Статті в журналах: "Emotional and Behaviour Difficulties (EBD)"

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Watts, Gavin W., Diane Pedrotty Bryant, and Garrett J. Roberts. "Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties." Journal of Emotional and Behavioral Disorders 28, no. 4 (November 13, 2019): 244–56. http://dx.doi.org/10.1177/1063426619884271.

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Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

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Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps, and Joseph H. Wehby. "Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders." Journal of Positive Behavior Interventions 20, no. 2 (August 14, 2017): 78–89. http://dx.doi.org/10.1177/1098300717723353.

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Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.

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Pereira, Liane, and Jennifer Lavoie. "STUDENTS’ PERCEPTIONS OF SCHOOLING: THE PATH TO ALTERNATE EDUCATION." International Journal of Child, Youth and Family Studies 7, no. 3-4 (August 15, 2016): 381. http://dx.doi.org/10.18357/ijcyfs73-4201616091.

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<p style="margin: 0cm 0cm 24pt 36pt;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth’s perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.</span></p>

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Mackie, Leila, and James Law. "Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability." International Journal of Language & Communication Disorders 45, no. 4 (July 2010): 397–410. http://dx.doi.org/10.3109/13682820903105137.

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Rosa and Villar Angulo. "Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties." Education Sciences 9, no. 3 (September 4, 2019): 234. http://dx.doi.org/10.3390/educsci9030234.

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This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children’s total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children’s total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).

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Bettini, Elizabeth, Michelle M. Cumming, Nelson C. Brunsting, John William McKenna, Caitlin Cooper Schneider, Rebecca Muller, and David Peyton. "Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD." Beyond Behavior 29, no. 1 (February 10, 2020): 52–61. http://dx.doi.org/10.1177/1074295620904024.

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Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.

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Davis, Mariya T., and Ingrid K. Cumming. "Planning and Implementing Student-Led IEPs for Students With EBD." Beyond Behavior 28, no. 2 (June 5, 2019): 90–98. http://dx.doi.org/10.1177/1074295619850569.

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Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

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Jull, Stephen K. "Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion." Journal of Research in Special Educational Needs 8, no. 1 (March 2008): 13–18. http://dx.doi.org/10.1111/j.1471-3802.2008.00097.x.

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Tanaka, Yoshiyuki, and Takeshi Sakiyama. "Potential Usefulness of the Kampo MedicineYokukansan, ContainingUncariaHook, for Paediatric Emotional and Behavioural Disorders: A Case Series." Evidence-Based Complementary and Alternative Medicine 2013 (2013): 1–4. http://dx.doi.org/10.1155/2013/502726.

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Background. Paediatric emotional and behavioural disorders (EBD) are relatively common diseases. Although nonpharmacologic and pharmacologic treatments are utilized in these cases, it is sometimes difficult to manage the symptoms of EBD. Historically,Uncariahook has been used for treating nighttime crying and convulsions in children. Recent clinical studies have demonstrated that the Kampo medicineYokukansan(YKS), which containsUncariahook, is efficacious for behaviour disorders in Alzheimer’s disease patients. Herein, we investigated the clinical efficacy and safety of YKS in a series of cases with paediatric EBD.Patients and Methods. We retrospectively reviewed all paediatric patients who sought Japanese Kampo therapy at our outpatient clinics between April 1, 2012, and April 30, 2013; we selected patients who were diagnosed with paediatric EBD and were treated with YKS.Results. After screening all candidates, 3 patients were eligible for this analysis. Their average age was 11.6 years (range 10–13 years). All 3 patients responded very well to YKS within 1 month. No drug-related adverse events were observed during the course of YKS treatment.Conclusion.Yokukansanmay be efficacious for paediatric EBD. We believe these results warrant further evaluation of the clinical efficacy and safety ofYokukansanfor paediatric EBD in a carefully designed, double-blind, randomized clinical study.

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Metaxas, Melinda J. "Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?" Psychiatry International 2, no. 1 (March 21, 2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.

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Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.

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Place, Maurice, Jo Wilson, Elaine Martin, and Jessica Hulsmeier. "The Frequency of Emotional and Behavioural Disturbance in an EBD School." Child Psychology and Psychiatry Review 5, no. 2 (May 2000): 76–80. http://dx.doi.org/10.1017/s1360641700002173.

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The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments is being questioned, at the same time as there is pressure to minimise the exclusion of disruptive pupils. This study looked at the rate of psychiatric disorder that was prevalent in a school for emotionally and behaviourally disordered (EBD) pupils, and found, using DSM III-R criteria, that 24% of the sample had depression, 11% had overanxiousness, and 70% had a diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD). Educational attainment assessment showed that 75% had a reading age that was at least 2 years below their chronological age. These results suggest that such settings are dealing with a very disturbed group of youngsters.

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Štěpáníková, Irena, Elizabeth Baker, Gabriela Oates, Julie Bienertova-Vasku, and Jana Klánová. "Assessing Stress in Pregnancy and Postpartum: Comparing Measures." Maternal and Child Health Journal 24, no. 10 (July 20, 2020): 1193–201. http://dx.doi.org/10.1007/s10995-020-02978-4.

