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Book ChapterDOI

Emotional and Behavioural Problems

17 Apr 2018-pp 85-110
TL;DR: A child’s feelings and behaviours are influenced by temperament, culture, relationships, health, tiredness, family circumstances, experiences of early childhood care and education and a range of other factors.
Abstract: A child’s feelings and behaviours are influenced by temperament, culture, relationships, health, tiredness, family circumstances, experiences of early childhood care and education and a range of other factors. Almost all children show difficulties in managing their feelings and behaviour at times, particularly during certain stages of development. Because of this complexity, it can be difficult to determine whether a child’s behaviour or feelings may need further assessment.
Citations
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DissertationDOI
01 Jan 2017
TL;DR: This paper identified the discourses of early childhood development that kindergarten teachers in Alberta, Canada, employ in administering the Early Development Instrument (EDI), which is designed to gather information about developmental outcomes of children's prior-to-school experiences.
Abstract: Recent research into the abilities of children beginning school is powerfully influencing government policy and the provision of early childhood education in Canada. The Early Child Development (ECD) Mapping project, undertaken by the Offord Centre for Child Studies, McMaster University (Hamilton, Ontario, Canada) is one such body of research. The Early Development Instrument (EDI) is designed to gather information about developmental outcomes of children’s prior-to-school experiences at the time of starting kindergarten (the first year of school). The EDI is administered by kindergarten teachers at the level of individual children, with outcomes reported at the population level. However, many kindergarten teachers in Alberta do not have formal training or qualifications in early childhood development. This project therefore sought to identify the discourses of early childhood development that kindergarten teachers in Alberta, Canada, employ in administering the EDI. The project employed Discourse Analysis, operationalised within broader socio-cultural theoretical understandings of teacher knowledge, to analyse interview and focus group material collected from teachers from several school settings in Alberta. The main finding was that the understandings teachers applied in administering the EDI conformed to a traditional developmentalist discourse, employing concepts such as ‘appropriate’, ‘typical’, and ‘normal ranges’ of development. It is argued that the teachers encountered these discourses when administering other tests designed to identify atypical outcomes and therefore attract program funding. However, these discourses were also held in tension with discourses of school readiness as well as other concepts drawn from curriculum models encountered during professional development activities. The study concludes that there is a need for careful consideration of the discourses teachers access to inform their practice when administering the EDI in order to ensure the validity of the EDI as a baseline against which subsequent population level outcomes can be assessed.

23 citations


Cites background from "Emotional and Behavioural Problems"

  • ...As a result of this variation, interventions, when they are required, take on a multifactorial form (McLean, 1985; Offord & Lipman, 1996; Pianta & Stuhlman, 2004)....

    [...]

  • ...In the Canadian context in which this study is situated, for instance, a high value is placed on students acquiring language skills at an early age, as this is seen as a firm indicator of school retention and success (Offord & Lipman, 1996)....

    [...]

Journal ArticleDOI
TL;DR: The authors posits that analyses of cyberbullying among digitally connected young people need to explore the interdependences, intersections and cON/FFlation of bullying in online and offline environments.
Abstract: This article posits that analyses of (cyber)bullying among digitally connected young people need to explore the interdependences, intersections and cON/FFlation of bullying in ONline and OFFline sp...

22 citations


Cites background from "Emotional and Behavioural Problems"

  • ...These were cases of masquerading, cyberthreats, harassment and sexting (cf. Ybarra and Mitchell 2004; Willard 2007; Schultze-Krumbholz et al. 2012)....

    [...]

  • ...As a result, targets of cyberbullying are even more at the perpetrator’s mercy (Schultze-Krumbholz et al. 2012)....

    [...]

Journal ArticleDOI
TL;DR: Behaviour difficulties are affected by risks across multiple ecological levels and addressing any one of these potential influences is likely to contribute to the reduction in the problems displayed.
Abstract: Background Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Method Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behaviour difficulties (assessed at baseline and at 18-month follow-up). Results Hierarchical linear modelling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behaviour difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged. Conclusion Behaviour difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.

16 citations

Journal ArticleDOI
30 Mar 2021
TL;DR: The authors found that children with language disorders can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts, and the reasons underlying this pattern are discussed in detail in Section 2.1.
Abstract: Background and aimsChildren with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern o...

