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Dissertations / Theses on the topic 'Child behavioral problem'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Hankinson, Jessica Curley. "Child psychopathology, parental problem perception, and help-seeking behaviors." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002993.

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2

Hawes, Nicholas E. "Parental Strategies of Normalization in Account Giving for Child Behavioral Issues." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313688554.

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3

Chan, Hop-ling, and 陳合玲. "Stress and coping: a study of parents with behavioral problem children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B43893296.

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4

Chan, Hop-ling. "Stress and coping a study of parents with behavioral problem children /." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/hkuto/record/B43893296.

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5

McCollom, Loren Wilbern. "The relationship between behavioral events and interpersonal perceptions in the families of problem behavior children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720339.

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The temporal sequence of behavioral and interpersonal perceptual changes in families of problem behavior children was considered. Previous research demonstrated that both child behavior and parents' perceptions of their problem behavior children improved during parent training. A behavioral systems model employing single-case experimental design was used to test the following hypotheses: (1) change in parenting behavior would precede change in child behavior; (2) change in child behavior would precede change in parent perception of the child; and (3) change in parenting behavior would precede change in child perception of the parent.Five two-parent families, recruited through newspaper advertisement, participated in a behavior management training course. Each had a 5-11 year old problem behavior child, as qualified by the Revised Behavior Problem Checklist.Dependent variables consisted of (1) weekly in-home, observer collected parent-child behavior interaction data using a simplified version of the Family Interaction Coding System, (2) weekly questionnaires assessing parent-child interpersonal perceptions and weekly family "crises", and (3) a series of pre-post measures (Parent Attitude Test, Becker Adjective Checklist, and Child Report of Parent Behavior Inventory) to identify change at the .05 level.All subjects commenced baseline procedures simultaneously, but two families continued baseline procedures an additional four weeks before training. Graphic depiction of weekly individual parent and child behavioral and perceptual data was employed to examine the hypothesized changes.The first two hypotheses generally were supported by the results. The third hypothesis was not supported. The findings suggested that during the initial weeks of parent training, parent application of behavior change strategies resulted in improved child behavior and that by the middle stage of parent training, the parents' perceptions of their children began to improve. In addition, there was a reduction in the number of parent-child interactions interpreted as having a calming effect. This served to obscure other change such as the near elimination of aversive consequences.
Department of Counseling Psychology and Guidance Services

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6

Lam, York-suen Eunis. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2013115X.

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7

Sarnacki, Ronald L. (Ronald Leonard). "An Examination of the Behavioral Dimensions of Behaviorally Disordered Students Across Grade Levels Utilizing Confirmatory Factor Analysis." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332320/.

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A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.

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8

D'Alessandro, David U. "Development and validation of the Child and Adolescent Dysfunctional Attitudes Scale : tests of Beck's cognitive diathesis-stress theory of depression, of its causal mediation component, and of developmental effects." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84500.

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Beck's cognitive diathesis-stress theory has generated much research into the etiology of depression. Central to the theory are depressogenic schemata that interact with stressors, resulting in increases in depressive symptomatology. These schemata are commonly assessed using the Dysfunctional Attitudes Scale (DAS). Importantly, the DAS was not designed for use in children---it has been validated with adults and contains advanced language. Thus, the Child and Adolescent Dysfunctional Attitudes Scale (CADAS) was developed.
Study 1 sought to psychometrically validate the CADAS. 453 children completed the CADAS item pool and measures assessing divergent validity. The CADAS was readministered 3 weeks later. Items were retained based on item-total correlations, internal consistency, and factor analyses. The finalized CADAS is a 22-item self-report measure with a unidimensional factor structure and sound psychometric properties.
Study 2 tested Beck's theory using the CADAS to assess depressogenic schemata as a vulnerability factor for depression. An independent sample of 241 children completed the CADAS and a measure of depression one week before receiving school report cards (Time 1). The morning after receiving reports (Time 2), stress was assessed by obtaining parents' reactions to reports, and with an index of children's subjective acceptable grades compared to actual grades. Five days later (Time 3), depression was reassessed.
As hypothesized, regression analyses collapsing across age revealed that Time 1 CADAS interacted with Time 2 parental stress to predict changes in depression from Times 1 to 3. High-CADAS children showed greater increases in depression relative to low-CADAS children when facing the stress of parental anger and disappointment regarding their grades. Consistent with cognitive-developmental theory, planned supplemental analyses indicated that the CADAS x stress interaction predicted depressive changes only in older, formal-operational children. The relationship between the CADAS x stress interaction and depressive changes was mediated by negative views of the self, but not by views of the world or of the future.
This work yields a measure of depressogenic schemata in school-aged children that further contributes to understanding their etiology of depression. These schemata, together with negative views of oneself, may be important targets for modification in the cognitive therapy of childhood depression.

