Relevant bibliographies by topics / Child behaviour problems

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Child behaviour problems'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Child behaviour problems"

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Verduyn, Chrissie, Christine Barrowclough, Janine Roberts, Nicholas Tarrier, and Richard Harrington. "Maternal depression and child behaviour problems." British Journal of Psychiatry 183, no. 4 (October 2003): 342–48. http://dx.doi.org/10.1192/bjp.183.4.342.

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BackgroundDespite the frequently reported association between maternal depression and childhood psychopathological disorder, few studies have attempted to intervene with both conditions.AimsTo evaluate the effect of group cognitive-behavioural therapy (CBT) on child behaviour problems and maternal depression in a group of women with young children.MethodAn assessor-masked, randomised placebo-controlled trial compared three treatments: CBT for depression and parenting skills enhancement; a mothers' support group; and no intervention. An epidemiological (general population) sample was recruited.ResultsAnalysis showed no significant difference between the groups. Within-group comparison suggested that at the end of treatment and at 6-month and 12-month follow-up, child problems and maternal depression had improved significantly in the CBT group.ConclusionsThere was no statistically significant difference between groups. Both contact interventions seemed to provide some benefits to mothers with depression, with a possibly improved outcome resulting from CBT for children with behavioural problems. The results must be treated with caution.
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King, Christian. "Soft drinks consumption and child behaviour problems: the role of food insecurity and sleep patterns." Public Health Nutrition 20, no. 2 (August 30, 2016): 266–73. http://dx.doi.org/10.1017/s1368980016002093.

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AbstractObjectiveTo examine whether the association between soft drinks consumption and child behaviour problems differs by food security status and sleep patterns in young children.DesignCross-sectional observational data from the Fragile Families and Child Wellbeing Study (FFCWS), which collected information on food insecurity, soft drinks consumption, sleep patterns and child behaviour problems. Bivariate and multivariate ordinary least-squares regression analyses predicting child behaviour problems and accounting for socio-economic factors and household characteristics were performed.SettingTwenty urban cities in the USA with a population of 200 000 or more.SubjectsParental interviews of 2829 children who were about 5 years old.ResultsSoft drinks consumption was associated with aggressive behaviours, withdrawn and attention problems for children aged 5 years. However, the association differed by food security status. The association was mostly statistically insignificant among food-secure children after accounting for socio-economic and demographic characteristics. On the other hand, soft drinks consumption was associated with behaviour problems for food-insecure children even after accounting for these factors. However, after accounting for child sleep patterns, the association between soft drinks consumption and child behaviour problems became statistically insignificant for food-insecure children.ConclusionsThe negative association between soft drinks consumption and child behaviour problems could be explained by sleep problems for food-insecure children. Since about 21 % of households with children are food insecure, targeted efforts to reduce food insecurity would help improve dietary (reduce soft drinks consumption) and health behaviours (improve sleep) and reduce child behaviour problems.
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Westerman, Michael A. "`Triangulation', Marital Discord and Child Behaviour Problems." Journal of Social and Personal Relationships 4, no. 1 (February 1987): 87–106. http://dx.doi.org/10.1177/0265407587041006.

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Bor, William, Jake M. Najman, Margaret J. Andersen, Michael O'callaghan, Gail M. Williams, and Brett C. Behrens. "The Relationship between Low Family Income and Psychological Disturbance in Young Children: An Australian Longitudinal Study." Australian & New Zealand Journal of Psychiatry 31, no. 5 (October 1997): 664–75. http://dx.doi.org/10.3109/00048679709062679.

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Objective: This study examines the relationship between low family income (LFI) experienced at different points in time, chronic low income status and its impact on child behaviour measured at 5 years of age. Method: Longitudinal data from the Mater University Study of Pregnancy were used to measure LFI in families at three points in time (the antenatal period, 6 months post birth and at 5 years cf age). Outcome variables were three independent groups of behaviour problems labelled as externalising, social, attentional and thought (SAT) problems, and internalising problems. These groups were developed from the Child Behaviour Checklist. An analysis based on logistic regression modelling was carried out examining the relationship between LFI and a range of intermediate variables known to be associated with child behaviour problems. Results: The more often families experienced low income, the higher the rate of child behaviour problems at age 5. Low family income was still independently associated with SAT behaviour problems after controlling for smoking in the first trimester, parenting styles, maternal depression and marital dysharmony at age 5. The association between LFI and internalising and externalising behaviour problems was largely mediated by maternal depression. Conclusion: Low family income is a significant factor in the aetiology of a variety of child behaviour problems. The mechanisms involved in the link between LFI and hildhood internalising and externalising behaviours involve the exposure of the children to maternal depression. However, the relationship between LFI and SAT behaviour problems remains to be elucidated.
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Alexandris, Maria M., Sabine W. Hammond, and Michael McKay. "Children's Emotional and Behavioural Problems and Carer-Child Relationships in Permanent Care." Children Australia 38, no. 1 (January 30, 2013): 22–27. http://dx.doi.org/10.1017/cha.2012.46.

