Relevant bibliographies by topics / Maladjusted

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

Academic literature on the topic 'Maladjusted'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2024

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Journal articles on the topic "Maladjusted"

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Porteous, Murray A. "The Use of the Emotional Indicator Scores on the Goodenough-Harris Draw-a-Person Test and the Bender Motor-Gestalt Test to Screen Primary School Children for Possible Emotional Maladjustment." European Journal of Psychological Assessment 12, no. 1 (January 1996): 23–26. http://dx.doi.org/10.1027/1015-5759.12.1.23.

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A sample of 140 children were classified as Maladjusted, Borderline Maladjusted or Not Maladjusted based on behavioral data collected from their parents using a standard psychiatric interview schedule. Differences in the children's Emotional Indicator scores on the Bender Motor-Gestalt Test and the Draw-a-Person Test across the Maladjustment categories were observed. The data were then subjected to a Discriminant Function Analysis. The resulting function correctly classified 50% of cases, or over 65% when the distinction between Borderline Maladjusted and Maladjusted was disregarded. The results suggest the usefulness of drawing test emotional indicators in the context of screening for maladjustment.
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&NA;. "Maladjusted Workstations." Back Letter 5, no. 11 (1991): 1. http://dx.doi.org/10.1097/00130561-199105110-00002.

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Park, Young-Soon, Kyunghee Chun, and Tae Hee Lee. "Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students." Korean Medical Education Review 24, no. 3 (October 31, 2022): 215–30. http://dx.doi.org/10.17496/kmer.2022.24.3.215.

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The purpose of this study was to explore the psychosocial characteristics of academically maladjusted students and the College's current status regarding academic maladjustment based on 4-year medical student cohort data collected from 2018 to 2021 and through interviews with 10 medical education experts using the integrated research method. This study included 223 students who consented to inclusion in the student cohort and participated in the emotional behavior test and college adaptability test of whom 65 students experienced academic maladjustment. Academically maladjusted students had significantly higher scores for social stress, anxiety, sense of inadequacy, attention, hyperactivity, and school maladjustment, and significantly lower scores for relationships with parents, interpersonal relationships, self-esteem, self-confidence, and self-strength. Academic and social integrity, emotional stability, university satisfaction, and university service satisfaction were all significantly lower in the academically maladjusted students than in the non-maladjusted group. The expert interviews indicated that academic maladjustment was mainly recognized as a personal problem, with causes such as lack of motivation and learning methods, vulnerability to stress, lack of social relationships and alienation, lack of support from the family, and insufficient resilience. Systematic support other than counseling for academically maladjusted students is required, and an early diagnosis and preventive intervention are important.
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Hasanagić, Anela. "PERCEIVED PARENTAL SUPPORT AS A FACTOR OF PREVENTING MALADJUSTED BEHAVIOUR IN ADOLESCENCE." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 9 (December 15, 2011): 207–21. http://dx.doi.org/10.51728/issn.2637-1480.2011.207.

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Social support refers to the benefits one is capable of receiving from relationships with other people. Family as a primary unit is the one that should be the greatest source of all forms of social support. However, young people sometimes do not feel that their family is the source of that kind of support, so it could be said that perceived and actual support are not the same thing. Perceived support is the subjective sense one has, and it does not have to be (and it is usually not) in accordance with actual support others offer. Thus, perceived support should be measured, since based on that perception one gets the impression of how much one can rely on others and what can be expected from others, which on the other hand, undoubtedly determines one’s behaviour. The aim of the research was to determine a relationship between perceived parental support and appearance of maladjusted behaviour among adolescents (high-school students). The research was carried out on a sample of 110 high-school students that answered the Maladjusted Behaviour Questionnaire, the Social Support Questionnaire, the Former Relationship with Parents Questionnaire and the Current Relationship with Parents Questionnaire. The research results indicate that appearance of maladjusted behaviour and support adolescents perceive they receive from parents are in a negative correlation in the sense that perceived parental support is lesser with adolescents who show more forms of maladjusted behaviour. Further on, the results indicate that perceived parental support from the father and mother is in correlation to maladjusted behaviour, with the exception that perceived support adolescents receive from the father is in somewhat greater correlation than perceived support from the mother, which leads to the conclusion that perceived parental support of both parents is a significant factor for prevention of maladjusted behaviour, particularly perceived support of the father. Keywords: perceived parental support, family, forms of maladjusted behaviour
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Keltikangas‐Järvinen, Liisa, and Katri Räikkönen. "Type A behaviour and types of competitor in young adults." European Journal of Personality 5, no. 1 (March 1991): 61–69. http://dx.doi.org/10.1002/per.2410050105.