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9

Ferrell, Natasha Shantel. "Evaluating the relationship between treatment integrity, social acceptability, and behavior outcomes within a school-wide positive behavior support system." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=62&did=1905733931&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270228113&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 63-71). Issued in print and online. Available via ProQuest Digital Dissertations.

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10

Moser, Michele R. "Understanding and Addressing the NAS and Drug Exposed Infant Problem in NE TN." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5000.

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11

Snell, Jennie L. "Performance on neuropsychological measures of executive function and behavioral adjustment in second-graders /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9186.

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12

Botelho, Jeannie S. "A comparison of behavioral problems between speech and/or language impaired children and normal children." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3519.

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The questions posed in this study were: l) Is there a significant difference in the prevalence of behavioral problems between speech and/or language impaired children and normal children as reported by parents and teachers? and 2) Is there a significant difference in the types of behavioral problems between speech and/or language impaired children and normal children, as reported by parents and teachers?

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13

Davis, Maura Schoen. "A comparison of three social emotional screening instruments /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055682.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 172-188). Also available for download via the World Wide Web; free to University of Oregon users.

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14

Altinoglu-dikmeer, D. Ilkiz. "Emotional And Behavioral Problems In Relation With The Attachment Securities Of Adopted Vs. Non-adopted Children And The Child Rearing Practices Of Their Parents." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610587/index.pdf.

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This study aimed to explore the emotional and behavioral problems of Turkish adoptees and compare them with non-adopted peers raised by their biological parents. To fulfill this aim, 61 adopted children aged between 6-18 were compared to 62 age and gender matched non-adopted children. A second classification was made in terms of being followed in a child psychiatry unit. Both parents were asked to rate their children&rsquo
s problem behaviors on &ldquo
Child Behavior Check List / 6-18&rdquo
, temperament characteristics on &ldquo
School Age Temperament Inventory&rdquo
, their own personality traits on &ldquo
Basic Personality Traits Inventory&rdquo
and own parenting styles on &ldquo
Measure of Child Rearing Styles&rdquo
. Children were asked to rate both parents&rsquo
availability and reliability as attachment figures on &ldquo
Kerns Security Scale&rdquo
and parenting styles on &ldquo
Measure of Child Rearing Styles&rdquo
. Adolescents between ages 11-18, rated their own problem behaviors on &ldquo
Youth Self Report&rdquo
. Group differences and correlations were analyzed. The results indicated non-significant differences between adopted and non-adopted groups in all of the measures. Children in clinical group unit displayed more problem behaviors, were less task persistent and had more activity than children in non-clinical group. Children under 10 years rated their mothers as being more available attachment figure, being more accepting and responsive than their fathers. Contrary to the literature, age of the child at the time of adoption was not found to be related with problem behaviors or attachment relations. On the other hand, results indicated that the older the child learned about her/his adoption status, the more emotional and behavioral problems occurred. Findings of the study were discussed in the frame of relevant literature. Clinical and policy implications were offered.

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15

Taylor, Michael Orval. "Identifying and Building on Strengths of Children With Serious Emotional Disturbances." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/2873.

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The aim of this study is to explore strengths assessments and the participation of parents in assessment of strengths and functioning of their children challenged by serious emotional disorders. The children in this study have a high level of exposure to mental illness, domestic violence and substance abuse in their biological families. These children are living with family members or foster families in the community, with the majority at continuing risk of placement outside of their homes and communities due to serious emotional and behavioral problems. The research questions investigated are the concordance of families and professionals in assessment of strengths, differences in assessment of strengths, problems in specific domains of functioning, and relationships of characteristics of the child with recognition of strengths by the parent and professional. This study uses data collected from families of children with serious emotional disorders receiving services through community-based wraparound services supported by the mental health services program for children #5 HSS SM52297 funded by the Center for Mental Health Services, Substance Abuse and Mental Health Administration. The dissertation research presents a secondary analysis of a portion of the evaluation data collected for that demonstration. Eighty-five children were assessed by the parent and professional using the Behavioral and Emotional Rating Scale (BERS), the Achenbach Child Behavior Checklist (CBCL), and the Child and Adolescent Functioning Scale (CAFAS). It was found that families provided significant and unique information regarding their children. A repeated measures analysis of the strengths scores revealed significant differences in the assessment of strengths by the parent and professional raters in domains of intrapersonal strengths, affective strengths and family involvement. The findings support the use of the strengths measure by multiple informants to provide unique information regarding the child’s strengths and functioning.