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Children placed in permanent care often display a range of challenging behaviours that can affect the quality of carer-child relationships. The current study examined the relationship between children's emotional and behavioural difficulties and the quality of carer-child relationships in permanent care (N= 46). Permanent carers of children ages 3 to 12 completed the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1999) and Child-Parent Relationship Scale (CPRS; Pianta, 1992). Results indicated that child emotional and behavioural difficulties were related to carer-child relationships. The SDQ scales Conduct Problems and Pro-Social Behaviour were the strongest predictors of relationship quality. The findings of the study suggest that fewer conduct problems and more pro-social behaviour is important for positive carer-child relationships.
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Källström, Åsa, Karin Hellfeldt, and Per-Åke Nylander. "Parental imprisonment, child victimization and adult problems." European Journal of Criminology 16, no. 6 (May 28, 2018): 671–88. http://dx.doi.org/10.1177/1477370818775286.

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This study addresses, in a Swedish sample, whether exposure to violence and/or crime during childhood, and mental health and/or behaviour problems as an adult, are overrepresented among young men and women who had a parent in prison at some time when they were a child. Results show that almost all the studied types of childhood victimization and adult problems were overrepresented, but verbal victimization, neglect, witnessing violence, Attention Deficit Hyperactivity Disorder (ADHD) and depression were significantly overrepresented. Although the associations between having a parent in prison and childhood victimization as well as having mental health and behaviour problems are weak, these results indicate that it is important for practitioners who meet such children to be aware that they are more likely than other children not only to suffer from mental health and/or behaviour problems but also to have experienced violence and/or neglect.
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Sebre, Sandra B., Roma Jusiene, Egle Dapkevice, Inga Skreitule-Pikse, and Rasa Bieliauskaite. "Parenting dimensions in relation to pre-schoolers’ behaviour problems in Latvia and Lithuania." International Journal of Behavioral Development 39, no. 5 (September 1, 2014): 458–66. http://dx.doi.org/10.1177/0165025414548774.

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The aim of the present study was to examine associations between parenting and child behaviour problems in two neighbouring countries with subtle, yet apparent cultural differences. Participants were mothers and fathers of preschool-age children from Latvia and Lithuania. Parents completed a measure of child-rearing attitudes and reported on their child’s internalizing and externalizing behaviours. In both countries, parental warmth was negatively associated with child behaviour problems, and punishment orientation was positively associated. There were differences by country in the association of paternal psychological control and behaviour problems, and in the interactions of parenting dimensions, specifically maternal warmth and punishment orientation. Possible differences in the meaning attributed to parenting practices imply considerations for parent training programs.
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Mitchell, A. E., A. Morawska, J. A. Fraser, and K. Sillar. "Child behaviour problems and childhood illness: development of the Eczema Behaviour Checklist." Child: Care, Health and Development 43, no. 1 (October 2, 2016): 67–74. http://dx.doi.org/10.1111/cch.12412.

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Tani, Yukako, Satomi Doi, Aya Isumi, and Takeo Fujiwara. "Association of home cooking with caregiver–child interaction and child mental health: results from the Adachi Child Health Impact of Living Difficulty (A-CHILD) study." Public Health Nutrition 24, no. 13 (March 16, 2021): 4257–67. http://dx.doi.org/10.1017/s1368980021001075.

