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Haider, Mariam. "Emotional and behavioural problems among Pakistani children". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94914.
Pełny tekst źródłaL'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
Williams, Deirdre. "Cognitive functioning in children with language impairment and/or hyperactivity". Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320779.
Pełny tekst źródłaWiggs, Luci. "Sleep problems and daytime behaviour in children with severe learning disabilities". Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320113.
Pełny tekst źródłaChoi, 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.
Pełny tekst źródłaMizusawa, Risa. "Sleep problems in children with disabilities : behavioural family interventions". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2358.
Pełny tekst źródłaSingh, 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/.
Pełny tekst źródłaAli, Nabeel Jawad. "The epidemiology and consequences of sleep and breathing disorders in young children". Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264889.
Pełny tekst źródłaKam, Chi-ming. "A study on teacher's attributions and helping behaviours for students with behavioural problems". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29788948.
Pełny tekst źródłaWong, Wai-hou. "Sports participation by students with behavioural problems in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810524.
Pełny tekst źródłaIllsley, Staci D. "Treating children with conduct problems : examining changes in parental knowledge of behavioural principles and parenting skills utilizing conjoint behavioural consultation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ43886.pdf.
Pełny tekst źródłaEdvardsson, Lotta, i Johanna Drejare. "Behavioural and emotional problems and physical activity in early school-age children born preterm". Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135431.
Pełny tekst źródłaSyftet med denna studie var att undersöka relationer mellan beteende och emotionella problem samt fysisk aktivitet i tidig skolålder hos prematura barn i jämförelse med fullgångna barn. Urvalet bestod av 131 barn i åldern 6–9 (medelvärde 7.8, inklusive 54 % flickor). Deltagarna blev indelade i fyra grupper beroende på gestationsålder: extremt prematura (22–27 veckor), mycket prematura (28–33 veckor), måttligt prematura (34–37 veckor) och kontrollgruppen som bestod av fullgångna barn (38–42 veckor). Datamaterialet inhämtades från föräldrarnas skattningar på enkäten Child Behaviour Checklist (CBCL). Resultaten visade att barn som fötts extremt prematurt skattades ha signifikant mer symtom av depression, ADHD och uppförandestörning jämfört med mycket och måttligt prematura samt fullgångna barn. Barnen som fötts extremt prematurt utövade även mer individuella idrotter och mindre lagidrotter, vilket var speciellt tydligt för barn med höga skattningar på skalorna ADHD och trotssyndrom. Sammanfattningsvis har barn födda extremt prematurt mer emotionella och beteendemässiga problem jämfört barn med längre gestationsålder, och utifrån det behövs mer fokus på att utforma lämpliga interventioner för att förebygga och behandla dessa problem. Även om fysisk aktivitet inte visade sig minska med lägre gestationsålder i vårt urval är det troligt att större skillnader kommer visa sig när barnen blir äldre och vidare undersökningar krävs för att avgöra hur fysisk aktivitet kan tänkas påverka utfallen för prematura barn.
Laukka, Tuisku Inari. "Interventions for school engagament among children displaying behavioural difficulties". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Specialpedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40800.
Pełny tekst źródłaPresnall, Melissa. "Sleep problems in anxious children : a behavioural family intervention : a dissertation". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2943.
Pełny tekst źródłaWong, Wai-hou, i 王偉豪. "Sports participation by students with behavioural problems in Hong Kong secondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195988X.
Pełny tekst źródłaChronaki, Georgia. "A behavioural and electrophysiological exploration into facial and vocal emotion processing in children with behaviour problems". Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/197239/.
Pełny tekst źródłaPiché, Ronald. "Are residential family programs effective at reducing severe behavioural problems in children?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ46498.pdf.
Pełny tekst źródłaBjornstad, Gretchen. "An investigation of self-help behavioural interventions for conduct problems in children". Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.519750.
Pełny tekst źródłaBlack, 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.
Pełny tekst źródłaCheng, Sau Chee Gigi. "The English language attitudes of students with behavioural problems in Hong Kong". HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/378.