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16

Lam, York-suen Eunis, and 林若璇. "Perception of stress, and coping strategies among parents having children with emotional and behavioral problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31250506.

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17

Wolfersberger-Melcher, Deborah Rae. "Children's self-efficacy and perceived problem-solving skills, an investigation of parental communication styles." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2164.

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A number of studies have investigated the factors that lead to peer acceptance in children. Particularly, the problem-solving skills of accepted and unaccepted children have been examined, with differences being substantiated. The present study investigated the possibility that problem-solving skill differences may be attributed to varying self-efficacy levels in children. Further, the communication styles of parents of high vs. low self-efficacy children were examined by observing parent/child interactions in a problem-solving situation. The results indicated that children did not differ in their ability to identify effective solutions to problems; rather, they did differ in their perceived ability to engage in effective solutions, with high self-efficacy children choosing more appropriate solutions as those that they would actually enact. Low self-efficacy children, on the other hand, chose less appropriate solutions as those that they would engage in. Finally, it was discovered that parents of high self-efficacy children utilized more positive types of messages (praise and modeling) than did those parents of low self-efficacy children. Low self-efficacy children had parents who utilized more controlling and negative types of communication styles. This study supports the motion that parents may be a significant contributing factor in the development of their child’s self-efficacy, which in turn affects the social problem-solving skills of children.

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18

McCalla, M. Katherine. "The role of maternal behavior and toddler compliance in the development of problem behaviors." View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-2/rp/mccallam/mmccalla.pdf.

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19

Middleton, Melissa. "Match Between Parent and Child Temperament: Implications for Parenting Behaviors and Children's Behavior Problems." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5438.

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To examine the relationships among the match between parent and child temperament, parenting behaviors, parenting stress, and young children's behavior problems, the current study investigated the responses of mothers who are raising children between the ages of 3- and 5-years. Mothers completed the Dimensions of Temperament Scale-Revised for Children (Windle & Learner, 1986), the Dimensions of Temperament Scale-Revised for Adults (Windle & Learner, 1986), the Alabama Parenting Questionnaire-Preschool Revision (Clerkin, Marks, Policaro, & Halperin, 2007), the Maternal Emotional Styles Questionnaire (Lagace-Seguin & Coplan, 2005), the Parenting Stress Index-Short Form (Abidin, 1995), and the Child Behavior Checklist (Achenbach & Rescorla, 2000, 2001). Using cluster analyses, results of this study revealed two temperament clusters (i.e., Difficult Temperament and Easy Temperament) between mothers and their young children. Results revealed that mothers in the difficult temperament cluster report using less positive parenting, less emotion-coaching parenting, and more negative/inconsistent parenting. They also report a higher level of parenting stress. Additionally, results indicated that, when all variables were examined together, only mothers' ratings of parenting stress contribute significantly to their young children's internalizing behavior problems and only mothers' ratings of parenting stress and punitive parenting behavior contribute to their young children's externalizing behavior problems. Further, results also revealed that parenting stress fully mediates the relationship between the mother-child temperament match and young children's behavior problems. Such findings suggested that interventions would benefit from targeting parents' own temperamental characteristics and how these characteristics fit with the characteristics of their young children as well as from addressing the role that this match plays in predicting parenting stress and young children's emotional and behavioral problems.
ID: 031001376; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Kimberly Renk.; Title from PDF title page (viewed May 21, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 94-110).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology

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20

Wang, Zhe. "A moderated transactional link between child behavioral problems and parenting: A longitudinal- and behavioral- genetic study." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50824.

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Parenting behaviors and a variety of behavioral problems in children covary. The current study first aimed to examine how and why parenting and child behavioral problems are linked in middle childhood. In particular, a longitudinal design (1364 children assessed from 54 months to 5th grade) was used to examine whether the developmental link between parenting and child behavioral problems were reciprocal. A twin design (131 pairs of monozygotic and 173 pairs of dizygotic twins assessed from 6 to 8 years of age on average) was used to examine the underlying genetic and nongenetic etiology of this link. In addition, using these two samples, the current study also aimed to examine whether parental attributes, including negative affect, executive function, and social cognitive factors, modulate the link between parenting and child behavioral problems. Results across these two studies suggested that parenting and child behavioral problems mutually influenced the development of each other over time, potentially through both evocative and passive gene-environment correlation processes and environmental transmissions. In addition, maternal dispositional anger modulated the effects of child behavioral problems on changes in maternal parenting quality over time. Finally, implications of the current study were also discussed.
Ph. D.

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21

Creech, Amber L. "Maternal characteristics, parenting quality, and child behavior problems /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/creecha/ambercreech.pdf.

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22

Curley, Jessica K. "Mothers' versus Fathers' ratings of child behavior problems." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001435.