8 citations

Journal ArticleDOI
TL;DR: In this article , a study aimed to explore child and informant characteristics are associated with reported child EBPs across settings and found that greater parenting stress and being verbal was associated with more parent- but not teacher-reported EBPs.
Abstract: Abstract Emotional and behavioral problems (EBPs) frequently occur in young autistic children. Discrepancies between parents and other informants are common but can lead to uncertainty in formulation, diagnosis and care planning. This study aimed to explore child and informant characteristics are associated with reported child EBPs across settings. Participants were 83 4–8-year-old autistic children and their parents and teachers in the Autism Spectrum Treatment and Resilience (ASTAR) study. Questionnaires of child EBPs were completed by parents and teachers, and self-reported parenting stress and wellbeing measures were obtained. An observation of parent–child/researcher-child interaction was also completed. Parents reported more EBPs than teachers and parent-teacher agreement was low, particularly for emotional problems. Greater parenting stress and being verbal was associated with more parent- but not teacher-reported EBPs. More observed behaviors that challenge were displayed by minimally verbal children. More parenting stress could be associated with the presence of more EBPs in the home; alternatively, parenting stress may confound reports. It is essential for assessments of EBPs in autistic children to take a multi-informant approach. Better understanding of the associations between informant characteristics and informant discrepancies of EBPs is needed.

5 citations

References
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BookDOI
01 Nov 2000
TL;DR: From Neurons to Neighborhoods as discussed by the authors presents the evidence about "brain wiring" and how children learn to learn to speak, think, and regulate their behavior, and examines the effect of the climate-family, child care, community-within which the child grows.
Abstract: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

5,295 citations

Journal ArticleDOI
TL;DR: The nature and effectiveness of a programme for parents who are experiencing serious difficulty looking after and controlling children aged 3–8 years is described.
Abstract: The way parents bring up their children has become a matter of increasing public and professional concern. There is strong interest in defining the elements of successful parenting so that all parents can help their children reach their potential and lead a fulfilling life. There is also a drive to prevent parenting failure and family breakdown, especially as manifested by child abuse and the rising tide of antisocial behaviour in children and young people. In recent years the number of programmes and approaches for improving parenting has mushroomed.1 Some cater for basically competent parents while others target those at high risk of parenting failure and family breakdown. This article describes the nature and effectiveness of a programme for parents who are experiencing serious difficulty looking after and controlling children aged 3–8 years. It is useful to distinguish between support for parents and support for parenting. General characteristics of parents such as being single and alone, poor, in a rough neighbourhood, a drug addict, of limited intellect, depressed, etc, make it harder to bring a child up successfully. However, if these adversities can be managed so that the immediate quality of parenting behaviour is adequate, the outcome for the children is not compromised.2 Several community studies have shown that it is the quality of the immediate moment to moment behaviour of the parent towards the child that has the major influence on the child’s wellbeing rather than the circumstances per se.3 These findings allow cautious optimism, insofar as there is no inevitably bad outcome for children brought up by parents who have to cope with stressful circumstances or mental illness. There is now overwhelming evidence that particular parenting styles are harmful for children and are particularly associated with antisocial child behaviour.4 5 These are: a persistently hostile, …

25 citations

Journal ArticleDOI
TL;DR: The authors posits that analyses of cyberbullying among digitally connected young people need to explore the interdependences, intersections and cON/FFlation of bullying in online and offline environments.
Abstract: This article posits that analyses of (cyber)bullying among digitally connected young people need to explore the interdependences, intersections and cON/FFlation of bullying in ONline and OFFline sp...

22 citations

Journal ArticleDOI
TL;DR: Behaviour difficulties are affected by risks across multiple ecological levels and addressing any one of these potential influences is likely to contribute to the reduction in the problems displayed.
Abstract: Background Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample The study sample comprised 4,228 students with SEND, aged 5–15, drawn from 305 primary and secondary schools across England. Method Explanatory variables were measured at the individual and school levels at baseline, along with a teacher-reported measure of behaviour difficulties (assessed at baseline and at 18-month follow-up). Results Hierarchical linear modelling of data revealed that differences between schools accounted for between 13% (secondary) and 15.4% (primary) of the total variance in the development of students’ behaviour difficulties, with the remainder attributable to individual differences. Statistically significant risk markers for these problems across both phases of education were being male, eligibility for free school meals, being identified as a bully, and lower academic achievement. Additional risk markers specific to each phase of education at the individual and school levels are also acknowledged. Conclusion Behaviour difficulties are affected by risks across multiple ecological levels. Addressing any one of these potential influences is therefore likely to contribute to the reduction in the problems displayed.

16 citations

Journal ArticleDOI
30 Mar 2021
TL;DR: The authors found that children with language disorders can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts, and the reasons underlying this pattern are discussed in detail in Section 2.1.
Abstract: Background and aimsChildren with Language Disorders (LDs) can exhibit increased levels of social withdrawal, aggression and problems managing social conflicts. The reasons underlying this pattern o...

8 citations