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Abstract Introduction Measuring early-life psychosocial stress is complicated by methodological challenges. This paper compares three survey instruments for the assessment of life in pregnancy/postpartum and investigates the effects of the timing of early-life stress for emotional/behavioral difficulties (EBD) of offspring during mid/late childhood and adolescence. Methods Observational data were obtained from the European Longitudinal Cohort Study of Pregnancy and Childhood (ELSPAC-CZ), which included 4811 pregnancies in two Czech metropolitan areas. We used data collected between 1991 and 2010 at 20 weeks of pregnancy (T1), after delivery (T2), at 6 months postpartum (T3), and at child’s age of 7 years (T4), 11 years (T5), 15 years (T6), and 18 years (T7). Life stress was assessed with (1) the Edinburgh Postnatal Depression Scale (EPDS), (2) a stressful life events (SLE) count based on 42-item inventory, and (3) the SLE measure weighted by perceived stressfulness (PS). Each stress measure was administered at T1, T2, and T3. Child’s EBD were assessed with the Strengths and Difficulties Questionnaire at T4, T5, T6, and T7. Results Each stress measure independently predicted long-term EBD. The best data fit was obtained in a model combining EPDS and SLE. Effect sizes for SLEs decreased between the first half of pregnancy and postpartum, while the effect of EPDS increased. Discussion SLE-based methods capture an aspect of perinatal stress not adequately assessed by EPDS. Combination of psychological distress measures and SLE-based measures is optimal in predicting EBD of the child. Stress measures based on SLE are suitable for early pregnancy, while self-reports of depressive symptoms may perform better in postpartum.

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Mahabbati, Aini, and Wening Prabawati. "School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships." Cypriot Journal of Educational Sciences 17, no. 5 (May 30, 2022): 1774–90. http://dx.doi.org/10.18844/cjes.v17i5.7304.

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Students with emotional and behaviour disorders (EBDs) have challenging school connectedness experiences related to their social, behaviour and academic problems. They need accommodative school climate. Therefore, it is necessary to know the relationship between variations in EBDs, school connectedness and school climate. This was a survey research on students with EBDs (N = 60) from 14 inclusive elementary schools. Questionnaires about EBD types, school connectedness and school climate were filled out by teachers as data. The data analysis technique used was descriptive statistics with product–moment correlation test. The results indicate that EBDs have a medium significant negative correlation with school connectedness (−0.591) and school climate (−0.521). School climate has a positive correlation with school connectedness (0.438). This study suggests positive school climate improvement to increase school connectedness of students with EBDs, because it can affect the reduction of problem behaviour. Keywords: Student, emotional disorder, behaviour disorders, school connectedness, school climate, inclusive schools;

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Bennett, Peter Lloyd. "CHILDREN WITH EMOTIONAL AND BEHAVIOUR DIFFICULTIES AND THEIR PARENTS." Emotional and Behavioural Difficulties 5, no. 3 (September 2000): 12–17. http://dx.doi.org/10.1080/1363275000050303.

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Riccomini, Paul J., Bradley S. Witzel, and Divya S. Deshpande. "Combining Visual Representations and a Powerful Retention Strategy With Peer-Mediated Strategies to Improve Mathematical Outcomes for Students With EBD." Beyond Behavior 31, no. 1 (January 29, 2022): 42–52. http://dx.doi.org/10.1177/10742956211072555.

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Students with emotional and behavioral disorders struggle with learning and retaining many aspects of mathematics. Tasks requiring conceptual understanding and reasoning are especially challenging. Given these difficulties, it is essential that teachers use techniques designed to support mathematical learning. We explain how to infuse peer-mediated strategies with two promising instructional techniques to scaffold learning and remembering of mathematical concepts and skills. Examples are illustrated within the context of an inclusive middle school mathematics course.

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Ahuja, Daman, and Kalpana B. "Emotional Behaviour of the Child Labour." International Journal of Political Activism and Engagement 7, no. 4 (October 2020): 56–63. http://dx.doi.org/10.4018/ijpae.2020100105.

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Emotional issues among child labour never received much attention as compared to physical aspects. A study was conducted in Delhi amongst the child labour and school-going children of the same socio-economic background, in this case the slums of Delhi (India) to study the behavior patterns of the children. Children within age group of 7-14 years were selected between school going and child labour category. A sample size was drawn. Five hundred children from each group were selected (n=1000) using probability proportionate sampling method across different slums. One hundred children (both 50 school-going and 50 child labour) from each slum were selected. Purposive convenience sampling technique was used to select the children in a particular slum. Strength and difficulty questionnaire (SDQ) devised by Robert Goodman was used as a tool. The children working as child labour in Delhi slums are found to be more prone to face emotional difficulties in behavioural aspects than the school-going children from the same socio-economic indicators.

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Gidlund, Ulrika, and Lena Boström. "What is Inclusive Didactics? Teachers’ Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools." International Education Studies 10, no. 5 (April 29, 2017): 87. http://dx.doi.org/10.5539/ies.v10n5p87.

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Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers’ greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was completed. Empirical data were collected through 6 focus-group interviews and 37 individual follow-up interviews. The findings indicate that three didactic aspects were dominant in teachers’ understanding of inclusive didactics: Student(s), Methods, and Teacher. Less accentuated were Subject, Rhetoric and Interaction. Thus these teachers’ understanding and previous research is not consistent. The overall conclusion is that the concept of inclusive didactics is complex, complicated, and difficult for teachers to relate to. The descriptions are both vague and simplistic and therefore difficult for teachers to implement. This article clearly highlights that teachers often feel frustrated and inadequate, and blame themselves for the students’ deficiency and failure, thus concluding that strategies for distinct descriptions and teacher practices are needed.

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Nguyen Thi Ngoc, Be. "The relationship between difficulties in emotion regulation and self-injurious behavior of junior high school students." Journal of Science Educational Science 66, no. 3 (July 2021): 63–71. http://dx.doi.org/10.18173/2354-1075.2021-0043.