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23

Powell, Marvin. "A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862789/.

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Behavioral and emotional problems (BEPs) are known to affect children's ability to shape and maintain effective social relationships. BEPs are typically categorized into two main factors: internalizing and externalizing behaviors. Internalizing behaviors represent introverted problems, directed inwardly to the individual. While externalizing behavior patterns represent behaviors that are directed outwardly. Behaviors, emotions and thoughts are experienced by all people but on a continuum rather than in terms of absence versus presence of the behavior. The child behavior checklist (CBCL) is used to measure BEPs. The system of CBCL (parent form) measures also includes a teacher rating form and a youth self-report. Using 62 teachers and 311 students, the present study assessed convergent and discriminant validity using a correlated trait, correlated method minus one [CT-C(M-1)] model. The results showed low to moderate teacher-student agreement on the traits. To extend the theoretical structure of the teacher and self-report forms, the present study assessed the nested structure of the data using a multilevel model. Results revealed the nested structure of the data should not be ignored.

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24

Åström, Frida. "PARENTING PROGRAMS AND CHILD PROBLEM SEVERITY : Are Group-based Parenting Programs to Prevent Child Problem Behaviors Equally Effective for Children with Clinical and Non-clinical Problem Levels?" Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-35884.

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The effectiveness of parenting programs in preventing child problem behaviors have been increasingly supported in the literature. However, studies revealed contradictory findings of how children with severe problem levels benefit from the programs. In this study, I performed secondary analysis on parent-reported externalizing behaviors, ADHD and ODD symptoms of 749 children, aged 3-12 years, to evaluate the effectiveness of four different parenting programs on children with clinical and non-clinical problems. Mixed design ANOVA models revealed that the programs significantly reduced children’s externalizing behaviors, ADHD and ODD symptoms at post-test. Furthermore, the same mixed design ANOVA models and follow-up tests revealed consistent significant differences in program response for children with and without initial clinical problems on all outcomes. Cohen’s d within-group change effect sizes showed consistently large program effects for children with clinical problem levels on all outcomes. Findings indicate that group-based parenting programs are effective for children with externalizing behavior, ADHD and ODD symptoms, at least in the short term, and that children with clinical problem levels may benefit substantially.

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25

Oliveros, Arazais. "PARENTAL ATTRIBUTIONS AND DISCIPLINE OF CHILD BEHAVIOR." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2183.

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Extant empirical evidence suggests that multiple risk and protective factors implicated in children's development of behavior problems are intertwined. This study, therefore, investigated the relationships among parental depression and anger, attributions of control, discipline, parent-child relationship variables, and children's behavior problems. Results were based on the responses of parents (55 mothers and 13 fathers) with children in Head Start and parents (52 mothers and 4 fathers) with children in Private School settings. All parents had children who ranged in age from 3- to 8-years. Compared to Private School parents, Head Start parents had lower levels of nonviolent discipline, involvement, and autonomy granting and endorsed greater internalizing behavior problems in their children. Significant correlations were found among parent-child relationship characteristics, parental discipline practices, and child behavior problems in both samples. Regression analyses suggested that Private School parents' use of psychological aggression and autonomy granting interact in the prediction of children's internalizing behavior problems. Although Head Start parents' higher attributions of child control for failure predicted lower levels of nonviolent discipline, and Private School parents' use of psychological aggression predicted greater levels of children's externalizing behavior problems, there was no evidence of parental discipline mediating the relationship between parental attributions and children's behavior problems. These findings emphasize the importance of research involving disadvantaged and nondisadvantaged community samples in order to provide a context for understanding how parental discipline and children's behavior problems are related to parent traits and parent-child relationship characteristics.
M.S.
Department of Psychology
Arts and Sciences
Psychology

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26

Butler, Lucy Marie. "Paternal depression, expressed emotion and child emotional and behavioural problems." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3698.

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Few studies currently exist which examine expressed emotion in depressed fathers, despite considerable evidence linking expressed emotion and depression in mothers. These findings are important as they indicate that mothers’ depressed mood is associated with an increase in child-directed critical comments and a decrease in positive comments, which have been linked to poorer child emotional and behavioural outcomes. There are limited findings exploring how depressed mood may impact fathers’ expressed emotion, and how this is in turn may impact upon the child. This paper reports findings from part of a longitudinal study examining fathers with depression in the postnatal period. The aim of this study was to determine whether child emotional and behavioural problems at age 2 years were associated with increased critical comments and decreased positive comments made by fathers (N = 143). It was predicted that fathers who were depressed when their child was 3 months or 12 months old would make more critical comments and fewer positive comments about their children at age 24 months, and that fathers’ critical comments would predict child emotional and behavioural problems at 24 months. Fathers’ depression at 12 months was found to be significantly related to child emotional and behavioural problems at 24 months. The children of fathers who made more positive comments had fewer reported emotional and behavioural difficulties at 24 months. Fathers’ positive comments were found to remain stable from 12 months to 24 months. There were no significant relationships found between fathers’ depression and the frequency of positive or critical comments. This study has implications for increasing fathers’ child-directed positive comments in order to prevent the development of child emotional and behavioural difficulties.