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AbstractObjective:To examine the associations of home cooking with caregiver–child interaction and child mental health in Japan.Design:Cross-sectional data collected in 2018. Frequency of home cooking was assessed by a questionnaire among 4126 caregivers and classified as high (almost every day), medium (4–5 d/week) or low (≤3 d/week). Caregiver–child interaction was evaluated by assessing frequency of talking and playing together (per week). Behaviour problems and prosocial behaviour were assessed by the Strengths and Difficulties Questionnaire, and resilience was assessed using the Children’s Resilient Coping Scale.Setting:Japan.Participants:Children aged 9–10 years and their caregivers in Adachi, Tokyo, Japan.Results:Low and middle frequency of home cooking were associated with lower frequencies of talking about school life, talking about news with the child, talking about television shows with the child and helping with the child’s homework. Children with low and/or middle frequency of home cooking had more behaviour problems (low frequency: β = 3·95, 95 % CI 1·30, 6·59 and medium frequency: β = 3·38, 95 % CI 2·07, 4·70), lower prosocial behaviour (low frequency: β = −5·85, 95 % CI −10·04, −1·66) and lower resilience (low frequency: β = −6·56, 95 % CI −9·77, −3·35 and medium frequency: β = −4·11, 95 % CI −5·71, −2·51), compared with children with high frequency of home cooking after adjusting covariates including socio-economic status. These associations were mediated by child’s eating behaviours and/or caregiver–child interaction.Conclusions:Creating an environment that encourages caregivers to cook at home may be important for children’s mental health.
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Beck, Cheryl Tatano. "Maternal depression and child behaviour problems: a meta-analysis." Journal of Advanced Nursing 29, no. 3 (March 1999): 623–29. http://dx.doi.org/10.1046/j.1365-2648.1999.00943.x.

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Dissertations / Theses on the topic "Child behaviour problems"

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Stadler, Sophia. "Child disruptive behaviour problems, problem perception and help-seeking behaviour." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26942.

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Disruptive behaviour problems in early childhood are found to be associated with many negative long-term outcomes, such as antisocial behaviour, adolescent delinquency, and substance abuse (Kellam, Werthamer-Larsson & Dolan (1991), as cited in Butler, 2005:1). Even after adolescence this arises, for, as Vogel (2008:16) states the 'frequency of behavioural problems or challenging behaviour among the youth of today often predicts the size of our future prison population'. These findings clearly highlight the importance of early identification of behavioural problems, adequate preventative intervention (Butler, 2005:1) and the necessity for early intervention to prevent their continuity, since behaviour problems are found to worsen without treatment (Loeber, 1982, cited in Butler, 2005:1). The goal of this study is to gain an understanding of disruptive behaviour in primary school learners. To achieve this goal, the objectives of this are to explore the nature of child disruptive behaviour problems; to explore parents and teachers' problem perception of child disruptive behaviour; to explore the problem threshold of parents and teachers toward child disruptive behaviour; and to explore their help-seeking behaviour. The study's aim, therefore, is to better understand and gain more insight in child disruptive behaviour problems before a threshold is reached by parents and teachers and help is sought from social service professionals. The study uses an exploratory qualitative research design to gain insight into child disruptive behaviour problems, problem perceptions and help-seeking behaviour in the Southern Cape Karoo District in the Western Cape. Child disruptive behaviour patterns were analysed along a three-point continuum (from less severe - 'preventative'; to moderate - 'early intervention'; and most severe - 'statutory') based, on problem perceptions of parents, teachers and social service professionals. In addition, the present study examines parents and teachers' problem thresholds to identify help-seeking behaviour and sources. A purposive sampling technique was used to select the participants according to appropriation and availability. Parents and teachers were contacted to participate voluntarily in the research from schools in the area - Acacia Primary School, Baartmansfontein Primary School, Buffelsriver Private Primary School and Matjiesfontein Primary School. The social service professionals who participated consisted of social workers, social auxiliary workers and police officials from the Department of Social Development, Child Welfare SA and the South African Police Service. The study consisted of a broad range of child ages and parental ages. Parent participants also included biological and foster parents. Data was gathered by means of a semi-structured interview schedule administered during 24 individual interviews. The schedule is based on information obtained from the literature review relevant to the models and theories selected. Previous research done by Jessica Hankinson in 2009 in America on child psychopathology, parental problem perception, and help-seeking behaviours was used as a reference for creating the data collection tool, since she also focused on child behavioural problems and used similar models in the theories. This tool was created in such a way as to be relevant to the South African context. The findings confirmed the serious nature of child disruptive behaviour amongst primary school learners, including abusive behaviour, assault, bullying, fighting, swearing, theft, criminal involvement, substance abuse, truancy and school dropouts. The participants were found to be able to perceive their child's problem behaviour and to perceive themselves to be competent parents in dealing with disruptive behaviour. Child disruptive behaviour was found to have a significant effect on classroom learning. Despite legislation banning this, the participants still resort to punitive corrective measures. Stigma related to professional services and the privacy of the family are found to be very relevant in help-seeking efforts. This lead to the conclusion that child disruptive behaviour may become a normal and acceptable phenomenon, and thus leads to late reporting - and social services being contacted only as a last resort. The most important recommendation resulting from the study indicates that there is a need for prevention and early intervention services for child disruptive behaviour. This should address the escalation of the behaviour that later results in the need for statutory services. The study further indicates that various sectors (social workers, teachers, community structures and the departments) need to collaborate and form partnerships in order to enhance the early reporting of children in need and the accessibility and availability of services rendered in rural areas. This could enhance the early identification, reporting and service delivery in order to find problem resolutions.
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Domoney, J. "Early father-child interactions and behaviour problems." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1406919/.

