8, 9-10, & 11-12, respectively), the GEM-PR and the Bryant were found to have moderate to strong internal consistency. As a measure of concurrent validity, strong positive correlations were found between the mother and father reports (GEM-PR) of their child's affective empathy, for grades 5 and 7, and for girls of all age groups. Using a convenience sample of 31 parents and children aged 5 to 12, the GEM-PR and the Bryant demonstrated strong test-retest reliability. The reliability of the GEM-VO and the GEM-SR were assessed using a convenience sample of 20 children aged 5 to 12. These measures involve the assessment of children's facial and verbal responses to emotionally evocative videotape vignettes. Children were unobtrusively videotaped while they watched the vignettes and their facial expressions were coded. Children were then interviewed to determine the emotions they attributed to stimulus persons and to themselves whilst viewing the material. Adequate to strong test-retest reliability was found for both measures. Using 30% from the larger sample of 211 participants (N=60), the GEM-VO also demonstrated robust inter-rater reliability. This multimethod approach to assessing child affective empathy produced differing age and gender trends. Facial affect as reported by the GEM-VO decreased with age. Similarly, the matching of child facial emotion to the vignette protagonist's facial emotion was higher in the younger grades. These findings suggest that measures that assess the matching of facial affect (i.e., GEM-VO) may be more appropriate for younger age groups who have not yet learnt to conceal their facial expression of emotion. Data from the GEM-SR suggests that older children are more verbally expressive of negative emotions then younger children, with older girls found to be the most verbally expressive of feeling the same emotion as the vignette character; a role more complimentary of the female gender socialization pressures. These findings are also indicative of the increase in emotional vocabulary and self-awareness in older children, supporting the validity of child self-report measures (based on observational stimuli) with older children. In comparing data from the GEM-VO and GEM-SR, this study found that for negative emotions the consistency between facial emotions coded and emotions verbally reported increased with age. This consistency across gender and amongst the older age groups provides encouraging concurrent validity, suggesting the results of one measure could be inferred through the exclusive use of the alternate measurement approach. In contrast, affective empathy as measured by the two measures; the accurate matching of the participant and vignette character's facial expression (GEM-VO), and the accurate matching of the self reported and vignette character's emotion (GEM-SR); were not found to converge. This finding is consistent with prior research and questions the assumption that facially expressed and self-appraised indexes of affective empathy are different aspects of a complex unified process. When evaluating the convergence of all four measures of affective empathy, negative correlations were found between the Bryant and the GEM-PR, these two measures were also found to not converge with the GEM-VO and GEM-SR in a consistent and predictable way. These findings pose the question of whether different aspects of the complex phenomena of affective empathy are being assessed. Furthermore, the validity of the exclusive use of a child self report measure such as the Bryant, which is the standard assessment in the literature, is questioned. The possibility that callous-unemotional traits (CU; a unique subgroup identified in the child psychopathy literature) may account for the mixed findings throughout research regarding the assumption that deficiencies in empathy underlie conduct problems in children, was examined using regression analysis. Using the previous sample of 211 children aged 5-12, conduct problems (CP) were measured using the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1999), and the CU subscale was used from the Antisocial Process Screening Device (APSD; Caputo, Frick, & Brodsky, 1999). Affective empathy when measured by the GEM-PR and the Bryant showed differing patterns in the relationship between affective empathy, CU traits and CP. While the GEM-Father reported that neither age, CU traits nor CP accounted for affective empathy variance, the GEM-Mother report supported that affective empathy was no longer associated with CP once CU traits had been partialled out. In contrast, the Bryant reported for girls, that CU traits were not found to have an underlying correlational relationship. It can be argued from the GEM-Mother data only that it was the unmeasured variance of CU traits that was accounting for the relationship between CP and affective empathy found in the literature. Furthermore, the comparison of an altered CU subscale with all possible empathy items removed, suggests that the constructs of CU traits and affective empathy are not synonymous or overlapping in nature, but rather are two independent constructs. This multimethod approach highlights the complexity of this research area, exemplifying the significant influence of the source of the reports, and suggesting that affective empathy consists of multiple components that are assessed to differing degrees by the different measurement approaches.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
Full Text
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Duke, Nikki L. Swerdlik Mark E. Hesson-McInnis Matthew S. "Social problem-solving among incarcerated children with and without high callous and unemotional traits". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1221717301&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271755&clientId=43838.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Illinois State University, 2006.Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Mark Swerdlik, Matthew Hesson-McInnis (co-chairs), Adena Meyers, Kathryn Hoff, Raymond Redick. Includes bibliographical references (leaves 102-113) and abstract. Also available in print.
