Relationship of Behavioral Characteristics to Educational Needs

1992 ◽  
Vol 17 (4) ◽  
pp. 296-304 ◽  
Author(s):  
Esther Sinclair ◽  
Joyce Alexson
Keyword(s):  
Emotional Disorders ◽  
Behavioral Problems ◽  
Conduct Disorders ◽  
Behavioral Characteristics ◽  
Classroom Placement ◽  
Attentional Disorders ◽  
Physical Disorders ◽  
Relationship Disorders ◽  
Total Integration ◽  
Relationship Of

The present study focused on children referred to a psychiatric outpatient facility from the regular classroom for evaluation of behavioral and school-learning problems. Behavioral problems noted during the initial evaluation for each child were coded according to a master list of over 60 behavioral characteristics grouped into seven broad categories: conduct disorders, emotional disorders, social relationship disorders, attentional disorders, hyperactivity, language disorders, and developmental delays/physical disorders. Then classroom placement recommendations were made by a school interdisciplinary team and categorized according to four classroom integration options ranging from total integration to integration for less than 1–2 hours daily. Results indicate general trends in the relationship between placement option(s) and the incidence and severity of presenting behavioral profiles. The meaning of these results is discussed in relation to research that emphasizes the lack of concordance between clinical, psychoeducational test profiles, psychiatric classification schemes, and classroom placement recommendations for special education students.

scholarly journals Some individual psychological characteristics as protective or risk factors for occurrence of conduct disorder

Psihologija ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 167-185
Author(s):  
Jasminka Markovic ◽  
Jelena Srdanovic-Maras ◽  
Valentina Sobot ◽  
Svetlana Ivanovic-Kovacevic ◽  
Sladjana Martinovic-Mitrovic
Keyword(s):  
Conduct Disorder ◽  
Behavioral Problems ◽  
Protective Factor ◽  
Conduct Disorders ◽  
Individual Characteristics ◽  
Psychological Characteristics ◽  
Stress Coping ◽  
Coping With Stress ◽  
Healthy Siblings ◽  
Stress Coping Strategies

Our study included 30 pairs of siblings aged 12-18 years; one sibling with and one without conduct disorder in each pair. The aim of the study was to assess individual characteristics of those siblings, i.e. to determine differences in psychological characteristics of the siblings with regard to locus of control, stress coping strategies and frequency and structure of behavioral problems and emotions. The results suggested significant differences in individual characteristics of children with conduct disorder and their healthy siblings. These results mainly confirm previous results of foreign research on a sample of our population. Exception of findings was related to strategies for coping with stress: religious behavior that didn?t turn out as a protective factor and avoiding confrontation and withdrawal which are shown as a protective factor. These results suggest the importance of individual psychological characteristics for the occurrence of conduct disorders and have implications in therapy and in preventive work with adolescents.

scholarly journals Evaluating empathy in adolescents with conduct disorders

2016 ◽  
Vol 73 (5) ◽  
pp. 429-434 ◽  
Author(s):  
Jelena Kostic ◽  
Milkica Nesic ◽  
Miodrag Stankovic ◽  
Olivera Zikic ◽  
Jasminka Markovic
Keyword(s):  
Conduct Disorder ◽  
Negative Correlation ◽  
Behavioral Problems ◽  
Perspective Taking ◽  
Significant Negative Correlation ◽  
Conduct Disorders ◽  
Self Report ◽  
Reactivity Index ◽  
Control Group ◽  
Affective Empathy

Background/Aim. According to currently available data, there is no research dealing with evaluating empathy in adolescents with conduct disorders in our region. The aim of the research was to examine the differences in the severity of cognitive and affective empathy in adolescents with and with no conduct disorder, as well as to examine the relationship between cognitive and affective empathy and the level of externalization in adolescents with conduct disorder. Methods. This research was conducted on 171 adolescents, aged 15 to 18, using the Interpersonal Reactivity Index, Youth Self- Report and a Questionnaire constructed for the purpose of this research. Results. The results showed that adolescents with conduct disorder had significantly lower scores for Perspective Taking (t = 3.255, p = 0.001), Fantasy (t = 2.133, p = 0.034) and Empathic Concern (t = 2.479, p = 0.014) compared to the adolescents in the control group, while the values for Personal Distress (t = 1.818, p = 0.071) were higher compared to the control group, but the difference was not statistically significant. The study showed a statistically significant negative correlation between Perspective Taking and aggression (r = - 0.318, p = 0.003) and a negative correlation between Perspective Taking and the overall level of externalizing problems (r = -0.310, p = 0.004) in the group of adolescents with conduct disorder. Conclusion. This research contributes to better understanding of behavioral disorders in terms of individual factors, especially empathic reactivity. Preventive work with young people who have behavioral problems associated with empathy deficit disorder proved to be an important tool in preventing the development, or at least relieving the symptoms, of this ever more common disorder.

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.

Videogame Playing and Psychopathology

1986 ◽  
Vol 59 (1) ◽  
pp. 59-62 ◽  
Author(s):  
Robert F. McClure ◽  
F. Gary Mears
Keyword(s):  
Video Games ◽  
Conduct Disorders ◽  
High Rate ◽  
Popular Press ◽  
Relationship Of ◽  
The Relationship ◽  
Videogame Playing

The popular press has suggested that video games may cause psychopathology. This study examined the relationship of videogame playing and several psychopathologies. This study found that high-rate videogame playing was not related to neuroticism, several measures of conduct disorders or other measures of pathology measured in this study. Frequent videogame players do not act out more often or have more drug- or school-related problems than infrequent players. Frequent players did seem to be more extraverted and to be less achievement-oriented than infrequent players. Videogame playing is probably an escapist or fun activity and did not seem to be related to psychopathology.

Clinical Interventions with Children and Adolescents

2014 ◽  
pp. 770-797
Author(s):  
Thomas H. Ollendick ◽  
Stephen R. Shirk
Keyword(s):  
Children And Adolescents ◽  
Psychotherapy Research ◽  
Evidence Base ◽  
Conduct Disorders ◽  
Evidence Based ◽  
Adolescent Psychotherapy ◽  
Clinical Interventions ◽  
Developmental Factors ◽  
Attentional Disorders ◽  
Exciting Time

This chapter on clinical interventions with children and adolescents has four primary goals: (1) to review early efforts to identify evidence-based psychosocial treatments for youth and their families; (2) to provide an overview of current evidentiary support for the treatment of the four most prevalent psychiatric disorders in youth: anxiety disorders, mood disorders, attentional disorders, and oppositional/conduct disorders; (3) to examine relational and developmental factors that qualify and potentially moderate these efficacious treatments; and (4) to speculate on the future of psychotherapy research and practice with youth. Our review indicates that several evidence-based interventions are available, although with few exceptions they are cognitive-behavioral ones. However, we conclude that the evidence base even for these interventions is not overly robust at this time, and that we must evaluate other commonly practiced interventions such as play therapy, family systems therapy, and psychodynamic-based therapies before their routine use can be endorsed. We also identify important developmental, contextual, and relationship variables that qualify these efficacious findings and encourage the pursuit of additional process and outcome research. We conclude our discourse by suggesting that we must move beyond reliance upon manual-based treatments to the development of principle-based interventions that draw upon these specific evidence-based interventions but move beyond and unify them. Although much progress has occurred in the past 50 years, much work remains to be done. This is an exciting time in the child and adolescent psychotherapy arena.

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.

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