Gender-specific Problem Behaviors of School-aged Children according to Parenting Characteristics in Poverty

2010 ◽  
Vol 19 (4) ◽  
pp. 437 ◽  
Author(s):  
Kyungsook Bang ◽  
Hyera Yoo ◽  
Myungsun Hyun
Keyword(s):  
Problem Behaviors ◽  
Specific Problem ◽  
School Aged Children ◽  
Gender Specific ◽  
Parenting Characteristics

A Developmental View of Children's Behavioral Tolerance

1985 ◽  
Vol 10 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joan S. Safran ◽  
Stephen P. Safran
Keyword(s):  
Problem Behaviors ◽  
Grade Level ◽  
Specific Problem ◽  
Sixth Graders ◽  
Future Research ◽  
Behavioral Tolerance ◽  
Older Children ◽  
Behaviorally Disordered ◽  
Grade Levels ◽  
Grade Level Differences

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.

scholarly journals Does social support moderate the association between hunger and mental health in youth? A gender-specific investigation from the Canadian Health Behaviour in School-aged Children study

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Nour Hammami ◽  
Scott T. Leatherdale ◽  
Frank J. Elgar
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Health Behaviour ◽  
Negative Association ◽  
Mental Health Score ◽  
Health Score ◽  
School Aged Children ◽  
The Social ◽  
Canadian Health ◽  
Gender Specific

Abstract Background Youth who go hungry have poorer mental health than their counterparts – there are gender differences in this relationship. This study investigated the role of social support in the association between hunger and mental health among a nationally representative sample of youth in Canada in gender-specific analyses. Methods We used a probability-based sample of 21,750 youth in grades 6–10 who participated in the 2017–2018 Canadian Health Behaviour in School-aged Children. Self-report data were gathered on hunger, mental health (measured via the World Health Organization-5 well-being index) and five sources of support – peer, family and teacher support as well as the school climate and neighborhood support. We conducted adjusted, gender-specific, multilevel regression analyses assessing the association between mental health, social support and hunger. Results We found that youth who reported lower support were more likely to experience going to bed hungry (relative to never hungry) across all support factors. As for the social support factors, all the social support factors were associated with a higher mental health score, even after controlling for hunger. Despite these results our final set of models showed that our measures of social support did not alleviate the negative association between hunger and mental health. As for gender-specific findings, the negative association between hunger and a mental health was more pronounced among females relative to their male counterparts. We also found that certain social support factors (i.e., family, teacher and neighborhood support) were associated with a higher mental health score among females relative to males while controlling for hunger status. Conclusions We find that five social support factors are associated with a higher mental health score among ever hungry youth; however, social support did not overpower the negative association between hunger and mental health. Food insecurity is a challenge to address holistically; however, hungry youth who have high social support have higher odds of better mental health.

scholarly journals Age, Gender, Height and Weight in Relation to Joint Cartilage Thickness Among School-aged Children From Ultrasonographic Measurement

2020 ◽  
Author(s):  
Chunchun Gau ◽  
Tsung-Chieh Yao ◽  
Shu-Ting Gan ◽  
Syh-Jae Lin ◽  
Kuo-Wei Yeh ◽  
...  
Keyword(s):  
Cross Sectional Study ◽  
Cartilage Thickness ◽  
School Age Children ◽  
School Age ◽  
Sectional Study ◽  
Cross Sectional ◽  
School Aged Children ◽  
Asian Children ◽  
And Gender ◽  
Gender Specific

Abstract Background: Among school-age children, the decrease of cartilage thickness (Cth) with increasing age is well known. However, the influence of body mass index (BMI), height or weight on Cth has not been revealed. Here in, we aim to establish an age- and gender-specific Cth standard reference among Asians and investigate the possible prestige of BMI, height and weight. Methods: A cross-sectional study was performed in healthy Asian children. Bilateral knees, ankles, wrists, second metacarpophalangeals (MCPs) and proximal interphalangeals (PIPs) were measured using ultrasound. The children’s height, weight and BMI were also recorded for later adjustment.Results: A total of 200 school age Asian children (including 86 girls and 114 boys, aged between 5 to 13 years-old) were investigated. Cth differences were observed in the knees, ankles, wrists, MCPs and PIPs between sexes (p<0.05), with girls having thinner cartilage thickness. While Cth decreases with increasing age ( p <0.0001, 0.039, 0.001, 0.023, 0.091 in girls’ knees, ankles, wrists, MCPs and PIPs and p = 0.002, 0.001, <0.0001, 0.001, 0.045 in boys’, respectively). Our data showed that weight, height and BMI are not the main factors contributing to Cth. A formula to calculate gender-specific cartilage thickness for Asian school age children is suggested. There was no difference in Cth after adjusting for height or weight between Asian or Caucasian group.Conclusions: A formula to calculate gender-specific cartilage thickness for Asian school age children is suggested. Height, weight and BMI were not the major contributor for Cth among school age children.