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Anastassiou-Hadjicharalambous, Xenia. "Affective and cognitive empathy in conduct-disordered children : psychophysiological and cognitive underpinnings". Thesis, University of Strathclyde, 2003. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24281.
Testo completoAbstract (sommario):
Deficits in affective and cognitive empathy have been implicated in Conduct Disorder (CD), but empirical investigations are surrounded by inconsistencies. Three possible factors, and their interaction, may be implicated: i) distinct causal mechanisms underlying behaviour of CD subgroups (Cichetti & Moffitt, 1993); ii) distinct operation of affective and cognitive empathy; iii) overreliance on verbal measures of affective empathy whose validity has been questioned. To assess the validity of verbal measures of affective empathy, study 1 compared verbal measures with a direct index of arousal (Heart Rate-HR), in children (N=29, aged 8-10). It was hypothesised that verbal measures would not give analogous information to the direct index, and this hypothesis was supported. Therefore, the direct index of HR was employed in study 2 to compare affective empathy across three groups: i) CD elevated on Callous-Unemotional traits (CD/CU, n=31) ii) CD low on CU traits (CD/cu, n=29, aged 7.6-10. 8) iii) 'typically-developing' controls (n=33, aged 8-10). It was predicted that deficits in affective empathy would characterise only CD/CU children based on data showing emotional deficits and physiological hypoarousal in this group (Frick, et al., 1994b, Raine, et al., J990a). Results showed deficit in affective empathy to characterise only CD/CU children. CD/cu children did not show deficits in affective empathy, but they may show deficits in cognitive aspects of empathy. Study 3 compared affective and cognitive perspectivetaking across i) CD/CU (n=30, aged 7.6-10.8), ii) CD/cu (n=29, aged 7.6-10.8) and iii) 'typically-developing' controls (n=52, aged 8-10). It was predicted that CD/CU children would present deficits in affective but not cognitive perspective-taking. In contrast, CD/cu children did not show deficits in affective empathy in study 2, and other studies have shown cognitive deficits to be more specific to CD/cu children (Loney, et al. 1998). It was predicted that CD/cu children would show cognitive- but no affective perspective-taking deficits. Results showed cognitive perspective-taking deficits to be specific to CD/cu children. In contrast affective perspective-taking deficits characterised both CD groups. These preliminary findings provide evidence of a dissociation between affective and cognitive empathy in CD/CU children. These findings further indicate that neither cognitive nor affective empathy are sufficient for the inhibition of antisocial conduct.
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Jewell, Jeremy Dean. "The family environment of conduct disordered children and adolescents with depressed parents". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035956.
Testo completo
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Silver, Rebecca Berkovitz. "An ecological approach to understanding heterogeneity in early antisocial trajectories : the role of parents, peers, and teachers /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1188882941&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Results of a study of 241 children participating in the Wisconsin Study of Families and Work (WSFW), an ongoing longitudinal study of familes and child development. Includes bibliographical references (leaves 99-112). Also available for download via the World Wide Web; free to University of Oregon users.
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Huang, Li. "Family processes, low self-control, and deviance a longitudinal test of self-control theory /". Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Dissertations/HUANG_LI_23.pdf.
Testo completo
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Mikles, AnnMarie. "Contributing factors of aggression in elementary school age boys". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/477.
Testo completo
44
De, Waal Neil-Owen. "Teachers' understanding of their learners' behaviour in the classroom". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53080.
Testo completoAbstract (sommario):
Thesis (MEdPsych)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher's understanding of a learner's behaviour, or the lack thereof, could be accompanied by a host of psychological and social consequences. The focus of this study will be to determine whether teachers understand the need/function of their learners' behaviour in the classroom. A qualitative study will be conducted. The instrument to be employed in the study is a self-constructed questionnaire and focus group interviews to clarify certain responses to the questionnaire. These will be administered to teachers at two mainstream primary schools in Bonteheuwel. Content and thematic analysis will be used to analyse the data. The primary aim of the study is to determine teachers' understanding of their learners' difficult/inappropriate/unacceptable behaviour in the classroom. The understanding of learners' behaviour in the classroom will inform teachers of the intervention strategies and behaviour management programmes to be used.
AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme ervaar, bly die begrip van onderwysers aangaande leerders se onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig van sielkundige literatuur insinieër dat onderwysers se verstaan van hul leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met verskeie sielkundige asook sosiale gevolge. Hierdie studie sal voorts probeer om vas te stelof onderwysers die behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys, asook fokus groep onderhoude, met die doelom sekere response op die vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as die fokus groep onderhoude sal aan onderwysers van twee hoofstroom primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese analise sal gebruik word om die data te analiseer. Die pnrnere doel van die studie sal wees om onderwysers se begrip rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in die klaskamer sal meer lig werp op intervensiestrategieë, asook gedragsbestuurprogramme wat deur onderwysers gebruik kan word.
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Clarke, Tana L. "Executive functions and overt/covert patterns of conduct disorder symptoms in children With ADHD". College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9677.
Testo completoAbstract (sommario):
Thesis (Ph. D.) -- University of Maryland, College Park, 2009.Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Rinaldi, Julie A. "Long-term outcomes of parent training and predictors of adolescent adjustment /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9004.
Testo completo
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Santos, Lara Cristina Antunes dos [UNESP]. "Superdotados acompanhados em serviço especializado: características clínicas, sociodemográficas e qualidade de vida". Universidade Estadual Paulista (UNESP), 2015. http://hdl.handle.net/11449/132109.
Testo completoAbstract (sommario):
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000851753.pdf: 1526672 bytes, checksum: 690748b02e2955532dbeaac8900163cc (MD5)O presente estudo tem por objetivo geral caracterizar o perfil de superdotados atendidos em um serviço público especializado quanto aos aspectos clínicos e sociodemográficos, avaliando a qualidade de vida. Foram descritas as características sociodemográficas, o desempenho nos testes de inteligência, as coocorrências e os problemas emocionais/comportamentais apresentados pelos superdotados para análise das relações entre essas características e a qualidade de vida. Os superdotados com até 18 anos de idade foram selecionados do Ambulatório de Desvios da Aprendizagem da Disciplina de Neuropediatria do Hospital das Clínicas da UNESP de Botucatu de 2008 a 2014 através do resultado de quoeficiente de inteligência da escala Wechsler de 120 ou mais. Todos haviam sido encaminhados ao serviço por motivo de alteração do comportamento e/ou desvio da aprendizagem e não suspeitavam da superdotação anteriormente à avaliação. Foram utilizados os seguintes instrumentos: A escala Wechsler de inteligência, o protocolo sociodemográfico elaborado para este estudo, a versão brasileira do Inventário de comportamentos para crianças e adolescentes (CBCL) e os Questionários Pediátricos de Qualidade de Vida (PedsQL). A análise estatística foi realizada utilizando-se o programa STATA 10.0. Inicialmente foi feita análise descritiva, com checagem de consistência dos dados e correções, quando necessárias. Estimativas de prevalência foram acompanhadas de intervalos de confiança de 95%, e medidas de tendência central e dispersão foram calculadas. A mediana da idade foi 10 e a média do Quoeficiente de Inteligência Total foi de 129,59. A Escala Total de Problemas Emocionais/Comportamentais se mostrou na faixa Clínica para 51,8% dos superdotados e 66,7% nessa mesma faixa para as Escalas de Internalização. A Dimensão Emocional da Qualidade de Vida foi a que obteve menores escores tanto nas respostas dos superdotados quanto nas dos...
The objective of this study is to characterize the profile concerning social demographic and clinic aspects, and to evaluate life quality of gifted students assisted by a specialized service. The social demographic characteristics, the gifted student intelligence tests performance, their previous diagnostics/comorbidities and the behavior/emotional problems were described to analyze the relations among these characteristics and their life quality. The gifted students with 18 years old or less were selected from child neurology outpatient clinic of Learning Deviations (Learning Deviations Ambulatory) of Clinical Hospital of UNESP- Botucatu in the years 2008 to 2014 by Wechsler intelligence scales results above 120. All of them were sent to the service for behavior and/or learning problems and had no suspect of being gifted before the evaluation. The following instruments were used: Wechsler intelligence scale, social demographic protocol elaborated for this study, the Brazilian version of Child Behavior Checklist (CBCL) and of life quality questionnaires: Pediatric Life quality questionnaire (PedsQLTM). The 10.0 STATA Program was used for statistical analysis. Descriptive analysis was made first, with checking of data consistency and corrections when needed. Prevalence estimative was associated of trust intervals of 95% and measures of central tendency and dispersion were calculated. The age median was 10 and the Intelligence Quotient mean 129,59. The Total Emotional/Behavior Problems and Internalization Scales were in the clinical range for respectively 51,8% and 66,7% of the gifted students. The Emotional Dimension of Life Quality showed the lower score for the gifted and their parents. Life Quality was inversely proportional to Executive Intelligence Quotient and Perceptual Organization and was also clinical range of Anxiety/Depression Syndrome from CBCL. The results suggest that life quality can be worse as specific abilities have ...