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27

Richerson, Lauren A. "BEHAVIORAL, COGNITIVE, AND AFFECTIVE PREDICTORS OF CHILD CONDUCT PROBLEMS IN THE CONTEXT OF PARENT-CHILD INTERACTIONS." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193156476.

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28

Young, Margaret H. "Parenting Style and Child Behavior Problems: A Longitudinal Analysis." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2807.

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Data from the National Survey of Children were used to study the relationships between children's perceptions of parental support and control and measures of self-esteem and behavior problems over time. Data were collected in 1976 , when the children were aged 7-11; 1981, when the children were in their early to mid teens (age 12 to 16); and 1987, when the children were in their late teens and early 20s (age 17 to 22). Parenting measures , based on children's reports, were developed for each wave from items included in the data; constructed variables measuring self -esteem and internal and external expressions of behavior problems were also comprised of individual items drawn from each wave of data. Preliminary analyses showed that parental support was positively correlated to children's self-esteem and negatively related to behavior problems. Although the parental control measures had little effect on the outcome variables , the effect that was present showed that parental coerciveness, rejection, and permissiveness were negatively correlated with children's self-esteem, while being positively associated with both internal and external behavior problems. The preliminary results also showed that the parental effects of mothers and fathers differed for daughters and sons. LISREL analyses were done in an effort to more fully investigate the interactive effects between the constructed variables of interest. Generally, the measures were related as expected , although the relationships were not as strong as anticipated. Of the parenting measures, parental support showed the strongest effects on child outcomes; parental control measures had very little effect on children's self-esteem or behavior problems . In 1987, parenting style had virtually no effect on youths' self-esteem or on behavior problems. For this wave, self-esteem was the strongest predictor of behavior problems in young adults.

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29

Ritzi, Rochelle M. "Intensive Short-term Child Centered Play Therapy and Externalizing Behaviors in Children." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804984/.

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Play therapists use children’s natural symbolic play as a method of mental health treatment (Landreth, 2012). Meta-analysis research has demonstrated the effectiveness of treating children with play therapy (Bratton, Ray, Rhine, & Jones, 2005), and child-centered play therapy (CCPT) has proven to be an effective treatment for children with externalizing behaviors such as aggression and other disruptive behavior (Bratton & Ray, 2000; Bratton et al., 2005). Some studies have demonstrated the effectiveness of brief and short-term CCPT, such as twice weekly within two to three months (Blanco & Ray, 2011; Shen, 2002) and when delivered in an intensive format, conducting 12 sessions within three weeks (Jones & Landreth, 2002). In this current study, I sought to determine the effectiveness of intensive CCPT with children identified as having externalizing problem behaviors. Participants were recruited from public schools in the urban area of Darwin, Northern Territory, Australia area. A total of 24 participants completed the study: 18 boys and 6 girls aged 6 to 9 years old (M = 7); 17 Australian Caucasians, 1 English (UK) Caucasian, 1 Asian, 3 Hispanic/Latino, and 2 Biracial. Participants were randomly assigned: 12 to the experimental group and 12 to the wait-list control group. Children in the experimental group received 20 intensive CCPT sessions: twice daily for 10 days. For each child participant, a parent completed the Child Behavior Checklist (CBCL) and a teacher completed the CBCL Teacher’s Report Form (TRF) three times: at pretest, posttest, and one-week follow-up. Mixed between-within ANOVAs were conducted applying an alpha level of .05 to interpret statistical significant and η2 calculation to assess practical significance. Follow-up results indicated a statistically significant interaction effect on CBCL Externalizing score, F (2, 44) = 14.747, p < .001, with a large effect size of η2 = .277. Results also indicated a statistically significant interaction effect on the TRF Externalizing score, F (2, 44) = 4.042, p = .024, with a large effect size of η2 = .135. Therefore, both parents and teachers indicated that children with externalizing behaviors who received intensive CCPT showed a significant decrease in those behaviors. The results of this study indicate that when time and financial resources call for short-term, intensive CCPT for children with problematic externalizing behaviors, practitioners may use it with confidence that its effectiveness has been demonstrated through this research.