Coparenting and Child Outcomes in Families of Children Previously Identified With Developmental Delay

2020 ◽  
Vol 125 (2) ◽  
pp. 109-124 ◽  
Author(s):  
Margaret Rosencrans ◽  
Laura Lee McIntyre
Keyword(s):  
Developmental Delay ◽  
Problem Behaviors ◽  
Child Outcomes ◽  
Parent Report ◽  
Future Research ◽  
Cross Sectional ◽  
Appropriate Behavior ◽  
School Aged Children ◽  
Child Problem Behaviors ◽  
Future Research Directions

Abstract The current study explored cross-sectional relations between coparenting quality and child problem behaviors, as measured by parent report and direct observation, in families of school-aged children previously identified with a developmental delay in early childhood. Parents' reports of difficulty with coparenting problems predicted child problem behaviors. For primary caregivers, parenting self-efficacy mediated the relation between coparenting quality and problem behaviors. Observed undermining behavior significantly positively predicted child appropriate behavior across specific tasks and observed partner support behavior significantly negatively predicted child appropriate behavior across specific tasks. Discussion focuses on the clinical significance of these findings and future research directions.

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

2017 ◽  
Vol 45 (8) ◽  
pp. 1491-1502 ◽  
Author(s):  
Christopher J. Lonigan ◽  
Jamie A. Spiegel ◽  
J. Marc Goodrich ◽  
Brittany M. Morris ◽  
Colleen M. Osborne ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Problem Behaviors ◽  
Specific Problem ◽  
Self Regulation

Differential Diagnoses Based on the Task-Related Behavior of Learning Disabled and Low-Achieving Adolescents

1985 ◽  
Vol 8 (4) ◽  
pp. 261-266 ◽  
Author(s):  
W. N. Bender
Keyword(s):  
Problem Behaviors ◽  
Peer Relationships ◽  
Specific Problem ◽  
Low Frequency ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Group Differences ◽  
Behavioral Differences ◽  
Task Behavior ◽  
On Task Behavior

Observations of 18 learning disabled (LD) and 18 low-achieving adolescents were compared to identify differences which may lead to differential labeling and placement. Multiple measures were used, including observations of task-related behaviors and teacher ratings of specific low-frequency problem behaviors. Observational results indicated that LD and low-achieving populations differed in total on-task behavior with the low-achieving groups demonstrating higher percentages of on-task behavior. Also, the LD group engaged in more passive off-task behavior. Teacher ratings of specific problem behaviors showed no group differences, although some LD students tended to demonstrate disturbed peer relationships. Noted behavioral differences were interpreted as leading to application of the learning disabilities label.

The Gendered Classroom: Girls' and Boys' Experiences in Postwar Germany

2005 ◽  
Vol 45 (4) ◽  
pp. 597-603
Author(s):  
Benita Blessing
Keyword(s):  
World War Ii ◽  
Major Change ◽  
World War ◽  
Structural Inequality ◽  
Postwar Germany ◽  
School Aged Children ◽  
Segregated Schools ◽  
Soviet Occupied Zone ◽  
Gender Specific ◽  
Occupied Zone

At the end of World War II, German educational administrators in the Soviet occupied zone of their nation decided to implement coeducation; that is, the schooling of girls and boys in the same classroom. This policy represented a radical break with German educational traditions, as well as with the western German zones' continued practice of gender-segregated schools. The reason for this move was as simple as it was ambitious: educational reformers of the Soviet zone were committed to a new kind of school, one that would offer all children the same education in order to permit active and equal participation of all citizens, male and female, in the “new Germany.” Educators estimated that over 90 percent of school-aged children attended school in the postwar years, approximately 15 percent of the entire population. Major change in young people's education could thus potentially bring about major social reform. Yet coeducation did not resolve the so-called “woman's question” of structural inequality, a theory elaborated by the nineteenth-century socialist August Bebel and of grave concern to the “antifascist democratic, educators of the postwar years. The implementation of the coeducational classroom, although an important move towards erasing gross disparities in educational opportunities for girls, still allowed for and even perpetuated gender-specific educational lessons and experiences.

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