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To study the relationship between emotional management difficulties and self-injurious behaviour in junior high school students, the author used the survey method by questionnaire and the multiple-choice process to conduct the study to survey 347 junior high school students in Hue city. Research results show that 39.5% of students have ever self-injured. The forms of self-injury are diverse; Difficulties in emotion regulation, alexithymia, emotion reactivity and self-injurious behaviour are strongly correlated. Difficulties in emotion regulation and emotion reactivity had a linear correlation with self-injurious behaviour, and it accounted for 27.2% of the variation in the self-injurious behaviour score. This study shows that school counsellors, teachers, and parents need to pay attention to the emotional management difficulty in counselling and therapy for middle school students with self-injurious behaviour.

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Stafford, I., and K. Stafford. "Aggressive Playground Behaviour in Children with Emotional and/or Behavioural Difficulties." Educational Studies 21, no. 2 (June 1995): 277–91. http://dx.doi.org/10.1080/0305569950210209.

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Rayner, Steve. "EDUCATING PUPILS WITH EMOTIONAL AND BEHAVIOUR DIFFICULTIES: PEDAGOGY IS THE KEY!" Emotional and Behavioural Difficulties 3, no. 2 (June 1998): 39–47. http://dx.doi.org/10.1080/1363275980030206.

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Stevenson, Jim, Hannah Pimperton, Jana Kreppner, Sarah Worsfold, Emmanouela Terlektsi, and Colin Kennedy. "Emotional and behaviour difficulties in teenagers with permanent childhood hearing loss." International Journal of Pediatric Otorhinolaryngology 101 (October 2017): 186–95. http://dx.doi.org/10.1016/j.ijporl.2017.07.031.

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Stephens, Zoe, Charlotte Marie Jackson, and Will Cross. "A Video Based Intervention to Support Children’s Social, Emotional and Mental Health." Journal of Educational and Developmental Psychology 8, no. 1 (February 24, 2018): 54. http://dx.doi.org/10.5539/jedp.v8n1p54.

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The intention of Reflect as an innovative intervention was to enhance and highlight the building blocks of Five to Thrive (Kate Cairns Associates 2012: Respond, Cuddle, Relax, Play and Talk) and help pre-school setting practitioners see how applying more of these principles could support positive change in a child’s behaviour. The report provides background, research and theory behind the approach and intervention, and explains why it was chosen in this situation. It gives a description of how it is delivered in practice, so that it can be reproduced.Key findings suggest progress in 2 main areas; 1) children’s behaviour, emotional literacy and self-regulation and 2) change in the practitioners’ approach to managing behaviour, their perception and attitude towards the children. Results from ratings by parents and pre-school staff using a standardised measure of behaviour (Strengths and Difficulties Questionnaire), showed improvements in children’s behaviour by decreased scores in behaviour difficulties sub-scales post intervention. The Overall Stress data from staff ratings combined scores for 4 difficulty measures (emotional, behavioural concerns, hyperactivity/inattention and peer relationships) showed that 4% of children were functioning close to the ‘Average’ band pre-intervention, compared to 50% post intervention. Furthermore, staff ratings showed significant reductions to the number of children scoring at the most concerning ‘Very High’ difficulties band; 67% pre-intervention compared to 29% post intervention. All children made progress against individually set learning behaviour goals.Progress and usefulness of Reflect was also evidenced qualitatively from setting staff evaluations and perceptions of the workers who delivered the intervention.

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Alexandris, Maria M., Sabine W. Hammond, and Michael McKay. "Children's Emotional and Behavioural Problems and Carer-Child Relationships in Permanent Care." Children Australia 38, no. 1 (January 30, 2013): 22–27. http://dx.doi.org/10.1017/cha.2012.46.

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Children placed in permanent care often display a range of challenging behaviours that can affect the quality of carer-child relationships. The current study examined the relationship between children's emotional and behavioural difficulties and the quality of carer-child relationships in permanent care (N= 46). Permanent carers of children ages 3 to 12 completed the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1999) and Child-Parent Relationship Scale (CPRS; Pianta, 1992). Results indicated that child emotional and behavioural difficulties were related to carer-child relationships. The SDQ scales Conduct Problems and Pro-Social Behaviour were the strongest predictors of relationship quality. The findings of the study suggest that fewer conduct problems and more pro-social behaviour is important for positive carer-child relationships.

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Zakopoulou, Victoria, and Georgiou G. "Specific learning difficulties, delinquency and mental disorders: (Dis)abilities and ghosts." Global Journal of Psychology Research: New Trends and Issues 6, no. 1 (May 21, 2016): 35–45. http://dx.doi.org/10.18844/gjpr.v6i1.565.

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Problem Statement: Learning disabilities constitute a continuity of complex disorders, which are associated with internalized and external behaviour problems.Purpose of the study: Τo compare the results of two surveys applied in Greece investigating the early role of learning difficulties in the onset of offending behaviours and mental disorders in adulthood. Methods: Through two retrospective studies: i. early problems of 117 Greek adult prisoners were evaluated and ii. 835 case histories of adults with mental disorders were analyzed. Findings and Results: With high statistical significance were observed: learning difficulties, family problems, behaviour, developmental, and psycho-emotional disorders. Conclusions and Recommendations: Both studies emphasized the importance of the complexity and the interrelatedness of learning difficulties, social and psycho-emotional disorders.Keywords: Learning disabilities, mental disorders, delinquency, comorbidity.

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Conderman, Greg, and Laura Hedin. "Differentiating instruction in co-taught classrooms for students with emotional/behaviour difficulties." Emotional and Behavioural Difficulties 20, no. 4 (November 7, 2014): 349–61. http://dx.doi.org/10.1080/13632752.2014.976918.

