Teachers' Reports of the Problem Behavior of Children in Their Classrooms

2002 ◽  
Vol 90 (1) ◽  
pp. 157-164 ◽  
Author(s):  
Nicole C. Molins ◽  
James R. Clopton
Keyword(s):  
Problem Behavior ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Third Grade ◽  
Archival Data ◽  
Teachers Perceptions ◽  
Children's Behavior ◽  
Main Disadvantage

Research examining teachers' judgments of children's behavior has typically used archival data, staged videos, or written vignettes describing children's behavior. The main advantage of using staged videos and written vignettes has been that those methodologies have led to well-controlled studies. The main disadvantage is that little is known about teachers' perceptions of the problems of children in their own classrooms. In the current study, 111 first-, second-, and third-grade teachers described children in their classrooms whose behavior concerned them. Teachers identified significantly more children with externalizing problems than internalizing problems and significantly more boys than girls as having problems that concerned them However, when teachers identified children as having internalizing problems, they were just as likely to judge them as needing referral as children with externalizing problems. Similarly, when teachers judged children to have problems that concerned them, they were just as likely to judge girls as needing referral as boys.

scholarly journals Interaction between effortful control and parenting as factors of child mental health

2019 ◽  
pp. 61-68
Author(s):  
E. N. Petrenko ◽  
E. A. Kozlova ◽  
S. V. Loginova ◽  
H. R. Slobodskaya
Keyword(s):  
Problem Behavior ◽  
Inhibitory Control ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Effortful Control ◽  
Risk Model ◽  
Short Form ◽  
Perceptual Sensitivity ◽  
Externalizing And Internalizing Problems ◽  
Child Effortful Control

The study examined interactions between parenting and child effortful control in the prediction of problem behavior in Russian preschoolers in parent reports of 28-year-old children (N = 652). Effortful Control and its components, inhibitory control, attentional control, low-intensity pleasure, and perceptual sensitivity, were measured by the Very Short Form of the Children’s Behavior Questionnaire (CBQ-VS). Positive parenting, punishment, and inconsistent discipline were measured by the Alabama Parenting QuestionnairePreschool Revision (APQ-R). Externalizing problems, internalizing problems, total difficulties, and impact of problems on the child’s life were measured by the Strengths and Difficulties Questionnaire (SDQ). The results indicated that effortful control and perceptual sensitivity interacted with parental punishment to predict externalizing problems and total difficulties such that temperament was more strongly related to problem behavior when parents used more punishment. In a similar way, inhibitory control was more strongly related to externalizing problems and their impact on the child’s life when parents used more punishment. The majority of moderating effects were consistent with the diathesis-stress or dual risk model. That is, temperament was more strongly related to externalizing and internalizing problems and their impact on the child’s life when parents used more punishment and were inconsistent in their use of discipline.

Personality development and problem behavior in Russian children and adolescents

2010 ◽  
Vol 34 (5) ◽  
pp. 441-451 ◽  
Author(s):  
Helena R. Slobodskaya ◽  
Olga A. Akhmetova
Keyword(s):  
Problem Behavior ◽  
Age Differences ◽  
Middle Childhood ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Family Cohesion ◽  
Family Background ◽  
Personality Development ◽  
Gender And Age ◽  
Gender And Age Differences

The aim of this study was to explore child and adolescent personality in the Russian culture, addressing gender and age differences, and to examine personality and family effects on children’s Internalizing and Externalizing problems. Parents of 1,640 Russian children aged 3—18 years completed the Inventory of Child Individual Differences measuring personality, the Strengths and Difficulties Questionnaire measuring problem behavior, and reported about family background. Girls scored higher than boys on the Conscientiousness domain and on the Intelligent and Considerate scales, but lower on Activity. In younger children, Extraversion was higher; in older children, Agreeableness, Conscientiousness and Shyness were higher; Distractibility was highest in early adolescence. The gender and age differences were small. Personality explained about 30% of variance in children’s Internalizing problems, and 50% in Externalizing problems; family factors contributed less than 4%. Internalizing Problems were linked to higher Neuroticism and lower Extraversion; Externalizing Problems were linked to higher Extraversion, lower Conscientiousness and Agreeableness. For both types of problems, harsh parenting was a risk factor, while SES and family cohesion were associated with lower problem levels. Models linking personality with children’s problem behavior were similar in preschool, middle childhood, early and late adolescence.