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30

Hayman, Lackey Jennifer. "Parent-Child Agreement on Perceptions of Neighborhood Characteristics and Problem Behaviors." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1372093269.

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31

Sigler, Elizabeth Marie Koch. "Does Immigration Help to Explain Child Stress?" BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8658.

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The impacts of childhood stressors are harmful to the emotional and physical well-being of children of all ages. Past research has suggested that children experience increased stress due to change. One subgroup of the United States population that experiences change, is immigrants. Research provides empirical evidence of adolescent immigrant stress but has failed to examine stress experienced by immigrant children at a young age. The present study investigates how immigration status and child immigration generation might impact child stress at a young age using OLS regression. I predict that immigrant children will experience more stress than non-immigrant children and that there will be significant differences in stress between non-immigrant, 1.5 generation immigrant, and 2nd generation immigrant children. Using the 1998 and 2010 cohorts of the Early Childhood Longitudinal Study (ECLS-K 1998 and ECLS-K 2010), I compare non-immigrant and immigrant children in the Kindergarten Wave. Results provide little support for my immigration hypotheses. However, findings suggest that increases in child stress are associated with parent and child health, family structure transitions, and residential movement. Implications of these findings are discussed.

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Daubs, Carlyn. "Adolescent Behavior Problems and Interparental Conflict: the Moderating Role of Parent-child Attachment." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407793/.

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The current study examined the role that parent-child attachment plays in the relationship between marital conflict and the development of behavior problems in adolescents. To evaluate the hypothesis that attachment moderates this relationship, 57 families were recruited via e-mail invitation sent to families that participated in local church youth groups, school organizations, and a treatment program designed for adolescents with behavior problems. One custodial parent and his/her adolescent child completed an online or paper version of a survey consisting of the Achenbach’s Behavior Checklists, the Inventory of Parent and Peer Attachment, and the Children’s Perception of Interparental Conflict Scale. Hypotheses were evaluated using Baron and Kenny’s (1986) procedures to test moderating effects with multiple regression analyses. Mother attachment demonstrated a significant moderation effect between the intensity of interparental conflict and the parent’s report of externalizing behavior problems. Specifically, at low conflict intensity levels, relative to low attachment security, high attachment security was associated with fewer externalizing behavior problems, whereas at high intensities of interparental conflict high attachment security was associated with more externalizing behavior problems.

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Torchetti, Jennifer. "Problem Behavior of a Child With Autism and Problem Behavior of a Typically-Developing Sibling Moderated by Maternal Parenting Stress." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4570.

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Drawing on Bowen's family systems theory, this study was designed to fill a gap in research regarding how raising a child with autism impacts the systemic functioning of a family unit, and provide evidence of the need for more comprehensive resources and support for families of children with autism. In this study, families of children with autism were invited to complete the Parenting Stress Index and the Strengths and Difficulties Questionnaire. These measures were used to determine the relationship between the level of problem behavior of a child with autism and the level of problem behavior of a typically-developing sibling when these variables are moderated by maternal parenting stress. For each family, a secondary caregiver perspective on the problem behavior of the typically developing sibling was also considered. A purposeful sampling procedure yielded only 21 usable pairs of data on primary caregiver parenting stress and problem behavior of a child with autism; thus, the planned analyses were revised and a bivariate correlation was run on these variables. Although this revised study did not yield significant results in the particular sample obtained, it highlights the challenges encountered when intending to run research such as this and indicated ways future researcher could attempt to proactively address these challenges. This study also shows the potential for positive social change from more comprehensive supports for families of children with autism that may decrease parenting stress, reduce problem behaviors of typically-developing siblings, and improve treatment outcomes for children with autism.

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Williams, Deirdre. "Cognitive functioning in children with language impairment and/or hyperactivity." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320779.

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Marchand, Jennifer F. "Family predictors of child behavior problems : maternal and paternal depressive symptoms and marital problems /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148795015360342.

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Lampe, Elissa M. "The Factor Structure of the Eyberg Child Behavior Inventory." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225482463.

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Polaha, Jodi, Karen E. Schetzina, Katie Baker, and Diana Morelen. "Adoption and Reach of Behavioral Health Services for Behavior Problems in Pediatric Primary Care." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.1037/fsh0000380.