Pełny tekst źródłaMoulton, V. G. "Children's aspirations and emotional and behavioural problems". Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1522668/.
Pełny tekst źródłaGregory, Alice Maria. "Associations between anxiety, depression and sleep problems in children : phenotypic and behavioural genetic approaches". Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414976.
Pełny tekst źródłaHwang, Hye Jung Jin. "Emotional and behavioural problems in Korean primary school children from nuclear and extended families". Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020259/.
Pełny tekst źródłaFrost, Aaron Desmond James, i n/a. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour". Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.094343.
Pełny tekst źródłaFrost, Aaron Desmond James. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365583.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
Priddis, Lynn E. "The effects of participation in a socio-psychoeducational resource centre programme on the school behaviour of primary school boys with behavioural and emotional problems". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1134.
Pełny tekst źródłaLo, Hay-ming. "Father absence and behavioural problems of primary school students in Hong Kong : a systems perspective /". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13991553.
Pełny tekst źródłaSalater, Julie, i 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.
Pełny tekst źródłaLoorits, Ellen. "Behavioural problems of children in foster care as affected by attachment to and visitation with biological parents". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1036.
Pełny tekst źródłaAkawa, Ester Anna Nelago. "Teachers' perceptions of behavioural problems manifested by Grade 11 and 12 learners in three Namibian schools". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1010868.
Pełny tekst źródłaHalstead, Elizabeth. "Resilience, behavioural problems and well-being in children with intellectual and developmental disabilities and their families". Thesis, Bangor University, 2016. https://research.bangor.ac.uk/portal/en/theses/resilience-behavioural-problems-and-wellbeing-in-children-with-intellectual-and-developmental-disabilities-and-their-families(00336cc1-bddb-4d24-8fc3-6ba9d4975422).html.
Pełny tekst źródłaBellefontaine, Sarah. "A Meta-Analytic Examination of Behavioural Parenting Interventions in the Treatment of Children's Behaviour Problems". Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26172.
Pełny tekst źródłaGardner, F. "Observational study of preschool children with behaviour problems". Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376910.
Pełny tekst źródłaSavile, Amy Louise. "The influence of maternal reflective functioning and expressed emotion on children's attachment among children with, or at risk of, behavioural problems". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/14607.
Pełny tekst źródłaLouw, Kerry-Ann. "Correlates of Emotional and Behavioural Problems in Children with Perinatally Acquired HIV in Cape Town South Africa". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14256.
Pełny tekst źródłaSmith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /". Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
Pełny tekst źródłaViola, Teresa. "Remediating behaviour problems in children with cognitive disabilities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ64205.pdf.
Pełny tekst źródłaViola, Teresa. "Remediating behaviour problems in children with cognitive disabilities". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30229.
Pełny tekst źródłaViola, Teresa. "Remediating behaviour problems in children with developmental disabilities". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102228.
Pełny tekst źródłaLo, Hay-ming, i 盧希皿. "Father absence and behavioural problems of primary school students in Hong Kong: a systems perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31249851.
Pełny tekst źródłaTimm, Victoria Margaret. "Behaviour problems in primary schools in Mamelodi". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
Pełny tekst źródłaHodgkinson, Michael. "Multiple-outcome evaluation and development of a behavioural parent-training course for parents of children with conduct problems". Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31316.
Pełny tekst źródłaRanceford-Hadley, Pamela Jane Spurr. "A study of the effects of parent counselling in relation to pre-school children with emotional/behavioural problems". Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267739.
Pełny tekst źródłaMudge, Jane. "Lead exposure and the prevalence of emotional and behavioural problems experienced by children in the Port Pirie cohort study /". Title page, contents and summary only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phm944.pdf.
Pełny tekst źródłaBeynon, Stephanie Jane. "Behaviour Problems in Children with Asthma and their Siblings". Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/3158.
Pełny tekst źródłaPont, H. B. "The socio-cognitive assessment of children with behaviour problems". Thesis, University of Aberdeen, 1991. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU033121.