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A previous study (Keltikangas‐Järvinen and Räikkönen, 1990a) discovered two different Type A competitors among adolescents, i.e. adjusted and maladjusted competitors. This paper examines whether the same result can be replicated in older age groups. Type A behaviour, self‐esteem, locus of control, and achievement striving were measured in 935 randomly selected young adults. Two different kinds of Type A competitor were found, i.e. aggressive and hard‐driving. Neither of these two could be called ‘adjusted’. Instead, adjusted and maladjusted forms of striving for achievement were found which adequately described the previously found adjusted and maladjusted types of competitors. The results suggest that achievement striving is a very essential dimension of Type A behaviour. However, it may play a different role in different psychological contexts.
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Moleda, Joanna. "Innovative methods of working with socially maladjusted youth." Special School LXXXIV, no. 1 (February 28, 2023): 60–68. http://dx.doi.org/10.5604/01.3001.0016.3310.

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The article presents the innovative methods of working with socially maladjusted youth. The aim of the analysis was to compile practical methods of working with maladjusted youth in the context of interpersonal relations between the tutor and the pupil. The article also focuses on the effectiveness of social rehabilitation interactions and the functioning of facilities for juveniles. Selected projects implemented in Youth Educational Centres, which are an alternative to classic activities, are presented.
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Nomura, K., and K. Yokoyama. "Follow-up Study Tracking Children’s Development from Preschool till Middle School." European Psychiatry 66, S1 (March 2023): S292—S293. http://dx.doi.org/10.1192/j.eurpsy.2023.655.

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Introduction Screening for early detection of health issues and support are provided to children needing developmental support. In Japan, a significant percentage of infants requiring support are identified during health checkups. Sometimes, however, problems are first observed when children are of school age. It is, therefore, important to identify the age at which children need early support.ObjectivesOf the children born in 2005 in Kanie-cho, in Japan, 106 participated in the survey at all time points: age 5, first grade, fifth grade, and eighth grade.MethodsThe medical checkup results of the participants at age 5 were used to determine who among them needed support After entering school, the participants who scored less than 70 points on the Children’s Global Assessment Scale, where their adjustment was assessed based on the interview with the homeroom teacher, were considered maladjusted.ResultsThe results are presented in Table 1.Thirty participants needed supports at age 5; of these, 20 (66.7%) were maladjusted at any point in their school years—19 (95%) in the first grade, 14 (70%) till the fifth grade, and five (25%) till the eighth grade.Of the 76 participants who did not need support in early childhood, 24 (31.6%) were maladjusted at some point in their school years—nine (37.5%) experienced maladjustment in the first grade, but none of them continued to be maladjusted till the fifth grade, and 14 (58.3%) who were not maladjusted in the first grade experienced it in the fifth or eighth grade (adolescents).Thus, the participants maladjusted in their school years were categorized as follows:1. The developmental disorders group (experiencing maladjustment throughout since early childhood): 192. The “first grade problem” group (experiencing transient problems only in the first grade): 93. The adolescent group (experiencing problems during adolescence): 14Image:ConclusionsSince maladjusted children with developmental disabilities are identified in early childhood, support can be provided before they reach school age. Many children with developmental disabilities improve their adjustment as they grow up. It is thus advisable to take a long-term perspective in dealing with problematic behaviors.From late school age to adolescence, problems unrelated to developmental disabilities emerge. By listening to the child’s upbringing, it may be possible to ascertain whether or not the problem stems from a developmental disability.Disclosure of InterestNone Declared
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Kim, Jihye, Changseob Sin, Jong-ok Park, Hyunchae Lee, Jihye Kim, Dohyeong Kim, and Sanghee Kim. "Physiological and psychological effects of forest healing focused on plant fragrance therapy for maladjusted soldiers." Journal of People, Plants, and Environment 24, no. 4 (August 31, 2021): 429–39. http://dx.doi.org/10.11628/ksppe.2021.24.4.429.