The trajectories of child’s internalizing and externalizing problems, social competence and adolescent self-reported problems in a Finnish normal population sample

2014 ◽  
Vol 35 (6) ◽  
pp. 561-579 ◽  
Author(s):  
Marie Korhonen ◽  
Ilona Luoma ◽  
Raili K. Salmelin ◽  
Mika Helminen ◽  
Riittakerttu Kaltiala-Heino ◽  
...  
Keyword(s):  
Social Competence ◽  
School Psychologists ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Normal Population ◽  
Population Sample ◽  
Self Report ◽  
Internalizing And Externalizing Problems ◽  
High Level ◽  
Internalizing And Externalizing

Group-based modeling techniques are increasingly used in developmental studies to explore the patterns and co-occurrence of internalizing and externalizing problems. Social competence has been found to reciprocally influence internalizing and externalizing problems, but studies on its associations with different patterns of these problems are scarce. Using data from a Finnish longitudinal normal population sample, trajectories of internalizing and externalizing problems were formed using the Child Behavior Checklist completed by the mother at the child’s age of 4- to 5-years-old, 8- to 9-years-old, and 16- to 17-years-old ( N = 261). The results indicate that adolescent’s self-reported internalizing and externalizing problems based on the Youth Self Report were associated with the trajectories of internalizing and externalizing problems. Social competence both in early childhood and in adolescence was poorer among children with chronic internalizing problems and among those with adolescent-onset externalizing problems. One-third of the children who had a chronically high level of internalizing problems had an initially high but decreasing level of externalizing problems, while 33% of the adolescents with adolescent-onset externalizing problems had a chronically high level of internalizing problems. School psychologists are encouraged to screen for internalizing problems from children with behavioral, academic or social problems.

From Child Maltreatment to Adolescent Substance Use: Different Pathways for Males and Females?

2018 ◽  
Vol 15 (2) ◽  
pp. 147-173 ◽  
Author(s):  
Kristen M. Benedini ◽  
Abigail A. Fagan
Keyword(s):  
Substance Use ◽  
Physical Abuse ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Adolescent Substance Use ◽  
Adolescent Substance ◽  
Child Attachment ◽  
Abuse And Neglect ◽  
Males And Females ◽  
And Gender

This study uses data from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN) project to assess the relationships between childhood physical abuse/sexual abuse and adolescent substance use. Whether these relationships are mediated by externalizing problems, internalizing problems, parent–child attachment, or anger and gender differences in these direct and indirect relationships is also addressed. Results indicate that there is a direct relationship between physical abuse and substance use and that mediating pathways between maltreatment and substance use are different for males and females. These results suggest that gender-responsive services should be provided to prevent and address adolescent substance use.

scholarly journals Evaluating the effectiveness of a transdiagnostic universal prevention program for both internalizing and externalizing problems in children: Two feasibility studies

2021 ◽  
Author(s):  
Kohei Kishida ◽  
Noriko Hida ◽  
Shin-ichi Ishikawa
Keyword(s):  
Elementary School ◽  
School Children ◽  
Internalizing Problems ◽  
Prevention Program ◽  
Externalizing Problems ◽  
Elementary School Children ◽  
Feasibility Studies ◽  
Internalizing And Externalizing Problems ◽  
Internalizing And Externalizing ◽  
Site Training

Abstract Background The present study examined the effectiveness of the Universal Unified Prevention Program for Diverse Disorders (Up2-D2) for internalizing and externalizing problems for children aged 9−11 years. Methods We used two feasibility studies. The Up2-D2 entailed 12 sessions delivered by teachers; each session was developed based on cognitive-behavioral and positive psychological interventions. In Studies 1 and 2, 58 elementary school children aged 9−11 and 73 elementary school children aged 10−11 attended the Up2-D2. The teachers in Study 1 received 1.5 hours of on-site teacher training for learning rationales for interventions, how to run the program, and received ongoing supervision by professionals with mental health expertise. In contrast, the teachers in Study 2 were given self-learning DVD materials in place of on-site training and ongoing supervision. Results Mixed models revealed that general difficulties, which is total score of both internalizing and externalizing problems, decreased in Study 1 but not in Study 2. Additional analyses for children with subclinical general difficulties revealed that general difficulties, internalizing problems, and externalizing problems decreased in Study 1, whereas in Study 2, general difficulties and internalizing problems decreased, except for externalizing problems. Conclusions These results suggest that on-site teacher training and ongoing supervision are imperative for improving general difficulties in children at a universal level. In addition, universal preventive interventions by classroom teachers without on-site training and continuous supervision might be efficacious for reducing general difficulties and internalizing problems for children with subclinical difficulties.

scholarly journals Cross-Lagged Associations Between Problem Behaviors and Teacher-Student Relationships in Early Adolescence

2017 ◽  
Vol 38 (8) ◽  
pp. 1100-1141 ◽  
Author(s):  
Eija Pakarinen ◽  
Gintautas Silinskas ◽  
Bridget K. Hamre ◽  
Riitta-Leena Metsäpelto ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Problem Behaviors ◽  
Early Adolescence ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Parental Education ◽  
Reading Difficulties ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Performance Risk

