Academic literature on the topic 'Maladjusted behaviour'
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Journal articles on the topic "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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Kavwei, Betty, and Nancy Cheseto. "Influence of Sibling Relationships on Development of Maladjusted Behaviour among Pupils in Public Primary Schools in Yatta Sub-County, Machakos County, Kenya." East African Journal of Education Studies 3, no. 1 (June 23, 2021): 147–57. http://dx.doi.org/10.37284/eajes.3.1.348.
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The purpose of this study was to assess the influence of sibling relationships on the development of maladjusted behaviour among pupils in public primary schools in Yatta Sub-County, Machakos County, Kenya. The study was guided by the Ecological Systems Theory. A mixed methodology was applied and the concurrent triangulation design in which the researcher implemented the quantitative and qualitative methods during the same timeframe and with equal weight. The target population consisted of 64 headteachers, 128 teacher-counsellors, 512 parents’ representatives and 4352 pupils in classes VI & VII all totalling 5056. Using the Central Limit Theorem, 12 public primary schools (18.8%) of 64 and 200 respondents were sampled. Stratified sampling was used to create four strata based on the number of zones in the Yatta Sub-County. From each zone, three headteachers, three parents’ representatives, 18 teacher-counsellors and 26 pupils in classes VI & VII were selected using simple random sampling to eliminate bias. This procedure enabled the researcher to sample 12 headteachers and 72 teacher-counsellors. Data analysis began by identifying common themes. Qualitative data were analysed thematically along with the objectives and presented in narrative forms. Quantitative data were analysed descriptively using frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Packages for Social Science (SPSS Version 23) and presented using tables. The study established that cases of maladjusted behaviours among pupils are on the rise with sibling relationships and interactions being the main determinant. In other words, activities that siblings engage in such as modelling juniors, playing together, engaging in social interaction activities and punishing juniors contribute to the development of maladjusted behaviours among pupils. Thus, the study recommends that parents should design age-appropriate tasks for older siblings to undertake which may enable them to act as role models for their juniors.
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Abolfotouh, Mostafa A. "Behaviour disorders among urban schoolboys in south-western Saudi Arabia." Eastern Mediterranean Health Journal 3, no. 2 (March 15, 1997): 274–83. http://dx.doi.org/10.26719/1997.3.2.274.
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Behaviour disorders among 305 schoolboys aged 8-12 years in Abha were assessed using the children’s behaviour questionnaire developed by Rutter. The frequency of behaviour disorders was 13.4%. Children’s parents were interviewed to obtain social and demographic information about the family. Behaviour disorder was associated with family size, crowding index, parents’ education, birth order, parental death and social class. When multiple regression analysis was applied, these factors jointly contributed 12.8% of the variance in total behaviour score. However, mother’s illiteracy was the only significant predictor of maladjusted children [P = 0.02]. Poor academic performance of children was strongly associated with behaviour disorder
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Kostrzewska, Dagmara Bogumiła. "EFFECTS OF SPORT IN RESOCIALIZATION OF MINORS." Society Register 2, no. 1 (August 10, 2018): 171–83. http://dx.doi.org/10.14746/sr.2018.2.1.10.
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The author of the article presents the influence of physical activities on socially maladjusted youth, on the basis of desk research analysis, as well as using personal observations conducted during serving as a probation officer for a period of two years. The observations were conducted on a group of 11 male and female minors advised physical activities, as one of the means of influence in the process of resocialization. The article focuses on two social environments, where the resocialization process may take place – the open environment and the institutional environment. The author presents the process of resocialization, its goals, methods used in it, and the reasons why this process is so significant. The aim of the article is to show the changes occurring in the behaviour of young and socially maladjusted people as a result of participating in sports activities. The author’s final conclusions indicate the positive effects of physical activity as a means of influence.
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Keltikangas‐Järvinen, Liisa. "Type A behaviour and school achievement." European Journal of Personality 6, no. 1 (March 1992): 71–81. http://dx.doi.org/10.1002/per.2410060106.
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Type A behaviour related to school achievement was studied in 1640 randomly selected 12‐, 15‐, and 18‐year‐old subjects. Type A behaviour was both self‐assessed by the subjects and evaluated by their mothers. Results indicated that school achievement was not related to the global score of Type A behaviour but correlated with three Type A dimensions, i.e. positively with Responsible Hard‐driving and Leadership Competitiveness, and negatively with Aggressive Competitiveness. It has previously been shown that hard‐driving correlates with a high level of somatic CHD risk factors, while leadership competition is a protective factor, i.e. it is associated with a low level of somatic CHD risk. So, school achievement differentiated adjusted and maladjusted Type A competitors, but not individuals with high and low somatic CHD risk. The results were manifest for boys and girls and for all age groups. Moreover, it was shown that the results were obtained independently of the methods used.
