The Relationship of Needs Assessed at Entry into Out-of-Home Care to Children and Youth’s Later Emotional and Behavioral Problems in Care

2020 ◽  
pp. 105896
Author(s):  
Theodore P. Cross ◽  
Steve P. Tran ◽  
Eliza Betteridge ◽  
Robert Hjertquist ◽  
Tawny Spinelli ◽  
...  
Keyword(s):  
Home Care ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Out Of Home Care ◽  
Relationship Of ◽  
The Relationship

scholarly journals Relationship of anxiety with emotional and behavioral problem in Madrasah Tsanawiyah Hidayatullah Islamic boarding school students, Denpasar

2020 ◽  
Vol 1 (1) ◽  
pp. 1-4
Author(s):  
Rabiatul Udawiyah ◽  
Lely Setyawati ◽  
Cokorda Bagus Jaya Lesmana
Keyword(s):  
Behavioral Problems ◽  
Behavioral Problem ◽  
Boarding School ◽  
Cross Sectional Study ◽  
Emotional And Behavioral Problems ◽  
Test Results ◽  
School Students ◽  
Cross Sectional ◽  
Relationship Of ◽  
The Relationship

Background: Emotional and behavioral problem are persistent and recurring problem that observed in teenagers specifically students. Anxiety is the most common mental health problem found in Islamic boarding school students. This research aims to find out the relationship of anxiety with emotional and behavioral problem in Madrasah Tsanawiyah, Hidayatullah Islamic Boarding School Students, Denpasar. Patients and Methods: The study was an analytical cross-sectional study with 89 students met inclusion and exclusion criteria. This research used the Strength and Difficulties Questionnaire (SDQ) to measure emotional and behavioral problems and Beck Anxiety Inventory (BAI) to measure the student’s anxiety level. The correlation was analyzed by using Spearman’s correlation test. Results: Forty-five (50.8%) students experience abnormal emotional and behavioral problems with 30 (30%) the students mostly had moderate level anxiety. The correlation between the anxiety with emotional and behavioral problems had an R value of 0.366 (p<0.001). Conclusion: There was a moderate positive relationship between anxiety with emotional and behavioral problems in Madrasah Tsanawiyah Islamic boarding school Hidayatullah students.

scholarly journals Relationship of visual, attentional and contextual variables together with internalized (depression), and externalized (behavior) problems

2021 ◽  
Vol 7 (2) ◽  
pp. 239-266
Author(s):  
Xavier Estrada Fernández ◽  
Carles Alsinet Mora ◽  
Agnès Ros Morente ◽  
Gemma Viera Segura ◽  
Laura Vicens Núñez
Keyword(s):  
Behavioral Problems ◽  
Visual Discrimination ◽  
Contextual Factors ◽  
Cognitive Learning ◽  
Emotional And Behavioral Problems ◽  
Contextual Variables ◽  
School Students ◽  
The Face ◽  
Integral Development ◽  
Relationship Of

Physical exercise as an educational formula improves the motor and cognitive learning of students, and allows us to strengthen the motor, coordinative and visual skills of the students, boys and girls, that will be decisive for their integral development. The general objective of the study is to examine the relationship of visual, attentional and contextual variables, together with internalized problems (depression), and externalized problems (behavior) in primary school students. 76 students participated in the study, of which 53 were boys (69.73%) and 23 girls (30.27%), with a mean age of 6.68 and a standard deviation of .799. The students participated in a multisport activity where three protocols were previously administered: an optometric evaluation, the Caras-R, Identical Forms-R and SENA to evaluate visual discrimination, sustained attention and contextual factors. The regressive models of the study predict, firstly, that better visual and attentional discrimination avoids depressive symptoms in students, and, secondly, that contextual factors act exclusively and directly in the face of depressive-type symptoms. The importance of the visual task as a variable directly related to depression and significantly together with attention in the prediction of adaptive behaviors stands out as a novelty. Thus, good visual discrimination is an important factor in sports practice and in the prevention of emotional and behavioral problems.