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Many development trajectories leading to maladaptive outcomes begin in infancy and toddlerhood. With more fathers caring for their children from a younger age there is a need to understand the associations between paternal behaviour and child development. This thesis will explore the relationship between father-child interaction and child outcomes in the early years. Part one is a review of the literature looking at the association between father-child interaction in the preschool years and child outcomes across social, behavioural, cognitive and linguistic domains. The key question addressed is, ‘Do father-child interactions in the preschool years predict later child outcomes?’ Part two of the thesis reports findings from a longitudinal cohort study looking at the associations between father-child interactions and child behaviour across the first two years. Specifically, it examines cross-sectional and longitudinal correlations between father-child interaction, infant temperament and externalizing behaviours, including exploring the direction of effects between fathers and their children. Part three is a critical appraisal of the research process which considers the issues that arise in translating complex family dynamics into quantifiable variables, including issues of measurement and researcher subjectivity.
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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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Gardner, F. "Observational study of preschool children with behaviour problems." Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376910.

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Chalifoux, Mathieu. "The Contribution of Child Behaviour Problems to the Health of Caregivers." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32246.

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Caregivers of children with health problems have been demonstrated to show poorer physical and psychological health than caregivers of healthy children. It has been suggested that child behavioural problems are key and account for a large proportion of the variance in caregiver health. Currently, the relation between behaviour problems and caregiver health remains unclear. We conducted a meta-analysis and a secondary data analysis using national data to describe and compare the associations between internalizing and externalizing behaviour problems and caregiver health. Meta-analytical results suggest an association between child behaviour problems and parental stress, depression, and presence of psychiatric symptoms. National data analyses suggested an important association between child behaviour problems, particularly externalizing behaviour problems, and caregiver physical and psychological health when accounting for socioeconomic variables. Results suggest mothers may be more impacted than fathers, and that externalizing behaviour problems may contribute to bigger caregiver health effects than internalizing behaviour problems.
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Walker, Lorraine. "Application of the integrative causal model of anti-social behaviour to the behaviour problems of pre-school children." Thesis, Open University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273340.

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Axberg, Ulf. "Assessing and treating three to twelve-year-olds displaying disruptive behaviour problems /." [Skövde : Ulf Axberg], 2007. http://hdl.handle.net/2077/4697.

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Ward, Sarah. "Parenting, conduct problems and the development of conscience in young children." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365744.

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Hammarberg, Annie. "Pre-school Teachers’ Perceived Control and Behaviour Problems in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3338.

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In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied.

The results of Study I indicate that pre-school teachers’ high perceived control was related to high intentions to act in the event of child behaviour problems. Teachers’ high satisfaction with their work was also related to high perceived control. Study II showed that low perceived control was associated with having a high proportion of children with a high level of externalising behaviours and of boys in the classroom. Study III shows that children who had a high level of externalising behaviours at the beginning and throughout the school year had teachers with low perceived control. Teachers’ perceived control was not related to their perception of internalising behaviours in the same way as to externalising behaviours and it was unrelated to a change in any direction of problem behaviours. Concerning changes in problem behaviours, no other factor was found, except a low child to adult ratio for a positive change of internalising behaviours. In Study IV, the aim was to examine naturally occurring child–teacher interactions. Teachers’ responding with commands to children was associated with teachers’ low perceived control, whereas restrictive teacher responses were not related to teachers’ perceived control.