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Novais, C., M. Marinho, M. Mota Oliveira, M. Bragança, A. Côrte-Real, and S. Fonseca. "Misdiagnose bipolar disorder: About a case report." European Psychiatry 41, S1 (April 2017): S425. http://dx.doi.org/10.1016/j.eurpsy.2017.01.393.
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IntroductionEarly stages of bipolar disorder are sometimes misdiagnosed as depressive disorders. This symptomatology can lead to misinterpretation and under diagnosis of bipolar disorders.Objectives/aimsTo describe a patient with a new diagnosis of bipolar disorder after 23 years of psychiatric care.MethodsWe report a case of a 66-year-old man, with a previous psychiatric diagnosis of recurrent depressive disorder for the last 23 years, after a hospitalization in a psychiatric inpatient unit because of a major depressive episode. In subsequent years, he was regularly followed in psychiatric consultation with description of recurrent long periods of depressed mood requiring therapeutic setting, alternating with brief remarks of not valued slightly maladjusted behaviour. At 65, he came to the emergency room presenting with observable expansive and elevated mood, disinhibited behaviour, grandiose ideas and overspending, leading to his hospitalization with the diagnosis of a manic episode. In the inpatient unit care, we performed blood tests, cranial-computed tomography (CT) and a cognitive assessment. His medication has also been adjusted.ResultsLaboratory investigations were unremarkable. Cranial-CT showed some subcortical atrophy of frontotemporal predominance, without corroboration by the neuropsychological evaluation. The patient was posteriorly transferred to a residential unit for stabilization, where he evolved with major depressive symptoms that needed new therapeutic adjustment. Later he was discharged with the diagnosis of bipolar disorder.ConclusionsOur case elucidates the importance of ruling out bipolar disorder in patients presenting with depressive symptoms alternating with non-specific maladjusted behaviour, which sometimes can be a challenging task.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Carta, Mauro Giovanni. "Social Change and Increasing of Bipolar Disorders: An Evolutionary Model." Clinical Practice & Epidemiology in Mental Health 9, no. 1 (July 11, 2013): 103–9. http://dx.doi.org/10.2174/1745017901309010103.
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Introduction: The objective of this paper is to see if behaviours defined as pathological and maladjusted in certain contexts may produce adaptive effects in other contexts, especially if they occur in attenuated form. Interactions between environment and behaviour are studied from an evolutionary standpoint in an attempt to understand how new attitudes emerge in an evolving context. Methodology: Narrative review. Following an historical examination of how the description of depression in Western society has changed, we examine a series of studies performed in areas where great changes have taken place as well as research on emigration from Sardinia in the 1960s and 70s and immigration to Sardinia in the 1990s. Results and conclusions: If we postulate that mood disorders are on the increase and that the epidemic began in the 17th century with the "English malady", we must suppose that at least the "light" forms have an adaptive advantage, otherwise the expansion of the disorder would have been self-limiting. "Compulsive hyper-responsabilization”, as well as explorative behaviours, may represent a base for adaptation in certain conditions of social change. The social emphasis in individualism and responsibility may have changed not only the frequency, but also the phenomenology of mood disorders particularly the increases in bipolar disorders. From the sociobiological standpoint the conditions that may favour "subthreshold" bipolar or depressive features are to be considered in relation to the contextual role of gender and the different risks of the two disorders in males and females.
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Joyce, Mathwasa. "For the Sake of the Child: Quality of Spousal Relationship Impact on the Early Education of Their Child." Randwick International of Social Science Journal 1, no. 3 (October 23, 2020): 451–63. http://dx.doi.org/10.47175/rissj.v1i3.99.
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The moral fibre of the nation depends on the quality of parenting which entails emotional development, personality and behavioural moulding that fosters well-adjusted individuals. This study set out to assess how the quality of spousal relationship impacts on the early education of children. The study espoused the interpretive paradigm within the qualitative approach to consult participants in their natural environment. The emotional security hypothesis theory was adopted to understand the impact marital conflict to child learning. Purposively selected were two couples, two single males, two single female parents and two educators who responded to semi-structured interviews. Adherence to ethical issues was confirmed by signing of the consent forms. Data was recorded per emerging themes. The findings exposed the diminishing returns on school achievement, exhibition of delinquent behaviour and maladjusted adolescents due to lack of stability in the early education of children. The findings also revealed that some spouses and partners begrudgingly disconnect themselves from the children for the sake of peace. The study recommends conflict resolution strategies that encourage amicable co-parenting for unmarried partners for the sake of the child.
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Pillay, Anthony L. "Professional and social responsibility in Psychology and other mental health disciplines with reference to the Goldwater Rule." South African Journal of Psychology 48, no. 3 (August 14, 2018): 388–99. http://dx.doi.org/10.1177/0081246318793822.