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Introduction: The field of implementation science provides the variables adoption and reach, which can be used to evaluate aspects to access, a primary incitement for integrated care. This study compared two integrated models: In Year 1, behavioral health consultants worked collaboratively with pediatricians to provide brief on-the-spot consultations to patients with behavioral concerns, and in Year 2, a structured, evidence-based treatment (EBT), the Family Check-Up, was developed to be delivered in conjunction with the existing collaborative model. Method: A chart review revealed the number of children who (a) attended a 4- to 5-year-old well-visit, (B) were screened, (c) were identified as having behavior problems, (d) were referred, and (e) accessed the services. Outcomes were calculated as percentages of children with behavioral concerns who were referred to (adoption) and received (reach) the services in each year. Results: Key findings were that (a) physician referrals increased when an EBT was added, but (b) patients had better first-session contact with the brief approach than the EBT, which few patients completed. Discussion: Results underscore the utility of measuring adoption and reach as partial indicators of access to services. These are accessible variables, collected in every practice that can be measured routinely in the context of quality improvement and, ideally, reported in studies as a way to disseminate knowledge about how to build behavioral health technology into primary care. Future research should strive for more rigor in measuring adoption and reach, and consider including a number of other implementation outcomes.

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Ng, Lai-ping. "The study of mother's parental behavior and child's behavior as affected by father's affair." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19471002.

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McCord, Bethany L. "Asian Indian Immigrant and White American Maternal Emotion Socialization, Child Emotion Regulation, and Child Behavior Problems." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1408012765.

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Garland, Beth Hackethorn. "Parenting techniques and parent characteristics associated with child externalizing behavior problems." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1368.

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Miller, Joseph B. "The importance of having warm and caring teachers for children with behavior problems." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2408.

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Studies examining student-teacher relationships have indicated that certain relationship qualities, as well as teacher qualities, play a role in the development of student outcomes. Research suggests that this is particularly so for students who enter the classroom with preexisting risk factors (Hamre & Pianta, 2005). This study examined the way in which warm and caring teachers, as perceived by students themselves, moderate the link between the risk factor of early development of behavior problems at school and future problems, as defined by behavior problems and student-teacher conflict. Behavior problems were measured with an overall externalizing behavior composite. Participants in the analysis included 649 children from the longitudinal National Institute of Child Health and Development (NICHD) Study of Early Child Care. Variables in this study were measured from the 4 th through the 6 th grades. Though preliminary analyses indicated that having a warm and caring teacher in the 5 th grade was correlated with reduced behavior problems and better relationships with teachers in the 6 th grade, results of the moderation analyses suggested that there was no difference in extent of benefit for students with varying degrees of behavior problems. The results of this study may assist in determining how school psychologists can apply developmental theory through consultation with teachers to maximize student success and minimize problems in the classroom environment.

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Shields, Brian. "Parenting and Child Behavior Problems throughout Middle Childhood and Adolescence: Examining Predictors of Parenting across Child Development." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/402494.

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Psychology
Ph.D.
Parenting behaviors have long been understood to play a key role in youth development across middle childhood and adolescence. However, questions remain regarding changes in parenting behavior profiles throughout these developmental periods as parents respond to the changing developmental needs of their children, and how these profiles are associated with parent, child, and contextual factors. Additionally, a further understanding of how these factors impact stability and/or change in parenting profiles over time is needed. To address these gaps, the current dissertation investigated stability and change in parenting behaviors during childhood and adolescence. Person-centered analyses were used to identify classes of caregivers who differed in frequency and quality of parenting behaviors across three time points (child ages 10-12, 12-14, and 16; Times 1, 2, and 3, respectively). Cross-sectional differences between classes on a number of parent, child, and contextual variables also were examined. Stability and transitions among parenting classes then were explored, and caregiver depression, youth temperamental positive mood, caregiver stress, and family relationship variables were examined as predictors of stability and transition among classes. Results revealed the presence of a Positive Parenting class at each time point. A Low Warmth/Low Communication class was observed at Time 1 only, and a Poor Supervision class was seen at Times 1 and 2. Additionally, an Adequate Parenting class and Consistent Discipline Only class were seen at Times 2 and 3. Classes differed on a number of variables, including caregiver depression, youth temperamental positive mood, youth externalizing behavior problems, and youth marijuana and hard drug use. Latent transition analyses revealed stability across each time point within the Positive Communication class, and within the Adequate Parenting class from Time 2 to Time 3. Transitions to other classes were consistent with developmentally expected changes in caregiver supervision and caregiver-child communication. Finally, child temperamental mood was the only significant predictor of transition between parenting classes, and only from Time 1 to Time 2. Results indicate that the quality and quantity of parenting behaviors differ depending on the age and related developmental stage of the child, and identified classes differ in terms of a number of child, caregiver, and broader contextual factors. These parenting behaviors and associated factors may be potential targets for enhanced and developmentally sensitive prevention and intervention efforts.
Temple University--Theses

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Bahl, Alisa Beth. "Adapting parent-child interaction therapy to train Head Start teachers in behavior management." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1351.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 55-59).