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Gore, Nick, Richard Hastings, and Serena Brady. "Early intervention for children with learning disabilities: making use of what we know." Tizard Learning Disability Review 19, no. 4 (September 30, 2014): 181–89. http://dx.doi.org/10.1108/tldr-08-2013-0037.

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Purpose – The purpose of this paper is to present a rationale for increasing initiatives for early intervention of emotional and behaviour difficulties. Design/methodology/approach – The authors draw on existing literature regarding rates of emotional and behavioural difficulties together with risk factors and processes related to the development of such difficulties. Findings – Rates of emotional and behavioural difficulties amongst children with learning and developmental difficulties are high. A combination of factors relating to the child, the family system, and wider social contexts is likely to account for this. Research limitations/implications – Increased attempts to provide early intervention to children with learning and developmental disabilities together with their families are warranted. Recommendations are made regarding how the development of such supports might best be taken forward. Originality/value – Whilst drawing on pre-existing literature, the value of this paper is the way in which this has been drawn together to provide an overview of risk and development of behavioural and other difficulties amongst children with learning/developmental disabilities.

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Greenfield, Brian, Lily Hechtman, and Gabrielle Weiss. "Two Subgroups of Hyperactives as Adults: Correlations of Outcome." Canadian Journal of Psychiatry 33, no. 6 (August 1988): 505–8. http://dx.doi.org/10.1177/070674378803300612.

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This prospective study explored the association of continuing symptoms of the hyperactive syndrome with adult outcome. A fifteen year follow-up compared 61 hyperactive subjects and 41 matched controls. Outcome measures examined included continuing symptoms of the hyperactive syndrome, antisocial behaviour, substance use, and emotional difficulties. Two subgroups of the hyperactive population were identified. Those hyperactive subjects with moderate or severe continuing symptoms were characterized by significant emotional difficulties, alcohol use, and antisocial behaviour. By contrast, hyperactive subjects with none or only mild continuing symptoms at follow-up did not have other difficulties in psychosocial functioning, and were, in addition, similar to the control group in many respects. The importance of continuing symptoms in determining the adult outcome of children with a diagnosis of ADDH is discussed. Accordingly, the need for comprehensive early, and ongoing interventions is emphasized.

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Estévez, Ana, Paula Jáuregui, and Laura Macía. "Pathological gamblers profiles according to impulsivity and emotional regulation." Behavioral Psychology/Psicología Conductual 29, no. 3 (December 1, 2021): 681–97. http://dx.doi.org/10.51668/bp.8321310s.

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This study aims to examine relationship between age, gambling behaviour, dysfunctional psychological symptoms, and other comorbid addictive behaviours. Secondly, it aims to study the differences between the aforementioned variables according to gambler profiles based on impulsivity and emotional regulation. A sample of 95 participants conformed the clinical sample (93.5% men and 6.5% women). Results suggest that difficulties in emotion regulation and impulsivity are associated with gambling disorder, video game abuse, and dysfunctional psychological symptomatology. Likewise, two clusters have been observed, the first one is composed of participants with fewer difficulties in emotion regulation, less psychopathological severity, and greater impulsivity. The second cluster is composed of participants with greater difficulties in emotion regulation, as well as greater psychopathological and gambling severity. These results highlight the relevance of understanding different gambler profiles in order to design prevention and treatment strategies adapted to each person.

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Fonseca-Pedrero, Eduardo, Javier Ortuño-Sierra, and Alicia Pérez-Albéniz. "Emotional and behavioural difficulties and prosocial behaviour in adolescents: A latent profile analysis." Revista de Psiquiatría y Salud Mental (English Edition) 13, no. 4 (October 2020): 202–12. http://dx.doi.org/10.1016/j.rpsmen.2020.01.003.

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Drury-Hudson, Julie. "Some effects of attachment disturbance on child behaviour." Children Australia 19, no. 1 (1994): 17–22. http://dx.doi.org/10.1017/s1035077200003783.

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Internal working models of self and others and expectations of early relationships formed from early attachment experiences strongly influence the ways in which the child relates to others and the world. Infants whose early emotional needs have not been adequately met may come to view the world as comfortless and unpredictable and develop relationships that are marked by anxiety or detachment.This paper presents some of the foundations of attachment theory and case examples are used to illustrate the ways in which children develop anxious or detached patterns of attachment. Attachment difficulties, together with environmental influences, are thought to be a genesis of later behavioural problems such as poor impulse control, aggression, prolonged emotional dependency and extreme difficulty in relating to other children.

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Agrawal, Akshat, Ashish Sinha, Shubhangi Gupta, and Pranshul Kotwani. "A methodological study to determine emotional and behavioural problems with associated factors among children of institutional homes in Raipur, Chhattisgarh." International Journal Of Community Medicine And Public Health 9, no. 6 (May 27, 2022): 2652. http://dx.doi.org/10.18203/2394-6040.ijcmph20221549.

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Background: Children residing in institutional homes are more susceptible to behavioural and emotional problems in comparing to other children in the same age group. It has been discovered that when developmental processes inside the institution are accelerated over time, they can result in restricted cognitive activity and cultural expression patterns. Unresolved negative emotions, such as anger and depression, put children at danger of growing up with harmful emotions.Methods: To study the children's behavioural and emotional problems, in the present study, the sample of 142 people who lived in Raipur's institutional homes were considered. A semi-structured questionnaire was used to obtain sociodemographic information. The behavioural and emotional difficulties in them were assessed using the strengths and difficulties questionnaire (SDQ) with impact supplement. The sex of the children, satisfaction with the food provided, caretaker behaviour, years of stay, and reasons for being at the institution were not shown to be substantially associated with emotional and behavioural difficulties in children in our study.Results: Based on the SDQ, 52.1% children and adolescents in the present study had scores greater than the cut-off score of 28, indicating that those with SDQ scores greater than 28 had some social and behavioural problems, and hence are marked positive for emotional and behavioural problems. The age of the participants was found to be a strong predictor of emotional and behavioural issues.Conclusions: The majority of the subjects were pleased with their caretakers' behaviour, the quality of the water supply, and the sanitary facilities, implying favourable environmental conditions.