The present study indicates that teachers’ perceptions of children are important for their perceived control. It provides evidence that teachers’ low perceived control is associated with their difficulties in handling externalising behaviours and the behaviour of the boys in the classroom. Responding to problem behaviours can be explained by teachers’ perceived control, and their perception of a child’s sex and externalising behaviours.

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Tupper, Rachel. "The Impact of Military Status on Maternal and Child Outcomes In a Canadian Sample of Young Children." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32428.

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In the last decade, global instability has led to higher demands placed on military members and their families, especially in the area of deployment. Longer and more frequent deployments have had significant psychological consequences on soldiers who have been deployed. Deployment has also been shown to negatively impact child adjustment; however, the research in this area is limited, particularly within a Canadian military context. The purpose for the two current studies was to examine specific areas of child adjustment affected by military status, particularly deployment, and to explore potential pathways through which this impact occurs. Study 1 included an examination of the effect of military status on maternal depressive symptoms, parental stress, and marital satisfaction, as well as on the quality of the child's attachment to the parent at home. Further analyses were conducted to determine if maternal well-being mediated the effect of military status on attachment, and if there was a moderating role of social support on these associations. In Study 2, the unique role of military status in predicting reported behaviour problems over and above what was accounted for by child attachment and parental stress was explored. Findings from these studies revealed an association between deployment and higher levels of insecure attachment; and although deployment modestly predicted maternal depressive symptoms, there was no mediating effect found for maternal well-being. Furthermore, while insecure attachment and higher levels of parental stress were associated with elevated behaviour problems, deployment uniquely predicted conduct problems, internalizing problems, and total behaviour problems. Findings from the current studies add a valuable contribution to the limited available literature on how deployment affects young children in military families. Moreover these findings provide a basis in which to direct further research, and to also guide the development and implementation of interventions to support at-risk children in military families.
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Books on the topic "Child behaviour problems"

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Troubled behaviour. Milton Keynes: Open University Press, 1985.

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Practical parenting: Successful strategies for solving your child's behaviour problems. Melbourne: Oxford University Press, 1996.

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Society, British Psychological, ed. Child and adolescent behaviour problems: A multidisciplinary approach to assessment and intervention. Leicester: British Psychological Society, 2000.

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Robert, Wilkins. Behaviour problems in children: Orthodox and paradox in therapy. Oxford: Heinemann Nursing, 1989.

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Organisation, Irish National Teachers'. Meeting the needs of children with social and emotional problems: Guidelines for teachers. Dublin: Irish National Teachers' Organisation, 1995.

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Food intolerance solutions: Proven solutions for relief from headache, migraine, IBS, catarrh, rhinitis, asthma, eczema, rashes, acne, fatigue and child behaviour problems. Beddington, Croydon: Filament Publishing, 2016.

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Barlow, Jane. Systematic review of the effectiveness of parent-training programmes in improving behaviour problems in children aged 3-10 years: A review of the literature on parent-training programmes and child behaviour outcome measures. 2nd ed. Oxford: Health Services Research Unit, University of Oxford, 1999.

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Hogg, Tracy. The Baby Whisperer solves all your problems (by teaching you how to ask the right questions): Sleeping, feeding and behaviour--beyond the basics from infancy through toddlerhood. New York: Atria, 2005.

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Hogg, Tracy. The Baby Whisperer solves all your problems (by teaching you how to ask the right questions): Sleeping, feeding and behaviour - beyond the basics through infancy and toddlerdom. New York: Atria, 2005.

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Lask, Bryan. Overcoming behavior problems in children. New York: Arco Pub., 1985.

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Book chapters on the topic "Child behaviour problems"

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Carr, Alan. "Child and Adolescence Problems." In Handbook of Brief Cognitive Behaviour Therapy, 207–38. Chichester, UK: John Wiley & Sons Ltd, 2008. http://dx.doi.org/10.1002/9780470713020.ch11.

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van’t Hooft, Frederik. "Diagnostic Problems with Aged People, Showing Demential Behaviour." In Child and Adolescent Psychiatry, Mental Retardation, and Geriatric Psychiatry, 355–57. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4615-9367-6_58.

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Rieske, Robert D., and Johnny L. Matson. "Behavior Problems and Psychopathology." In Autism and Child Psychopathology Series, 265–80. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8250-5_17.

