Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30).

AbstractIntroductionThis study aimed to compare hostility, impulsivity, and behavior inhibition between women with and without premenstrual dysphoric disorder (PMDD) during both luteal and follicular phases and to examine whether these variables contribute to irritability and daily functional impairment of PMDD.MethodsPMDD was screened via the Premenstrual Symptoms Screening Tool. A diagnosis of PMDD was confirmed by psychiatric interviewing without 2-month prospective confirmation. Sixty women in the PMDD group and 60 women in the control group completed the Chinese Version of the Buss-Durkee Hostility Inventory-Short Form, Dickman's Impulsivity Inventory, and the Behavior Inhibition System Scale during the luteal and follicular phases.ResultsWe found that the PMDD group had significantly higher levels of hostility, dysfunctional impulsivity, and behavioral inhibition than the control group in both luteal and follicular phases. The PMDD group also had more premenstrual aggravation on total hostility, hostility affect, and suppressive hostility than the control group. Higher hostility, dysfunctional impulsivity, and behavior inhibition were associated with more severe irritability and functional impairment of PMDD.DiscussionHostility, impulsivity, and behavior inhibition might contribute to irritability and functional impairment in women with PMDD.ConclusionAssessment and interventions based on these factors should be provided for women with PMDD, especially in the luteal phase.

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Social information processing skills in adolescents with traumatic brain injury: Relationship with social competence and behavior problems

Journal of Pediatric Rehabilitation Medicine ◽

10.3233/prm-2009-0094 ◽

2009 ◽

Vol 2 (4) ◽

pp. 285-295 ◽

Cited By ~ 15

Author(s):

Nicolay Chertkoff Walz ◽

Keith Owen Yeates ◽

Shari L. Wade ◽

Erin Mark

Keyword(s):

Traumatic Brain Injury ◽

Information Processing ◽

Brain Injury ◽

Social Competence ◽

Behavior Problems ◽

Social Information Processing ◽

Social Information ◽

And Behavior

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The classroom performance and behavior of sexually abused females

Development and Psychopathology ◽

10.1017/s0954579400005940 ◽

1994 ◽

Vol 6 (1) ◽

pp. 183-194 ◽

Cited By ~ 60

Author(s):

Penelope K. Trickett ◽

Catherine McBride-Chang ◽

Frank W. Putnam

Keyword(s):

Sexual Abuse ◽

Academic Performance ◽

Social Competence ◽

Behavior Problems ◽

Cognitive Ability ◽

Sexually Abused ◽

Perceived Competence ◽

Classroom Performance ◽

And Behavior ◽

Avoidant Behavior

AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are also measured. Results can be summarized as follows, (a) A history of sexual abuse does predict academic performance: Abuse is directly negatively related to ratings of classroom social competence, competent learner, and overall academic performance and positively related to school avoidant behavior, but is not related to grades, (b) Sexual abuse is negatively related to cognitive ability and positively related to measures of behavior problems indicating depression, destructiveness, and dissociation, (c) Cognitive ability and perceived competence predict the more “academic” aspects of academic performance—grades, ratings as a competent learner, and overall academic performance. Behavior problems predict ratings as a competent learner, classroom social competence, school avoidant behavior, and overall academmic performance.

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