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Coyle, Sabrina, Kiran M. Sarma, Catherine Maguire, and Leora De Flumere. "Building a Predictive Model of Social-Emotional Adjustment: Exploring the Relationship between Parenting Self-Efficacy, Parenting Behaviour and Psychological Distress in Mothers of Young Children in Ireland." International Journal of Environmental Research and Public Health 18, no. 6 (March 11, 2021): 2861. http://dx.doi.org/10.3390/ijerph18062861.

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The purpose of this study was to generate greater understanding of social-emotional difficulties in infants and toddlers in an Irish context. This study compared rates of reported social-emotional difficulties in young children in clinical and non-clinical samples and probed a predictive model of social-emotional adjustment. Data were collected from a cross-sectional sample of 72 mothers of young children aged between 12 and 48 months. Mothers were recruited from waiting lists for child Early Intervention services (clinical sample) and community mother-toddler groups (non-clinical sample). Mothers completed a questionnaire battery which assessed parenting self-efficacy, parenting behaviour, psychological distress and child social-emotional adjustment. The results indicated that 55.5% of young children in the clinical sample and 15% in the non-clinical sample had significant social-emotional problems. Similarly, 55.5% of young children in the clinical sample and 30% in the non-clinical sample had significant delays in the acquisition of social-emotional competencies. Two hierarchical multiple regressions were carried out with social-emotional problems and social-emotional competencies as the respective criterion variables. Clinical or non-clinical group membership, parenting satisfaction and maternal psychological distress were found to be significant predictors of child social-emotional problems in a model which explained 59% of the variance. Task-specific self-efficacy was the only significant predictor of child social-emotional competencies in a model which explained 21% of the variance. The significant rates of social-emotional problems in young children in the current study and the potential negative impact on child health and wellbeing, suggest that the early assessment of social-emotional adjustment should be incorporated into routine clinical assessment for young children. For services to effectively meet the needs of children with social-emotional difficulties and their families, consideration of maternal factors is also necessary.

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Stránská, Zdenka, Ivana Poledňová, and Tereza Koběrská. "Forms of Social Conflicts in Schoolchildren as Perceived by the Children’s Teachers." Polish Journal of Applied Psychology 14, no. 1 (March 1, 2016): 9–24. http://dx.doi.org/10.1515/pjap-2015-0047.

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Abstract Our article deals with social conflicts in “troubled” schoolchildren from the perspective of their teachers. Using Behaviour Assessment System for Children – Teacher Rating Scale (Czech method), a total of 92 schoolchildren have been tested. All the children were identified by their teachers as having behavioural difficulties. The children with behavioural difficulties have been found to engage especially in peer-related social conflicts, which involved negative relationships with classmates and aggressive behaviour, particularly in the younger children (1st to 5th grade of compulsory education). The relevant personality traits included a higher tendency to lie, higher levels of emotional reactivity, and a negative attitude towards one’s own behaviour. Based on the results, a recommendation is given to teachers working with children with behavioural difficulties, to aid prevention and render psychological counselling.

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Fedorova, Y., and N. Burlakova. "Attitude Toward Disorder as Risk Factor for Psycho-Emotional Disturbances in Children with Dysphasia." European Psychiatry 65, S1 (June 2022): S432—S433. http://dx.doi.org/10.1192/j.eurpsy.2022.1098.

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Introduction Dysphasia is widespread among children. Awareness of speech difficulties and emotional attitude toward them may influence different aspects of mental activity. The issue is important for development assessment and discussion on potential risk factors causing other mental disorders. Objectives The aim of the study was to analyze how children with dysphasia perceive their speech defect and how it influences their behaviour. Methods 15 children with dysphasia aged 5 years (6 boys, 9 girls) participated in the study. The following methods were used: not included and included observation in a speech therapy group for 6 months, semi-structured interview with educators. Results Observation and interviews enabled to discover two groups featuring different attitudes. 1) The first group (n=12) included children who ignored their speech difficulties. Behavioral and speech activity was confident and spontaneous. Children demonstrated difficulties in planning and regulation of activity, low level of self-criticism. In failure situations, children demonstrated egocentrism, emotional rigidity and experienced difficulties in emotional regulation during assessment. 2) The second group (n=3) experienced high anxiety in communicative situations and estrangement caused by hypersensitivity to speech difficulties. Children preferred to use nonverbal communication and reduce speech initiative due to difficulties in verbal self-expression. Emotional specifics were characterized by recurrent ambivalence in the independent activity. Structured situations, such as assessment, actualized active self-control, which sometimes led to communicative difficulties and stupor. Conclusions Results demonstrate various attitudes to speech difficulties in children with dysphasia. Behavioral, emotional and personal features are rich material for discussion on risks in mental development of children with speech disorders. Disclosure No significant relationships.

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Martindale, Darren. "Succeeding with vulnerable learners." SecEd 2019, no. 12 (June 1, 2019): 25–31. http://dx.doi.org/10.12968/sece.2019.12.25.