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Campbell, Susan B. "Behavior Problems in Preschool Children." In Advances in Clinical Child Psychology, 1–26. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4757-9035-1_1.

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Trevino, Cindy. "Chronic Health Problems." In Encyclopedia of Child Behavior and Development, 363–64. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_555.

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Adrian, Molly, Aaron Lyon, Rosalind Oti, and Jennifer Tininenko. "Social Problem Solving." In Encyclopedia of Child Behavior and Development, 1399–403. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2703.

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O’Reilly, Mark F., Giulio E. Lancioni, Jeff Sigafoos, Russell Lang, Olive Healy, Nirbhay N. Singh, Audrey Sorrells, et al. "Assistive Technology for People with Behavior Problems." In Autism and Child Psychopathology Series, 191–218. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4899-8029-8_7.

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Hill, Catherine. "Behavioural Sleep Problems in Children and Adolescents." In Child and Adolescent Mental Health, 137–48. 3rd ed. Third edition. | New York, NY: Routledge, 2021.: CRC Press, 2021. http://dx.doi.org/10.4324/9781003083139-21.

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Foote, Rebecca, Sheila Eyberg, and Elena Schuhmann. "Parent-Child Interaction Approaches to the Treatment of Child Behavior Problems." In Advances in Clinical Child Psychology, 125–51. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4757-9038-2_4.

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Neumann, Craig S., and Elaine F. Walker. "Childhood Neuromotor Soft Signs, Behavior Problems, and Adult Psychopathology." In Advances in Clinical Child Psychology, 173–203. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-0323-7_5.

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Conference papers on the topic "Child behaviour problems"

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Monico, Mendes. "EMOTIONAL AND BEHAVIORAL PROBLEMS IN CHILDREN AND ADOLESCENTS WITH HIV: A STUDY WITH THE YOUTH SELF REPORT AND THE CHILD BEHAVIOUR CHECKLIST." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s1.019.

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Abramenkova, Vera, Valentina Kulakovskaya, and Anatoly Loginov. "The phenomenon of child heroism as counteraction to extremism in safe childhood developments." In East – West: Practical Approaches to Countering Terrorism and Preventing Violent Extremism. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcshss.uvml9645.

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The article is focused on the analysis of the phenomenon of child heroism in history and today as a primary prevention of countering extremism in a child and adolescent environment in the context of security. The paper presents the results of a study of the ideas of pre-school children about heroism and the hero. Problems are identified with examples of real heroes in the preschoolers’ minds, recommendations for the use of the educational potential of heroism still poorly used in educational institutions are proposed. At the same time, it is it which can resist the negative forms of attitudes towards violence and aggressive behaviour. The heroic deeds of our today’s children are considered; the large number of them makes it possible for us to assert that heroism is not only a phenomenon of the past but is typical of the children of contemporary Russia. The work substantiates the psychological and social meanings of a child’s feat in a special paradoxical property, the strength of a child, bodily, psychological, spiritual as his/her own resource of vitality, the ability to cope with psycho-traumatic, stressful negative attacks from the outside and the ability to provide protection to himself/herself and those who need it to a certain extent. In the safe childhood development concept, the concept of ‘child strength’ refers to the category of fundamental concepts that characterise the degree of readiness of children of different ages to overcome extremal situations, including an adequate response to external threats, including in the moral sphere. The overall result of the safe development of childhood is a psychologically, spiritually and morally healthy person capable of resistance and self-defence against all sort of threats.
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Mishra, Shveata, and Ina Shastri. "THE ROLE OF MUSIC IN PSYCHOLOGICAL AND EMOTIONAL DEVELOPMENT." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact012.

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"It is widely believed that a truly “whole” person is one whose intellectual and emotional responses are normally developed; yet our patterns in education tend to stress the intellectual and ignore the emotional. Te arts, because of their emotional demands, make for. stronger bond between persons who can share in the art experience. This is especially so of music which has a long been termed the universal tongue. It is a form of communication in which every human being can participate. Many studies have shown that it is not by accident that we find minimal behaviour problems among the students who are involved with music study. It is now believed that the child who becomes involved in expressing himself/herself through the media of music takes on new dimensions in his or her psychological, behavioural and sociological relationships. It is this paper, we shall draw upon the experiences of music educationists from various countries, and as a consequence, it is reaffirmed that for a holistic and balanced development of students personalities music study should be mandatory in school curricula."
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Filippova, G. G. "ПЕРИНАТАЛЬНАЯ И РЕПРОДУКТИВНАЯ ПСИХОТЕРАПИЯ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ И ТЕНДЕНЦИИ РАЗВИТИЯ." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.76.62.001.