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Background and objective This study verified the physiological and psychological effects of plant fragrance therapy to analyze whether the therapy has a forest healing effect on maladjusted soldiers. Methods This study was conducted from March 14 to May 31, 2020 according to the Green Camp curriculum for 2 weeks per recruit class. Thus, plant fragrance therapy was implemented twice each for three recruit classes. Each session of the program was carried out for 4 hours from 1 p.m. to 5 p.m. The venue was the garden within the camp and the forest nearby. Forest healing activities using plant fragrances were led by 1 forest education specialist and 1 assistant. The effects of plant fragrance therapy for maladjusted soldiers were analzed analyzed by quantifying physiological and psychological changes through measuring brain waves and stress levels before and after the therapy. Results As a result of analyzing BRQ and SQ to determine the physiological and psychological healing effect of plant fragrance therapy, both the left and right brain showed higher BRQ and SQ after the therapy with statistical significance. This indicates that plant fragrance therapy on maladjusted soldiers helped positively stabilize their negative psychological and behavioral dispositions, and stabilization of brain waves lowered physical and mental stress and improved self-regulation and immunity. On the other hand, there was no significant difference in ATO. This is the result of analyzing the stress-coping mechanism. Troubleshooting (t = −2.702, df = 61, p = .009), emotional remission (t = −2.173, df = 61, p = .034), pursuit of help (t = −3.286), df = 61, p = .002), and wishful thinking (t = −3.714, df = 61, p < .001) showed statistically significant results. Conclusion Applying plant fragrance therapy to maladjusted soldiers positively stabilized their negative psychological and behavioral dispositions and helped their self-regulation. Thus, plant fragrance therapy has psychological and physical forest healing effect on maladjusted soldiers.
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Hunt, Alan. "ILEA Schools for the Maladjusted." International Journal of Rehabilitation Research 8, no. 3 (September 1985): 355–56. http://dx.doi.org/10.1097/00004356-198509000-00018.

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Moleda, Joanna. "Interests of socially maladjusted youth." Problemy Opiekuńczo-Wychowawcze 585, no. 10 (December 31, 2019): 54–65. http://dx.doi.org/10.5604/01.3001.0013.6843.

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The article concerns the interests of socially maladjusted youth. Among others the social and demographic features of the pupils of the social rehabilitation facility were presented. Research was carried out to determine the differences between socially maladjusted youth and young people who do not conflict with the law in terms of the number of interests held, their type and commitment to implementation. It was established that among the surveyed boys from the Youth Educational Centre there is a great interest in craft professions such as: car mechanic, electrician, baker, construction worker, carpenter. In addition, the results of the research revealed the preferences of boys not socially adapted to perform in the future, among other things, the profession of teacher, social worker or educator.
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Dissertations / Theses on the topic "Maladjusted"

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Siu, Suet-mui Winnie, and 蕭雪梅. "Rehabilitation and education centre for maladjusted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3198678X.

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Siu, Suet-mui Winnie. "Rehabilitation and education centre for maladjusted children." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594969x.

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Perry, Lessie Harnisch. "Play Therapy Behavior of Maladjusted and Adjusted Children." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331633/.

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The diagnostic value of children's play was investigated. The question explored was "Can maladjusted children be discriminated from adjusted children through observation of their play therapy behavior?" The play of 15 maladjusted and 15 adjusted children 5 to 10 years of age was compared during an initial 36-minute play therapy session. Three scales of the Play Therapy Observational Instrument (PTOI)—emotional discomfort, social inadequacy, and use of fantasy-- were used to rate the children's play. The children in the maladjusted group were referred by their parents for counseling and their teachers reported the children had exhibited one or more problem behaviors indicative of emotional disturbance. The children in the adjusted group were recommended by their teachers as exhibiting none of the problem behaviors and their parents did not believe their children needed counseling. Discriminant function equations predicted correct group membership for 23 of the 30 children during the second 12-minute time segment and for the entire play session. The analysis showed the play behaviors on the emotional discomfort scale of the PTOI items discriminated maladjusted and adjusted children. During the second and third 12-minute time segments and when all three time segments were combined, maladjusted children's play expressed significantly more dysphoric feelings, conflictual themes, play disruptions, and negative self-disclosing statements than were expressed by the adjusted children (p < .01, .03, .01, respectively). There were no significant differences between the two groups on play behaviors measured by the social inadequacy play and use of fantasy play scales of the PTOI. Positive correlations were found between the children's age and social inadequacy play behaviors and between the social status of the parents' occupations and social inadequacy play behaviors. The results also suggested a negative correlation between the social status of parents' occupations and the use of fantasy play scores. A negative correlation was present between the use of fantasy and the social inadequacy play scores.
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Pont, H. B. "The socio-cognitive assessment of children with behaviour problems." Thesis, University of Aberdeen, 1991. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU033121.