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Supporting vulnerable or looked after students with complex needs or difficulties around behaviour, emotional wellbeing or social development is challenging. Drawing on 20 years of experience, Darren Martindale has five golden steps that can make the difference…

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Paiča, Inese, Kristīne Mārtinsone, and Māris Taube. "EMOTION REGULATION DIFFICULTIES IN DEPRESSION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 20, 2020): 145. http://dx.doi.org/10.17770/sie2020vol7.4850.

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Patients diagnosed with depression often experience difficulty in regulating their emotions due to non-adaptive regulatory strategies (e.g., avoidance, suppression, rumination). Adaptive emotion regulation skills (e.g., awareness, acceptance, self-support) can be trained and improved through psychological treatment. The objective of this study was to identify differences in emotion regulation skills between a clinical group of patients with depression (n=56) and a non-clinical group (n=56), adults without symptoms of depression. Methods. The study was based on socio-demographic survey and three self-report questionnaires adapted for use in Latvia: Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004), Emotion Regulation Skills Questionnaire (ERSQ; Berking & Znoj, 2008) and Emotion Regulation Questionnaire (ERQ; Gross & John, 2003). Results. Compared to the non-clinical group, the clinical group presented significantly decreased scores in several scales of ERSQ: Understanding, Self-support, Tolerance, Acceptance, Modification (p<.001) and increased scores in four scales of DERS: Lack of emotional clarity, Difficulty engaging in goal-directed behaviour, Non-acceptance of emotional responses and Limited access to effective emotion regulation strategies (p<.001). Conclusions. This study helps to identify the main emotion regulation difficulties for depression patients in Latvia – the ability to understand, accept, tolerate and modify emotions.

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Bayless, Sarah, Ineke M. Pit-ten Cate, and Jim Stevenson. "Behaviour difficulties and cognitive function in children born very prematurely." International Journal of Behavioral Development 32, no. 3 (May 2008): 199–206. http://dx.doi.org/10.1177/0165025408089269.

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Children born very prematurely are at risk of low average IQ and behaviour difficulties throughout childhood and adolescence. Associations among preterm birth, IQ and behaviour have been reported; however, the nature of the relationship among these outcomes is not fully understood. Some studies have proposed that the consequences of preterm birth, such as low average IQ, mediate the association between preterm birth and later behaviour difficulties. The aim of this study was to investigate the relationship among preterm birth, IQ and childhood behaviour problems, by testing mediation and moderation models. We assessed a UK sample of 69 very preterm (< 32 weeks gestational age) and 70 term born children aged between 6 and 12 years on an abbreviated IQ test. Parental behaviour ratings were obtained using the Strengths and Difficulties Questionnaire. Mediation and moderation models were tested using hierarchical regression analyses. The findings indicate that IQ mediates the relationship between birth status and emotional behaviour problems. Furthermore, the results indicate that birth status moderates the relationship between IQ and behavioural difficulties, i.e., that the relationship between low IQ and behaviour problems is most pronounced for the preterm children. The findings highlight the importance of considering indirect effects in the study of outcome after very preterm birth.

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Evans, Jennifer, Angela Harden, and James Thomas. "What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research." Journal of Research in Special Educational Needs 4, no. 1 (March 2004): 2–16. http://dx.doi.org/10.1111/j.1471-3802.2004.00015.x.

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Mousa Thabet, Abel Aziz, Khalid Karim, and Panos Vostanis. "Trauma exposure in pre-school children in a war zone." British Journal of Psychiatry 188, no. 2 (February 2006): 154–58. http://dx.doi.org/10.1192/bjp.188.2.154.

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BackgroundThere has been little reported research into the effect of war on the behaviour and emotional well-being of pre-school children.AimsTo investigate the relationship between exposure to war trauma and behavioural and emotional problems among pre-school children.MethodAtotal of 309 children aged 3–6 years were selected from kindergartens in the Gaza Strip, and were assessed by parental reports in regard to their exposure to war trauma, using the Gaza Traumatic Checklist, and their behavioural and emotional problems, using the Behaviour Checklist (BCL) and the Strengths and Difficulties Questionnaire (SDQ).ResultsPre-school children were exposed to a wide range of traumatic events. The total number of traumatic events independently predicted total BCL and SDQ scores. Exposure to day raids and shelling of the children's houses by tanks were significantly associated with total behavioural and emotional problems scores.ConclusionsDirect and non-direct exposure to war trauma increases the risk of behavioural and emotional problems among pre-school children, which may present as non-specific psychopathology.

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Burón, P., S. Al-Halabí, E. Díaz-Mesa, M. Garrido, G. Galván, J. L. Rancaño, M. J. Casares, P. García-Portilla, P. Sáiz, and J. Bobes. "Suicide attempts and suicide ideation in adolescents: SDQ scores in the Spanish sample of “saving and empowering young lives in Europe” (SEYLE) project." European Psychiatry 26, S2 (March 2011): 1609. http://dx.doi.org/10.1016/s0924-9338(11)73313-2.