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From the middle of the twentieth century till the present, a great deal has been accomplished in perinatal and reproductive psychology and psychotherapy, from working with pregnant women and diadas to a systematic approach to psychological problems of reproduction function. At the present stage, this independent area, which integrates issues of the early development of the child’s 165 psyche and the implementation of reproductive function at all stages of the reproductive cycle, has its field of application, methodological and theoretical basis and methodological support. Perinatal psychology has become a part of reproductive psychology, it is the central core in which the problems of the early development of a child and the implementation of reproductive function of parents overlap. This part includes the period from preparation for conception till the end of the diadic relationship, and combines the problems of a child and parents, implementing a diadic approach. Reproductive psychology and psychotherapy includes a broader range of issues: reproductive ontogeny, social and psychological aspects of reproductive behaviour, motherhood and fatherhood (including children's birth planning, conception, pregnancy, childbirth, upbringing of the child), as well as reproductive health problems (reproductive psychosomatic). The methodological basis of reproductive and perinatal psychology are classical and modern theories of early development, evolutionary and systemic approach, diadic approach, theory of functional systems, teaching about dominance and psychosomatic approach. The reproductive sphere is defined as a functional system that combines physiological, mental and behavioural mechanisms for the implementation of reproductive function, it has a system structure and is regulated by the reproductive dominance, including sequence of subdominants according to the dynamics of the reproductive cycle. The theory of functional systems and the concept of dominance make it possible to merge the idea about the stages of the reproductive cycle into a holistic system and to implement a holistic approach to a person at different times of realization of his main life task – birth and upbringing of children. The circle closes: human reproductive sphere has its ontogeny and its implementation as continuity “from birth to birth”: from their birth to the birth of their children. In accordance with the complexity of psychological issues, an integrative approach is used in practice. С середины ХХ века до настоящего времени в перинатальной и репродуктивной психологии и психотерапии был пройден большой путь от работы с беременными и диадой до системного подхода к психологическим проблемам репродуктивной функции. На современном этапе это самостоятельное направление, которое объединяет проблематику раннего развития психики ребенка и реализации репродуктивной функции на всех этапах репродуктивного цикла, имеет свою область применения, методологическое и теоретическое обоснование и методическое обеспечение. Перинатальная психология стала частью репродуктивной психологии, она является центральным ядром, в котором пересекаются проблемы раннего развития ребенка и осуществления репродуктивной функции родителями. Эта часть включает период от подготовки к зачатию до окончания диадических отношений и объединяет проблемы ребенка и родителей, реализуя диадический подход. Репродуктивная психология и психотерапия включает более широкий спектр вопросов: онтогенез репродуктивной сферы, социально-психологические аспекты репродуктивного поведения, реализацию материнства и отцовства (включая планирование рождения детей, зачатие, беременность, роды, воспитание ребенка), а также нарушения репродуктивного здоровья (репродуктивную психосоматику). Методологической основой репродуктивной и перинатальной психологии являются классические и современные теории раннего развития, эволюционно-системный подход, диадический подход, теория функциональных систем, учение о доминанте и психосоматический подход. Репродуктивная сфера определяется как функциональная система, объединяющая в себе физиологические, психические и поведенческие механизмы для реализации репродуктивной функции, она имеет системное строение и регулируется репродуктивной доминантой, включающей последовательность субдоминант в соответствии с динамикой репродуктивного цикла. Теория функциональных систем и понятие доминанты позволяют объединить представление об этапах репродуктивного цикла в целостную систему и осуществить целостный подход к человеку в разные периоды реализации его главной жизненной задачи – рождения и воспитания детей. Круг замыкается: репродуктивная сфера человека имеет свой онтогенез и свою реализацию как преемственность «от рождения до рождения»: от своего рождения до рождения своих детей. В соответствии с комплексностью психологической проблематики в практике используется интегративный подход.
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Sun, Jing. "Child Behavior Problems During COVID-19: Associations With Parent Distress and Child Social-Emotional Skills." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1882011.

