Emotional Behavior Problems, Parent Emotion Socialization, and Gender as Determinants of Teacher–Child Closeness

2017 ◽  
Vol 28 (5) ◽  
pp. 507-524
Author(s):  
Sarah Bardack ◽  
Jelena Obradović
Keyword(s):  
Behavior Problems ◽  
Emotion Socialization ◽  
Emotional Behavior ◽  
And Gender ◽  
Parent Emotion Socialization

scholarly journals Improving Parent Emotion Socialization Practices: Piloting Tuning in to Kids in Iran for Children With Disruptive Behavior Problems

2019 ◽  
Vol 68 (5) ◽  
pp. 596-607 ◽  
Author(s):  
Fateme Aghaie Meybodi ◽  
Parvaneh Mohammadkhani ◽  
Abbas Pourshahbaz ◽  
Behrooz Dolatshahi ◽  
Sophie S. Havighurst
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Emotion Socialization ◽  
Disruptive Behavior Problems ◽  
Parent Emotion Socialization

Emotion Socialization, Emotion Regulation, and Child Behavior Problems in India

2010 ◽  
Author(s):  
Vaishali V. Raval ◽  
Anusha D. Natarajan ◽  
Pratiksha H. Raval ◽  
Ila N. Panchal ◽  
Stacey P. Raj
Keyword(s):  
Emotion Regulation ◽  
Behavior Problems ◽  
Child Behavior ◽  
Emotion Socialization ◽  
Child Behavior Problems

scholarly journals Simultaneous assessement of social skills and behavior problems: Education and gender

2016 ◽  
Vol 33 (3) ◽  
pp. 453-464 ◽  
Author(s):  
Alessandra Turini BOLSONI-SILVA ◽  
Sonia Regina LOUREIRO
Keyword(s):  
Social Skills ◽  
Behavior Problems ◽  
Behavior Problem ◽  
Primary Caregivers ◽  
School Age Children ◽  
School Age ◽  
The Social ◽  
And Gender ◽  
And Behavior

Abstract The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.

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