Pełny tekst źródłaPierre, P. Joseph. "Individual-level risk and community-level risk for emotional and behavioural problems in children of disadvantaged communities in Ontario". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ55926.pdf.
Pełny tekst źródłaCastellanos, Prieto Mariela. "Behavioural and emotional problems, mothers' stress, and early intervention services for families of children with developmental disabilities over time". Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121547.
Pełny tekst źródłaLes services d'intervention précoce (IP) pour les enfants ayant une trouble d'envahissement de développement (TED) et leurs familles sont importants pour aider les enfants à atteindre leurs potentiels optimaux de développement et à aider les parents à répondre aux besoins de leurs familles. Les recherches indiquent que les perceptions des parents au rapport à la qualité des services d'IP reçu par leurs enfants sont liées à leurs croyances des progrès réalisés par les enfants dans l'intervention. Dans cette étude, les perceptions maternelles des difficultés comportementales et affectives des leurs enfants, les niveaux de stress parental, et les perceptions maternelles de la qualité des services d'IP reçu par leurs enfants ont été examinés deux fois, environ deux ans entre les évaluations, afin de juger si un changement est survenu à la suite de services d'IP. La relation entre le stress parental et les perceptions maternelles sur les services d'IP a été également analysée. Les données utilisées pour cette étude s'inscrit dans le cadre du National Early Intervention Research Initiative, un projet longitudinale nationale. Une différence significative a été observée dans les perceptions maternelles des problèmes comportementaux et affectifs des enfants entre la première et la deuxième évaluation. Le stress parental lié aux caractéristiques des mères a changé de façon significative entre les deux évaluations (t (17) = 4.81 p = .00). Le stress parental lié aux caractéristiques de l'enfant a également changé de façon significative entre les évaluations (t (17) = 4.21, p = .00). Aucune relation significative n'a été trouvée entre le stress parental et les perceptions maternelles des services d'IP. Les résultats de cette étude sont discutés par rapport aux recherches antérieures sur l'IP. Les limitations sont reconnues et des recommandations sont faites pour des futures recherches, étant donné les implications de services d'IP pour le bien-être des enfants ayant un TED et de leurs familles.
Hammarberg, Annie. "Pre-school Teachers’ Perceived Control and Behaviour Problems in Children". Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3338.
Pełny tekst źródłaIn this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied.
The results of Study I indicate that pre-school teachers’ high perceived control was related to high intentions to act in the event of child behaviour problems. Teachers’ high satisfaction with their work was also related to high perceived control. Study II showed that low perceived control was associated with having a high proportion of children with a high level of externalising behaviours and of boys in the classroom. Study III shows that children who had a high level of externalising behaviours at the beginning and throughout the school year had teachers with low perceived control. Teachers’ perceived control was not related to their perception of internalising behaviours in the same way as to externalising behaviours and it was unrelated to a change in any direction of problem behaviours. Concerning changes in problem behaviours, no other factor was found, except a low child to adult ratio for a positive change of internalising behaviours. In Study IV, the aim was to examine naturally occurring child–teacher interactions. Teachers’ responding with commands to children was associated with teachers’ low perceived control, whereas restrictive teacher responses were not related to teachers’ perceived control.
The present study indicates that teachers’ perceptions of children are important for their perceived control. It provides evidence that teachers’ low perceived control is associated with their difficulties in handling externalising behaviours and the behaviour of the boys in the classroom. Responding to problem behaviours can be explained by teachers’ perceived control, and their perception of a child’s sex and externalising behaviours.
Cole, Sarah Caroline. "An emotion knowledge intervention for young children with behaviour problems". Thesis, University of Canterbury. Health Sciences Centre, 2009. http://hdl.handle.net/10092/3393.
Pełny tekst źródłaIdris, Idayu B. "A longitudinal study of emotional and behavioural problems among Malaysian school children with a nested evaluation of a parenting programme". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59720/.
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