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Sidorina, Natal’ya, Anastasiya Kuznetsova, and Aleksey Khavylo. "Parents perception of child safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
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Lopez, Angeles. "Finding Evidence Of The Sexual Predators Behavior." In LatinX in AI at Neural Information Processing Systems Conference 2019. Journal of LatinX in AI Research, 2019. http://dx.doi.org/10.52591/lxai201912081.

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Sexual predator identification is a critical problem given that the majority of cases of sexually assaulted children have agreed voluntarily to meet with their abuser [10]. Traditionally, a term that is used to describe malicious actions with a potential aim of sexual exploitation or emotional connection with a child is referred to as “Child Grooming” or “Grooming Attack” [6]. This attack is defined by [4] as “a communication process by which a perpetrator applies affinity seeking strategies, while simultaneously engaging in sexual desensitization and information acquisition about targeted victims in order to develop relationships that result in need fulfillment” (e.g. physical sexual molestation). Clearly, the detection of a malicious predatory behavior against a child could reduce the number of abused children.
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Fu, Y., L. Webster, and R. K. Hackett. "The Role of Teacher-Child Conflict in Characterizing Early Mother-Child Attachment Influences on Behavior Problems in Preschool." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.481.

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Fu, Xiaoyu. "Parenting Stress and Children's Behavior Problems: The Moderating Role of Parent-Child Relationship." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576509.

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Wahyuni, Rifdha, and Dwi Martha Ramadhani. "Mother's Daily Life Stress and Teacher’s Emotional Support in Predicting Child Behavior Problems." In Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/acpch-18.2019.36.

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Reports on the topic "Child behaviour problems"

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Ton, Giel, Keetie Roelen, Neil Howard, and Lopita Huq. Social Protection Intervention: Evaluation Research Design. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/clarissa.2022.004.

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This paper describes the research design for investigating and evaluating the Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) social protection cash-plus intervention in a slum in Dhaka, Bangladesh. After an introductory section, the second section elaborates on contribution analysis – the methodological approach underpinning the research design. The third section provides an overview of the intervention, and the fourth explores the overall design of the evaluation, its guiding framework, and the timeline of the intervention rollout and data collection. The fifth and sixth sections address the project’s suite of quantitative and qualitative methods, and the approach to data analysis. Using four panel surveys, bi-monthly monitoring, in-depth interviews, group discussions and direct observations, the research will zoom in on specific behaviours. First, at the individual level, we want to learn how people adopt alternative livelihoods in response to the intervention. Second, at the household level, we consider how community mobilisation and cash transfers help households to resolve intra‑household problems. Third, at the group level, we consider how groups manage collective action in response to community mobilisation. For each of these behaviour change outcomes, we want to understand the realist evaluation question, ‘Why does the intervention work, for whom, and under what conditions?’ We also want to assess whether these new behaviours change the propensity for children to be involved in the worst forms of child labour.
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Hamilton, Thomas. The effectiveness of environmental control in modifying problem behaviors in mother-child interaction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1402.

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Kan, Marni L., Hsiu Chen Yeh, Lisa M. Schainker, Jessica Nelson, Samantha Charm, Cleve Redmond, and Richard Spoth. Substance Misuse Prevention Program Attendance: Predictors Among Military Families. RTI Press, December 2022. http://dx.doi.org/10.3768/rtipress.2022.rr.0048.2212.

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Typical life circumstances for military families may impact their participation in prevention programs, yet little is known about what factors influence their participation. The current study examined predictors of attendance in the Strengthening Families Program: For Parents and Youth 10–14, for Military Families, a universal in-person program designed to improve family functioning and reduce youth substance misuse and other problem behaviors. Participants included 159 parent–child dyads randomly selected to be offered the 7-week family program. Analyses examined demographic characteristics, deployment experiences, time spent waiting for the program to begin, and psychosocial functioning as predictors of attendance in a series of regression models. Of the 39 percent of families that attended any program sessions, the majority (71 percent) attended at least four of the seven sessions. Attendance varied significantly across the geographic areas in which groups were held. Prior service utilization, youth conduct problem behavior, parental history of deployment, and family conflict were each positively associated with attendance, whereas parent tobacco use was negatively associated with attendance. These results highlight the challenges in recruiting military families into in-person prevention programs and suggest that extra efforts may be needed to engage families that do not perceive that they have a need for support.
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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