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IntroductionBehaviour disorders in adolescents are a risk factor associated with suicidal behavior.AimTo examine the distribution of the Strengths and Difficulties Questionnaire (SDQ) scores in the Spanish sample of adolescents from the “Saving and Empowering Young Lives in Europe” (SEYLE) project and study the differences according to the gender and the relationship with both suicide attempts (SA) and suicidal ideation (SI).Method875 pupils from 12 secondary schools sited in Asturias (Spain) [50.7% males; mean age (SD) =14.5 (0.72)] were assessed through the SDQ and Paykel Suicide Scale (PSS).ResultsNo significant differences were found in the SDQ total score by gender, but were found (p< 0.001) in some subscales as emotional symptoms (t=-6.769) (women scoring higher), hyperactivity (t=3.283) and prosocial (t=5.260) (men scoring higher). Regarding PSS, 3.1% tried to take their life during past six months. No significant differences were found in SA by gender but were found (p< 0.050) for the thought that life not worth (t=-3.597), women scoring higher, and about wish to be dead (t=-2.630), men scoring higher. Previous SA were significant related (p< 0.001) with SDQ total score (X2=38,437), emotional symptoms (X2=25,528), hyperactivity (X2=13,572) and behaviour disorders (X2=7,505). SI was significant related (p< 0.001) with SDQ total score (X2=38,437), emotional symptoms (X2=31,077), behaviour disorders (X2=33,011), peer problems (X2=35,161) and prosocial behavior (X2=17,978).ConclusionSA and SI were related with difficulties (SDQ criteria), mainly on emotional symptoms and behaviour disorders. Prevention strategies in high risk groups are likely to become increasingly important.

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Dapkutė, Ignė, Tomas Rekašius, and Kazys Simanauskas. "Statistical Analysis of Cardiovascular Risk Factors and Links with Mental Health of Adolescents." Lietuvos statistikos darbai 55, no. 1 (December 20, 2016): 52–60. http://dx.doi.org/10.15388/ljs.2016.13867.

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The paper analyses whether arterial hypertension, overweight, excessive drinking, smoking andinsufficient sports activity have an impact on the behaviour and emotional well-being of young people aged17–18. A questionnaire of Achenbach is used for investigating teenagers’ psychological difficulties. Categoricalvariables are analysed using logistic regression and log-linear models.

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Alonso, Jennah, and Emma Little. "Parent help-seeking behaviour: Examining the impact of parent beliefs on professional help-seeking for child emotional and behavioural difficulties." Educational and Developmental Psychologist 36, no. 2 (July 24, 2019): 60–67. http://dx.doi.org/10.1017/edp.2019.8.

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AbstractFor children experiencing emotional and behavioural difficulties, parents are key gatekeepers to treatment access. However, despite the substantial prevalence of child mental health problems in Australia, there remains a significant disparity between the rate of children requiring treatment and the rate of parents actively seeking professional help for their child. Therefore, an understanding of factors impacting on parents’ help-seeking behaviour is crucial. The current study presents exploratory research examining the impact of parent beliefs on help-seeking behaviour. Specifically, this study aims to explore parent beliefs about (a) barriers to help-seeking (b) parenting ability, and (c) the causes and nature of child difficulties. Participants in this study were a sample of 399 Australian parents of children aged from 4 to 14 years, with each parent completing a series of four structured questionnaires. Results indicated that parents who had not sought help for their child perceived significantly more barriers to help seeking and held significantly stronger beliefs that child emotional and behavioural difficulties are intentional. Results also indicated that as parents’ sense of competence increased, perceived barriers to help seeking decreased. Perceived barriers to help seeking also decreased as parent beliefs that child difficulties are stable decreased. The present study presents several implications for informing effective engagement strategies to improve service utilisation, highlighting directions for future hypothesis-driven research.

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Widdows, Joy. "Drama as an Agent for Change: drama, behaviour and students with emotional and behavioural difficulties." Research in Drama Education: The Journal of Applied Theatre and Performance 1, no. 1 (February 1996): 65–78. http://dx.doi.org/10.1080/1356978960010106.

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MEDCALF, RICHARD, JOE MARSHALL, and CLARE RHODEN. "Exploring the relationship between physical education and enhancing behaviour in pupils with emotional behavioural difficulties." Support for Learning 21, no. 4 (November 2006): 169–74. http://dx.doi.org/10.1111/j.1467-9604.2006.00427.x.

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Lester, Leanne, and Donna Cross. "The Effect of Chronic Victimisation on Emotional and Behavioural Difficulties of Adolescents." Australian Journal of Guidance and Counselling 24, no. 2 (December 2014): 137–51. http://dx.doi.org/10.1017/jgc.2014.16.

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The current study used developmental trajectories to examine the relationship between internalising and externalising behaviours and victimisation over the transition period from primary to secondary school. Data were collected using a self-completion questionnaire four times over 3 years from 3,459 students aged 11–14 years. Students were tracked longitudinally to assess their knowledge, attitudes, mental health and bullying experiences during the transition period. Multilevel modelling was used to examine the relationship between developmental victimisation trajectories and behavioural and emotional difficulties over time of students’ transitioning from primary to secondary school. Males who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms, conduct problems, hyperactivity, peer problems and lower pro-social behaviour than those who had not been victimised. Whereas females who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms and peer problems than those who had not been victimised. The current results highlight the need to prevent the continuation or escalation of chronic victimisation from primary to secondary school and to improve the emotional wellbeing of adolescents. It is recommended that whole-school bullying prevention and intervention programs and social wellbeing programs are implemented during primary school and the transition to secondary school.

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Yonis, Othman Beni, Yousef Khader, Abdel-Hameed Al-Mistarehi, Sara Abu Khudair, and Mourad Dawoud. "Behavioural and emotional symptoms among schoolchildren: a comparison between Jordanians and Syrian refugees." Eastern Mediterranean Health Journal 27, no. 12 (December 28, 2021): 1162–72. http://dx.doi.org/10.26719/emhj.21.072.