48
Santos, Lara Cristina Antunes dos. "Superdotados acompanhados em serviço especializado : características clínicas, sociodemográficas e qualidade de vida /". Botucatu, 2015. http://hdl.handle.net/11449/132109.
Testo completoAbstract (sommario):
Orientador: Maria Cristina Pereira LimaCoorientador: Niura Aparecida de Moura Ribeiro Padula
Banca: Nivea de Macedo de Oliveira Morales
Banca: Flavia Helena Pareira Padovani
Resumo: O presente estudo tem por objetivo geral caracterizar o perfil de superdotados atendidos em um serviço público especializado quanto aos aspectos clínicos e sociodemográficos, avaliando a qualidade de vida. Foram descritas as características sociodemográficas, o desempenho nos testes de inteligência, as coocorrências e os problemas emocionais/comportamentais apresentados pelos superdotados para análise das relações entre essas características e a qualidade de vida. Os superdotados com até 18 anos de idade foram selecionados do Ambulatório de Desvios da Aprendizagem da Disciplina de Neuropediatria do Hospital das Clínicas da UNESP de Botucatu de 2008 a 2014 através do resultado de quoeficiente de inteligência da escala Wechsler de 120 ou mais. Todos haviam sido encaminhados ao serviço por motivo de alteração do comportamento e/ou desvio da aprendizagem e não suspeitavam da superdotação anteriormente à avaliação. Foram utilizados os seguintes instrumentos: A escala Wechsler de inteligência, o protocolo sociodemográfico elaborado para este estudo, a versão brasileira do Inventário de comportamentos para crianças e adolescentes (CBCL) e os Questionários Pediátricos de Qualidade de Vida (PedsQL). A análise estatística foi realizada utilizando-se o programa STATA 10.0. Inicialmente foi feita análise descritiva, com checagem de consistência dos dados e correções, quando necessárias. Estimativas de prevalência foram acompanhadas de intervalos de confiança de 95%, e medidas de tendência central e dispersão foram calculadas. A mediana da idade foi 10 e a média do Quoeficiente de Inteligência Total foi de 129,59. A Escala Total de Problemas Emocionais/Comportamentais se mostrou na faixa Clínica para 51,8% dos superdotados e 66,7% nessa mesma faixa para as Escalas de Internalização. A Dimensão Emocional da Qualidade de Vida foi a que obteve menores escores tanto nas respostas dos superdotados quanto nas dos...
Abstract: The objective of this study is to characterize the profile concerning social demographic and clinic aspects, and to evaluate life quality of gifted students assisted by a specialized service. The social demographic characteristics, the gifted student intelligence tests performance, their previous diagnostics/comorbidities and the behavior/emotional problems were described to analyze the relations among these characteristics and their life quality. The gifted students with 18 years old or less were selected from child neurology outpatient clinic of Learning Deviations (Learning Deviations Ambulatory) of Clinical Hospital of UNESP- Botucatu in the years 2008 to 2014 by Wechsler intelligence scales results above 120. All of them were sent to the service for behavior and/or learning problems and had no suspect of being gifted before the evaluation. The following instruments were used: Wechsler intelligence scale, social demographic protocol elaborated for this study, the Brazilian version of Child Behavior Checklist (CBCL) and of life quality questionnaires: Pediatric Life quality questionnaire (PedsQLTM). The 10.0 STATA Program was used for statistical analysis. Descriptive analysis was made first, with checking of data consistency and corrections when needed. Prevalence estimative was associated of trust intervals of 95% and measures of central tendency and dispersion were calculated. The age median was 10 and the Intelligence Quotient mean 129,59. The Total Emotional/Behavior Problems and Internalization Scales were in the clinical range for respectively 51,8% and 66,7% of the gifted students. The Emotional Dimension of Life Quality showed the lower score for the gifted and their parents. Life Quality was inversely proportional to Executive Intelligence Quotient and Perceptual Organization and was also clinical range of Anxiety/Depression Syndrome from CBCL. The results suggest that life quality can be worse as specific abilities have ...
Mestre
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Schonfeld, Amy M. Goodman. "Moral judgment and reasoning in children and adolescents with prenatal alcohol exposure /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3061748.
Testo completo
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Lowery, Susan. "Irrational beliefs in conduct disordered, anxiety/mood disordered and educational groups of children : validation of the Common Beliefs Survey, revised for children /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487672245900554.
Testo completo