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There is an increasing acceptance within applied psychology of a socio-cognitive model, based on the belief that social behaviour is determined by expectations and beliefs and is under the control of mediating processes such as self-concept or reflective ability. Within this model children with behaviour problems are assumed to have maladaptive beliefs and expectations and to be deficient in appropriate skills. Treatment of such children is directed at changing the mediating cognitions. The research reported examined four components of the model thought to be of especial clinical relevance for educational psychologists. These were social problem solving skills, self-concept, attributions for educational success and failure and good and bad behaviour, and perceptions of potentially stressful situations. Within each area the performance of a group of non-problem children was studied to examine the effects of age, sex and ability on children's responses. In addition two groups of problem children, both from special educational settings, were compared with the non-problem chldren to determine the extent to which maladjusted children show systematic differences in mediating structures, and whether existing assessment techniques can contribute to an appropriate clinical appraisal. Differences between problem and non-problem groups were found in all four areas but the pattern of differences did not provide unqualified support for the existence of general mediational deficits. Such deficits were thought to be more specific than generally assumed. Existing measures in all areas were found to be problematic. The implications of these findings for the assessment of problem behaviour and for a model of maladjustment behaviour were considered.
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Oe, Emily Norene. "Comparison of Initial Session Play Therapy Behaviors of Maladjusted and Adjusted Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331993/.

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The initial session play therapy behaviors of maladjusted and adjusted children were compared to investigate the value of children's play for diagnostic purposes. The frequency and the intensity of 13 categories of play behaviors were considered as factors in discriminating maladjusted children from adjusted children. The 15 children in the maladjusted group had been referred by their parents for counseling but had not been in counseling previously, and their teachers had reported that they had exhibited two or more behaviors indicative of emotional disturbance. The 15 children in the adjusted group were rated by their teachers as exhibiting none of the behaviors Indicating emotional disturbance, and their parents recognized no need for counseling. All subjects were 5 to 9 years of age, and the two groups were matched for age and sex. The Play Behaviors Adjustment Rating Scale (PBARS) was used to rate each child's play behaviors in an initial videotaped 36-minute play therapy session. The frequency and the intensity were rated for thirteen play categories: exploratory, incidental, creative or coping, dramatic or role, relationship building, relationship testing, self-accepting, self-rejecting, acceptance of environment, nonacceptance of environment, positive attitudinal, ambivalent attitudinal, and negative attitudinal. The results of the chi-square analysis indicated that maladjusted children exhibited significantly more self-accepting and nonacceptance of environment behaviors as well as more intense dramatic or role behaviors and acceptance of environment behaviors than did adjusted children. Further investigation showed: (a) maladjusted girls expressed dramatic or role behaviors more often and more intensely than maladjusted boys, (b) maladjusted boys showed more self-accepting and nonacceptance of environment behaviors than maladjusted girls, (c) maladjusted boys exhibited more self-accepting behaviors than adjusted boys, (d) adjusted girls expressed more positive attitudinal behaviors than adjusted boys, and (e) adjusted boys engaged in more exploratory play and were more intense in negative attitudinal play than adjusted girls.
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Tang, Shui-mui, and 鄧瑞梅. "Job satisfaction of teachers of social development school (special school for maladjusted children) in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961952.

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Tang, Shui-mui. "Job satisfaction of teachers of social development school (special school for maladjusted children) in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706483.

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Manning, Robert. "Re-examining the maladjusted text : post-war America, the Hollywood Left and the problem with Film Noir." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/58561/.