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Background: There is a high prevalence of mental illnesses, including depression, anxiety, nicotine dependence, and sleep disorders among Jordanian adolescents and schoolchildren. There are many young Syrian refugees in Jordan, who have an increased risk of physical and psychological illnesses. Aims: To assess the behavioural and emotional symptoms among Syrian schoolchildren refugees in Jordan and their Jordanian counterparts. Methods: A cross-sectional, descriptive study was conducted from October to December 2018 on Syrian and Jordanian schoolchildren, aged 12–17 years, attending the same schools in 4 cities with the highest density of Syrian refugees. A self-reported questionnaire was used to collect information about sociodemographic characteristics. The Strengths and Difficulties Questionnaire was used to measure behavioural and emotional symptoms. Results: This study included 1877 Jordanian schoolchildren and 1768 Syrian schoolchildren refugees. The Syrian children’s parents were significantly less educated and had significantly lower incomes and larger families than Jordanian parents had. The total difficulties and peer relationship problems were abnormally high in more than half of children. Compared to Jordanians, Syrian schoolchildren had more total difficulties (58.2% vs 52.5%), and peer relationship (55.5 vs 53.6%), conduct (47.6% vs 44.8%), and emotional problems (32.0% vs 30.8%), but they had fewer hyperactivity/inattention problems (35.5% vs 36.9%), and prosocial behaviour problems (42.5% vs 43.0%). In binary logistic regression, Syrian were more likely than Jordanian schoolchildren to experience overall difficulties and emotional symptoms. Conclusion: There were significant but unspoken behavioural and emotional symptoms and mental health needs among Syrian and Jordanian schoolchildren. They are all in need of urgent psychosocial support.

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Macleod, Gale, and Pamela Munn. "Social, Emotional and Behavioural Difficulties: A Different Kind of Special Educational Need?" Scottish Educational Review 36, no. 2 (March 27, 2004): 169–76. http://dx.doi.org/10.1163/27730840-03602005.

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This paper is written at a time of public and policy concern with the behaviour of pupils in our schools. At this time, despite the dominance of the inclusion agenda, pupils with Social, Emotional or Behavioural difficulties (SEBD), along with pupils with moderate learning difficulties continue to be educated outside the mainstream (Farrell, 2001). This paper is an attempt to understand the differing experiences of pupils with SEBD from those of the majority of other groups of pupils with Special Educational Needs (SEN). In particular it reflects upon the potential contribution of research to practice in this area. The starting point for this exploration will be a review of the history of research in special education and a consideration of the ways in which SEBD can be seen to differ from other categories of special needs in relation to the kinds of explanations which are considered convincing.

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Tareen, K. I., A. Bashir, K. Saeed, and T. Hussain. "Clinical Efficacy of Codergocrine Mesylate in Children with Learning Difficulties." Journal of International Medical Research 16, no. 3 (May 1988): 204–9. http://dx.doi.org/10.1177/030006058801600307.

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A double-blind placebo-controlled study in children showed codergocrine mesylate to be effective in improving cognitive functions and behavioural symptoms associated with learning disorders. Forty randomly grouped children of either sex were given an increasing dosage of codergocrine mesylate and followed up for 12 weeks. A significant improvement was noted in speech (acquisition of new words, comprehensibility/meaningfulness of speech), sociability, attention/concentration, comprehension and memory. Improvement in behaviour (emotional lability and cooperativeness) was also noted. Problems of assessing cognitive progress in very young children with culturally appropriate methods were encountered.

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Mariyam, Mariyam, Eni Hidayati, and Titik Suerni. "The effect of emotional ventilation on the psychosocial development of school age children during the Covid-19 Pandemic." Media Keperawatan Indonesia 4, no. 4 (November 25, 2021): 298. http://dx.doi.org/10.26714/mki.4.4.2021.298-303.

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The World Health Organization has officially declared the coronavirus as a pandemic The impact of the pandemic is also experienced by children. Children experience major changes in their lives, one of which is child psychosocial. Psychosocial support needs for the children. This study aims to determine the effect of emotional ventilation on the psychosocial development of school-age children during the Covid-19 pandemic. This research design is a quasi-experiment with a one-group pretest and posttest design approach. Respondents were 43 school-age children. Psychosocial development was assessed using the Strengths and Difficulties Questionnaire (SDQ). Emotional ventilation is done once a week and twice a week. a week after the second intervention, a post-test was performed. The results showed that before the intervention prosocial behaviour, emotional problems and hyperactivity were mostly normal, behavioural problems and relationship problems with peers before the intervention showed mostly abnormal. After prosocial behaviour intervention, emotional problems, behavioural problems and hyperactivity were mostly normal and only peer relationship problems were still mostly abnormal. There are differences between emotional problems, behavioural problems, hyperactivity before and after emotional ventilation with a p-value ≤ 0.05.

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Gajdošová, Eva, Veronika Bisaki, and Silvia Sodomová. "An Inclusive Secondary School in Bratislava." Acta Technologica Dubnicae 6, no. 3 (December 1, 2016): 44–65. http://dx.doi.org/10.1515/atd-2016-0019.

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Abstract The study presents a characterization of an inclusive secondary school in Bratislava and provides information about the forms and methods used in the work of the teachers, school psychologists, special teachers with regard to students with special needs (students with Attention and Hyperactivity Disorder, i.e. ADHD, with learning difficulties, with emotional and behaviour difficulties, etc.), who are educated together with mainstream students. It also provides information on the first results of the measurements of the socio-emotional health of the students in the inclusive school, both as to its overall level (covitality index) and as to the level of the four psychological dimensions of mental health. The pilot project of the inclusive school confirms that inclusive secondary schools and inclusive education operating within the intentions of positive psychology help the students to develop their cognitive and socio-emotional competences, to create favourable attitudes to diversity, to form the students’ scale of positive values and to encourage positive interpersonal relationships, social cohesion and social classroom climate.

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