Evaluation of the relationship between emotional and behavioral problems and quality of life of adolescents in school

2019 ◽  
Vol 24 (4) ◽  
pp. 655-663
Author(s):  
Ayla Hendekçi ◽  
Sonay Bilgin
Keyword(s):  
Quality Of Life ◽  
Behavioral Problems ◽  
Subscale Score ◽  
Emotional And Behavioral Problems ◽  
School Age ◽  
Quality Of Life Inventory ◽  
Strengths And Difficulties ◽  
The Mean ◽  
The Relationship

This study was conducted to determine the quality of life and difficulties of adolescents in school age. This descriptive study was conducted in a city center three secondary School. Similarly from each school 114,114,116 people participated in the study, 4 students could not be included in the study due to insufficient data and the study was completed with 344 students. Questionnaire developed by the researcher, the Strengths and Difficulties Questionnaire (SDQ), and the Pediatric Quality of Life Inventory (PedsQL) were used for data collection. Research was completed in line with the ethical principles. According to the evaluations, it was observed that 50.6% of the students was 13 years old, 52% was male, and 53.5% was in the seventh grade. The total score average for PedsQL was 81.58 ± 13.65, and the mean total score for SDQ was 25.02 ± 4.813. A positive and significant correlation was found between “behavioral problems” subscale score of the SDQ and all subscales of PedsQL except the “physical health” subscale as well as the positive and significant correlation between the mean total scores of PedsQL and SDQ. It was observed that the quality of life of the students is affected negatively as the difficulties experienced during adolescence increase. Some recommendations were made to reveal the problems experienced by school-age adolescents and to increase their quality of life.

School Absenteeism Associated With Child Protection System Involvement, Maltreatment Type, and Time in Out-of-Home Care

2020 ◽  
Vol 25 (4) ◽  
pp. 433-445
Author(s):  
Jason M. Armfield ◽  
Emmanuel Gnanamanickam ◽  
Ha T. Nguyen ◽  
James C. Doidge ◽  
Derek S. Brown ◽  
...  
Keyword(s):  
Home Care ◽  
Child Protection ◽  
Protective Factor ◽  
Protection System ◽  
School Absenteeism ◽  
The Public ◽  
Out Of Home Care ◽  
Cohort Design ◽  
Maltreatment Type ◽  
The Relationship

Greater school absenteeism is associated with numerous negative educational outcomes. We used a retrospective cohort design with linked administrative data on 296,422 children to examine the relationship between school absenteeism and child protection system (CPS) involvement. Children with substantiated maltreatment had 4.1 times more unexplained and problem absences than children with no CPS involvement. In multivariate analyses, children with substantiated maltreatment had significantly greater “chronic” truancy ( OR = 3.41) and less “acceptable” levels of absences ( OR = 0.74) compared to children with no CPS involvement. Greater absenteeism was seen for children with substantiated neglect and who had their first CPS notification earlier in life. Being in out-of-home care for 3+ years was a protective factor for children who had a CPS notification before age 5. Additional adversities had a strong additive effect with CPS involvement on absenteeism and chronic truancy. This study demonstrates the potential scope for reducing problem absenteeism and helps inform the public debate regarding how the type and timing of CPS involvement might ameliorate or exacerbate harm for children.

scholarly journals Los adolescentes y los problemas emocionales en su aprendizaje

2019 ◽  
pp. 22-39
Author(s):  
María Guadalupe Ponce-Contreras ◽  
Irma Fabiola Covarrubias-Solís ◽  
Nancy Griselda Pérez-Briones ◽  
María Ascención Tello-García
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Behavioral Problems ◽  
Emotional Problems ◽  
Emotional And Behavioral Problems ◽  
Second Grade ◽  
Final Test ◽  
Integral Development ◽  
Object Of Study ◽  
The Relationship

When teenagers are going through this stage they often have emotional problems, which, if they are taken care of on time and with the appropriate support of parents, can easily be overcome and not trigger problems in other areas of life such as academic performance. The object of study is to know the relationship between emotional and behavioral problems and the support they receive from their parents with learning. The final test was applied to 80 subjects of second grade of secondary school. An instrument was used with four nominal variables and 60 simple variables integrated in 3 sections of 20 variables per axis, which were: emotional problems, family support and learning. The data were processed in the statistical programs, and the statistical levels of frequencies and percentages, factorial integrational, relational level were obtained. Main results: when there is support, help and cooperation from parents to their children, they have a better academic performance and accept themselves, so they do not present emotional problems and when parents are involved in the integral development of their children , these do not present emotional problems and dedication to their studies is facilitated. The main conclusions were that the student who accepts himself as a person, if he receives the necessary support from his parents, attains the necessary knowledge and has a good academic performance.

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