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Film noir is a term created after fact and applied back to films from a previous period and studies have often conflated very different films and privileged some facets over others in an endeavour to structure a definition. Some scholars have identified that a relatively small group of films came to be seen by the Hollywood Left as highly significant; and that their discussions of these films were the products of deeper anxieties faced by this group in the immediate post-war period. Subsequent conclusions were made that the Hollywood Left was opposed to this generalised categorisation similar to contemporary understandings of film noir. The thesis examines those films now considered as film noir in their original contexts. Studying the reception of films generally considered to be representative of contemporary understandings of film noir, such as Boomerang (Elia Kazan, 1947) The Big Sleep (Howard Hawks, 1946) and Crossfire (Edward Dmytryk, 1947) shows how they were parts of very different cycles at the time and not seen critically as a homogeneous group. The thesis also examines the work of key filmmakers who were making films with pertinent social messages, before concluding with an examination of an incredibly divisive political film, The Iron Curtain (William A. Wellman, 1948). This study investigates the debates of the post-war period relating to the films currently seen as film noir to highlight the distinctions between the films and how their positionings were understood. Analysing key writings from journals, the trade press and newspapers, this research shows how and why specific films caused concern for certain leftist personnel and how particular genres of films are seen now as similar to one another, yet were once understood as starkly opposed.
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Bigley, Ambrea. "Use of MMPI-A to differentiate emotionally disabled from non-disabled individuals and those considered to be socially maladjusted." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bigleya.pdf.

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Nishioka, Vicki Marie. "Personal and ecological characteristics of middle school boys labeled emotionally disturbed, learning disabled, and socially maladjusted : more alike than different /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004000.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 160-188). Also available for download via the World Wide Web; free to University of Oregon users.
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Books on the topic "Maladjusted"

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Hayes, Derek. The maladjusted. Saskatoon: Thistledown Press, 2011.

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ill, Bardell Graham, ed. The maladjusted jungle: Poems. Toronto: Oxford University Press, 1991.

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Mkandawire, P. Thandika. From maladjusted states to developmental states in Africa. Accra, Ghana: Institute for Democratic Governance, 2008.

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Gibson, Dick. Factors influencing the re-integration of maladjusted children: A follow up study of five children. Birmingham: University of Birmingham, 1991.

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Robles, Rojo. Maladjusted. McNally Jackson Books, 2015.

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Adams, Waterford. Mostly Maladjusted. Temple Press, 1996.

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Schostak, John F. Maladjusted Schooling. Taylor & Francis Group, 2011.

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Maladjusted Boys. Taylor & Francis Group, 2011.

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Schostak, John. Maladjusted Schooling (RLE Edu L). Routledge, 2012. http://dx.doi.org/10.4324/9780203127834.

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Shaw, Otto. Maladjusted Boys (RLE Edu M). Routledge, 2012. http://dx.doi.org/10.4324/9780203125540.

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Book chapters on the topic "Maladjusted"

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Packman, Jean. "Maladjusted Children." In Child Care Needs and Numbers, 134–42. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003194095-11.

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Winnicott, D. W. "Group Influences and the Maladjusted Child." In The Family and Individual Development, 146–54. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003209157-19.

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Godard, François. "Britain and Italy, maladjusted to expert-led productivism." In Germany, France and Postwar Democratic Capitalism, 217–42. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003214809-9.

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Lowenstein, Ludwig F. "Diagnosing and Treating the Problems of Able Maladjusted Children." In The Inner Life of Children with Special Needs, 145–54. London, England: Whurr Publishers Ltd, 2008. http://dx.doi.org/10.1002/9780470699089.ch10.

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Bernini, Stefania. "Recreating the Family: Single Mothers, Maladjusted Children and the Search for a New Home." In Family Life and Individual Welfare in Post-war Europe, 108–30. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230287389_6.

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C. Bosseau, Denis. "The Revolt of the Maladjusted: Defacing the Currency of Social Pathology Diagnosis in Contemporary Critical Theory." In Pathology Diagnosis and Social Research, 221–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70582-4_9.

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Freeman, Joan. "Maladjusted Children." In In and Out of School, 112–18. Routledge, 2017. http://dx.doi.org/10.4324/9781315231839-15.

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"maladjusted, adj." In Oxford English Dictionary. 3rd ed. Oxford University Press, 2023. http://dx.doi.org/10.1093/oed/5757617336.

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Baldwin, Lewis V. "To Be Maladjusted." In The Voice of Conscience, 217–50. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195380316.003.0006.

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"Introduction: Maladjusted Schooling." In Maladjusted Schooling (RLE Edu L), 9–16. Routledge, 2012. http://dx.doi.org/10.4324/9780203127834-5.

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Conference papers on the topic "Maladjusted"

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Kim, Kyung-chul, and In-ae Kim. "A Study on the Perception and Demand of Kindergarten Teachers on Children with Maladjusted Behavior." In Advanced Science and Technology 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.150.69.

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