This study investigated the cross-lagged associations between teacher-student relationships and problem behaviors in a sample of 440 Finnish students (half of them identified as being at risk of reading difficulties). The degree to which these associations were moderated by a child’s gender, academic performance, risk for reading difficulties, parental education, and having the same teacher over 2 years was examined. The teachers evaluated the students’ problem behaviors and reported closeness and conflict with a particular student. The results showed that the higher the students scored on externalizing problems in Grade 4, the more conflict teachers reported 2 years later. Moderator analyses revealed that internalizing problems predicted higher levels of closeness for boys only. Conflict predicted internalizing problems among students who had the same teacher across the 2 years. The results emphasize the importance of investigating the transactional links in different subgroups.

Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability

2017 ◽  
Vol 119 (9) ◽  
pp. 1-38
Author(s):  
Kyunghwa Lee
Keyword(s):  
Early Childhood ◽  
School Readiness ◽  
Early Childhood Teachers ◽  
The Body ◽  
Negative Consequences ◽  
Teachers Perceptions ◽  
The Public ◽  
Children's Behavior ◽  
Early Schooling ◽  
Teachers Perspectives

Background Although concerns about unintended negative consequences of standards-based accountability (SBA) reform for children's socioemotional development have been raised, few studies have systematically examined early childhood teachers’ perceptions of and practices for children's behavior and bodies under such policy. This study was conducted against the backdrop of the intersection of the accountability policy and the increasing prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among children, including preschoolers. Purpose The study investigated how early childhood teachers’ perspectives of and practices for the behavior and bodies of children considered at risk of being identified with ADHD later in schooling were related to the increasing concern over school readiness under SBA reform. Research Design Data for a qualitative case study were generated through multiple methods, including video-recorded observations in two African-American children's pre-kindergarten and kindergarten classrooms, interviews with their teachers, and artifact collection. Results The focal children's teachers appropriated the authoritative discourses of ADHD and readiness for school to perceive the children's bodies as uncontrollable and unready for school. The teachers taught the children a variety of bodily techniques to enculturate them in public school and to develop docile student bodies. Keeping their authoritative practices intact, the teachers hardly incorporated the children's areas of strengths into the curriculum and instruction. School was introduced to the children as a carnivalesqueless place, and both SBA reform and ADHD contributed to disembodiment in the public early childhood education settings. Conclusions This study suggests the need for reframing the notion of school readiness; bringing teachers’ folk theories about children's behavior and bodies to their critical awareness; and intentionally balancing serious, rigid parts of the daily classroom routine with relaxed, pleasurable moments.

Pre-pandemic psychological and behavioral predictors of responses to the COVID-19 pandemic in nine countries

2021 ◽  
pp. 1-16
Author(s):  
Jennifer E. Lansford ◽  
Ann T. Skinner ◽  
Jennifer Godwin ◽  
Lei Chang ◽  
Kirby Deater-Deckard ◽  
...  
Keyword(s):  
United States ◽  
Substance Use ◽  
Risk Taking ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Well Being ◽  
Mothers And Fathers ◽  
Internalizing And Externalizing Problems ◽  
Behavioral Predictors ◽  
Internalizing And Externalizing

Abstract Prior to the COVID-19 pandemic, adolescents (N = 1,330; Mages = 15 and 16; 50% female), mothers, and fathers from nine countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand, United States) reported on adolescents’ internalizing and externalizing problems, adolescents completed a lab-based task to assess tendency for risk-taking, and adolescents reported on their well-being. During the pandemic, participants (Mage = 20) reported on changes in their internalizing, externalizing, and substance use compared to before the pandemic. Across countries, adolescents’ internalizing problems pre-pandemic predicted increased internalizing during the pandemic, and poorer well-being pre-pandemic predicted increased externalizing and substance use during the pandemic. Other relations varied across countries, and some were moderated by confidence in the government’s handling of the pandemic, gender, and parents’ education.

New Ways in Discipline

PEDIATRICS ◽  
1949 ◽  
Vol 4 (6) ◽  
pp. 855-856
Keyword(s):  
Behavior Problems ◽  
Problem Behavior ◽  
Nursery School ◽  
School Teacher ◽  
Children's Behavior ◽  
Present Volume ◽  
Children’S Behavior Problems ◽  
Nursery School Teacher

The author has been a nursery school teacher, experimented with remedial technics in the nursery school, practiced as a consulting psychologist in the field of children's behavior problems and written several books for parents. The present volume, intended for parents, teachers and physicians, is a colorful discussion of the meaning and management of every-day problems of discipline. With many examples the author makes vivid the frustrations the growing child experiences, especially in his family, and shows how the resultant anger, guilt and suppression are expressed in problem behavior.

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