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Kruse, Monica. "An Exploration of Parent Problem Recognition and Help-Seeking Behaviors for Child Mental Health Difficulties." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/theses/2846.

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Approximately 40% of youth experience psychological problems; however, less than half receive necessary services. Several help-seeking models suggest that for children to receive psychological care parents must: recognize a problem, decide to seek help, and select a service. The parent problem recognition stage has been largely overlooked in the literature and few studies have examined all stages of the process together. The current study aimed to fill gaps in the literature regarding parent problem recognition and explore the help-seeking process for child externalizing problems, anxiety, depression, and sleep difficulties. Data was collected an Amazon’s Mechanical Turk. Participants were 219 parents of children ages 7 to 12 who provided information about help-seeking and child mental health symptoms. Rates of accurate parent problem recognition ranged from 37.6% (sleep) to 66.0% (externalizing concerns). Rates of help-seeking in the current study were low ranging from 42.6% (sleep) to 72.7% (depression) even when parents identified a problem for their child. The severity of the child’s problem and parent past experience with mental health predicted problem identification and help-seeking across most presenting concerns. Specialty mental health services were underutilized across problem areas with over 70% of parents indicating that they had or would seek help from their pediatrician and less than half indicating that they had or would seek help from a therapist or psychologist. Results support previous findings that child psychological problems are under-recognized and under-treated. Future research and clinical work is needed to close the gap between the need for services and service use.

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Lorenc, Diana. "An investigation of mothers' attributions and affective and behavioural responses to pre-school children's problem behaviour : a group comparative study." Thesis, Open University, 1997. http://oro.open.ac.uk/57703/.

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An independent groups comparative design was used to investigate mothers' attributions and affective-behavioural responses in relation to their pre-school child's problem behaviour. Mothers' beliefs about the age at which children develop aspects of social understanding and skills was also investigated. One group involved mothers whose pre-school child was identified as presenting with a behaviour problem, a second group involved' mothers of a 'non-problem' pre-school child. A premise of the research, however, was that all young children will at times present their parents with behaviour management problems. Participants were recruited from a number of sources, predominantly within community settings. Twenty-one participants were assigned to each group. The main findings were that groups differed significantly in terms of the extent to which participants believed their child had misbehaved in order to deliberately upset them, with problem group participants rating their child as having acted more intentionally. There was some evidence that groups also differed in relation to the extent to which they believed their cnild had control over the causes of their misbehaviour, with non-problem group participants rating their child as having more control. No group differences were found in terms of mothers' estimates of the age at which children develop a range of skills and understanding. Groups were also found to differ significantly in the number of child misbehaviour incidents they resolved and the type of behaviour response strategies used. Participants in the non-problem group were more likely to use 'co-operative' responses than those in the problem group. There was also a suggestion of some differences between groups in terms of reported affective responses to child misbehaviour. Results are discussed in relation to previous research and relevant theoretical literature. Implications for clinical practice and directions for future research are suggested.

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Ferguson, Sharon E. "The effects of the Getting Away Clean program on disruptive school behaviors in the black male child." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08252008-162806/.

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47

Brandt, Marielle Aloyse. "An Investigation of the Efficacy of Play Therapy with Young Children." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2184/.

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This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest data collection times. A gain scores analysis revealed that children in the experimental group demonstrated a significant improvement on internalizing behavior problems. Also, a reduction in externalizing behavior problems and parenting stress was observed. No improvement in self-concept was demonstrated. This study provides evidence that play therapy is a viable intervention for treating a variety of emotional and behavioral difficulties in young children, particularly children who are experiencing internalizing behavior problems.

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Nicklay, Monica Alma. "Assessing Child Care Standards and Rates of Expulsion for Problem Behaviors in Preschool Children." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27371.

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Quality in child care programs has been studied often and researchers search to find correlations between quality measures and positive child outcomes. Some studies also show that problem behaviors result in large numbers of child expulsions in preschool age programs. The question remains whether the quality of the program produces care that lends to a lower incidence of behavior problems leading to child expulsion. The current study investigated the correlations among quality standard levels, behavior problems, and expulsion rates in a variety of child care programs in one state. Results showed that programs that are documented as having achieved the high quality standard of NAEYC accreditation do not necessarily employ direct care staff with higher education and experience levels. Although higher quality programs in this study were not shown to experience a significantly lower occurrence of problem behaviors, higher quality programs did report lower child expulsion rates.

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Kang, Min Ju. "Quality of Mother-Child Interaction Assessed by the Emotional Availability Scale: Associations With Maternal Psychological Well-Being, Child Behavior Problems and Child Cognitive Functioning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124158815.

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Diaz, Yamalis. "Associations between parenting and child behavior problems among Latino mothers and children." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3255.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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