scholarly journals PROTOCOL: Multisystemic Therapy for social, emotional, and behavioral problems in youth aged 10–17

10.1002/cl2.8 ◽  
2004 ◽  
Vol 1 (1) ◽  
pp. 1-15 ◽  
Author(s):  
JH Littell ◽  
M Popa ◽  
B Forsythe
Keyword(s):  
Behavioral Problems ◽  
Multisystemic Therapy ◽  
Emotional And Behavioral Problems ◽  
Social Emotional

Using the Church to maximize the potential of learners with special needs

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gina C. Obiakor ◽  
Kristen E. Obiakor ◽  
Festus E. Obiakor ◽  
Kevin Jones
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Behavioral Problems ◽  
Health Professionals ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Educational Activities ◽  
The Church

Abstract Learners with special needs experience myriad problems in general and special education. These problems range from minor academic, social, emotional, and behavioral problems to major disenfranchisements, disadvantages, and disillusionments. In addition, these problems can be very intense. As a result, they call for innovative and creative techniques that include using the Church as a spiritual tool in educational activities. As educators and health professionals who are also Christians, we believe using the Church can assist in remediating the plights of these learners with special needs and in maximizing their fullest potential in school and in life. This is the focus of this article.

PRENATAL DIET QUALITY AND CHILD EARLY SOCIAL, EMOTIONAL, AND BEHAVIORAL PROBLEMS

2020 ◽  
Vol 59 (10) ◽  
pp. S259-S260
Author(s):  
Anna Maria Campana ◽  
Leonardo Trasande ◽  
Andrea L. Deierlein ◽  
Sara Long ◽  
Hongxiu Liu ◽  
...  
Keyword(s):  
Diet Quality ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Social Emotional

Screening for Social, Emotional, and Behavioral Problems at Kindergarten Entry: Utility and Incremental Validity of Parent Report

2015 ◽  
Vol 44 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Julie Sarno Owens ◽  
Jennifer Storer ◽  
Alex S. Holdaway ◽  
Verenea J. Serrano ◽  
Yuko Watabe ◽  
...  
Keyword(s):  
Behavioral Problems ◽  
Parent Report ◽  
Incremental Validity ◽  
Emotional And Behavioral Problems ◽  
Social Emotional ◽  
Kindergarten Entry

An Evaluation of Treatment Integrity and Acceptability of Check & Connect

2018 ◽  
Vol 27 (4) ◽  
pp. 246-256 ◽  
Author(s):  
Shu-Chen Tsai ◽  
Lee Kern
Keyword(s):  
Behavioral Problems ◽  
Treatment Integrity ◽  
Treatment Acceptability ◽  
Emotional And Behavioral Problems ◽  
Regression Analyses ◽  
Social Emotional ◽  
High Integrity ◽  
Adult Mentors

The study reports the treatment integrity and acceptability of Check & Connect (C&C), after implementation by 234 adult mentors with 341 students with social, emotional, and behavioral problems. To address the gaps in the treatment acceptability literature, the study further explored (a) the relation between treatment integrity and treatment acceptability of C&C and (b) the predicted effects of variables investigated in the analog studies on mentors’ treatment acceptability ratings. Overall, mentors implemented C&C with high integrity perceived as an acceptable intervention. Regression analyses showed that mentors who perceived C&C as acceptable implemented it with significantly greater integrity than mentors with lower acceptability ratings. Dosage as well as student and mentor characteristics did not predict mentors’ treatment acceptability ratings. Implications for practice and research are discussed.

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

2017 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Jessica Trach ◽  
Matthew Lee ◽  
Shelley Hymel
Keyword(s):  
Group Dynamics ◽  
Behavioral Problems ◽  
Social Dynamics ◽  
Peer Group ◽  
Group Processes ◽  
Emotional And Behavioral Problems ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Positive Effects

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

scholarly journals NEED ASSESSMENT COUNSELING FOR SCHOOL ADOLESCENT STUDENTS

2021 ◽  
Vol 4 (1) ◽  
pp. 28-32
Author(s):  
Mohammad Akram
Keyword(s):  
Behavioral Problems ◽  
Mental Health Problems ◽  
Female Adolescent ◽  
Emotional And Behavioral Problems ◽  
Guidance And Counseling ◽  
Social Emotional ◽  
Male And Female ◽  
Need Assessment ◽  
Adolescent Students ◽  
Counseling Needs

The youth in the 21st century are facing numerous issues that may affect their ability to do well and properly in school. Every student has strong needs and desires to reach some set goals but in this competitive era, their life is being complicated day by day and vastly affected by various mental health problems in schools, and many other educational, vocational, social, emotional, and behavioral problems among them in our country. One of the reasons for these problems is lack of guidance and counseling services in our schools. According to Şahin Kesici, “a student whose personal guidance and counseling need is satisfied can; establish harmonious relationship with friends and parents, knows his/herself, improve problem solving and communication skills. Besides, s/he can improve social skills, cope with test anxiety and make effective decisions” (Kesici, 2007, p. 1327). On the other hand, when the needs are not met, and a student’s functioning in school suffers for an extended period, the student may break away from school completely (DeSocio & Hootman, 2004). To overcome negative psychological aspects which affect the student’s life, the present research paper is an attempt to identify need assessment counseling for school adolescent students. Need assessment questionnaire (NAQ) constructed and developed by Dogar, Azeem, Majoka, Mehmood, and Latif (2011) which included different areas, i.e. educational, vocational, social, emotional and behavioral needs of students counseling was administered to a sample of 168 (84 male and 84 female) adolescent students of 10th class. The results of the present study indicated that the main effect of gender (male and female) branch of study (science and social science) and the interaction effect between branch of study (science and social sciences) and gender (male and female) were found significant on overall counseling needs. Whereas gender and branch (stream) of study differences were not found in the counseling domains (educational, vocational, social, emotional, and behavioral) areas of counseling needs.

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