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The concerns of mental health professionals about the psychological characteristics and behaviour of political leaders forces a rethinking of their professional and social responsibility, especially in the context of the Goldwater Rule that applies to psychiatrists in the United States. Despite the fact that this ethical guideline does not pertain to Psychology professionals or the African continent, it is worthy of discussion and interrogation, considering the prevalence of poor leadership internationally, and the need for the previously colonised world to ensure independent and critical thinking on such matters. The article questions the traditional, narrow focus of psychologists and other mental health specialists in conceptualising professional and ethical roles, and raises the issue of their professional and social responsibility to help shape society and its democratic processes. Psychologists, psychiatrists, and others have much to contribute in this respect and they have to question the ethical and social responsibility impact of remaining silent in the face of behaviourally and psychologically maladjusted individuals being elected to high offices such as President and other influential positions. These professionals must adopt a public health approach that always has in mind the well-being of the broader society.
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Sakai, Atsushi. "Parenting and Marital Trust in Japan." Psychological Reports 96, no. 2 (April 2005): 515–26. http://dx.doi.org/10.2466/pr0.96.2.515-526.
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This study examined the relationship between marital trust, mothers' parenting stress and maladjusted parenting behavior in Japan. The participants consisted of 327 Japanese mothers who reside in the greater Tokyo area and whose children go to kindergarten or nursery school (the children's ages range from 3 to 6 years. Participants were asked to complete questionnaires about their family structure (nuclear or extended family), demographic information about their child (sex, age, birth order, etc.), marital trust, parenting stress, and maladjusted childrearing behavior. Analysis indicated that the relationship between marital trust, mothers' parenting stress and maladjusted childrearing behavior was different depending on the family structure. More specifically, for mothers in nuclear families, marital trust, especially the sense of being trusted by the husband, was associated with parenting behavior directly as well as indirectly via parenting stress. In contrast, for mothers in an extended family marital trust was not associated with maternal parenting behavior. The results were discussed in terms of the differences in the availability of social support in a nuclear family compared to the extended family.
Dissertations / Theses on the topic "Maladjusted behaviour"
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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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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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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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Rhine, Tammy J. "The Effects of a Play Therapy Intervention Conducted by Trained High School Students on the Behavior of Maladjusted Young Children: Implications for School Counselors." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2703/.
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This research study investigated the effectiveness of a child-centered play therapy intervention conducted by trained high school students on the behavior of preschool and kindergarten children with adjustment difficulties. Specifically, this research determined if play sessions conducted by high school students trained in child-centered play therapy skills and procedures facilitated change in the children's behaviors. The experimental group children (N=14) each received 20 weekly individual play sessions from a high school student enrolled in a Peer Assistance and Leadership class. The high school students were randomly paired with a referred child. The high school students completed 7 one-hour training sessions in child-centered play therapy procedures and skills prior to beginning the weekly, supervised play sessions. The control group (N=12) received no treatment during the study. Pre and post data were collected from parents who completed the Child Behavior Checklist (CBCL) and teachers who completed the Early Childhood Behavior Scale (ECBS). Multivariate analyses of variance of gained scored revealed statistical significance in 2 of the 4 hypotheses. Specifically, the children in the experimental group showed significant decreases in internalizing behaviors (p = .025) and total behaviors (p = .025) on the CBCL. Although not in the statistically significant range, positive trends were noted in externalizing behaviors on the CBCL (p = .07) and total behaviors on the ECBS (p = .056). All play sessions were conducted in the primary school that the children attended. The high school student facilitated play sessions helped to maximize the school counselor's time by meeting the needs of more students. Implications for school counselors are noted with suggestions for how to begin and maintain a similar program in schools. This study supports the use of child-centered play therapy by trained high school students as an effective intervention for helping young children with a variety of adjustment problems.
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Wen, Kuei-Chun, and 溫桂君. "Gender Differences in depressive mood and maladjusted behaviors among adolescents." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/87048425260250206123.
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碩士國立臺灣大學
衛生政策與管理研究所
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Objectives & Methodology: the objectives of this research are: 1) to examine the gender differences in adolescents’ depressive mood, maladjusted behaviors and relevant factors; 2) to explore the possible social impact of life events on gender differences. This research approaches the above objectives by using a mixed methodology of combining quantitative and qualitative method. The quantitative data were collected from a grade 9 sample of a DOH project on adolescents’ depressive disorders (DOH92-HP-1307), with 208 boys and 103 girls of Taipei junior high schools; data were tested with student’s t test, crosstable chi-square analysis, Pearson’s correlation analysis and multiple stepwise regression. The qualitative data were collected by conducting in-depth interviewing with 2 boys and 2 girls. Results: the major findings of the study were: 1) 22.7% boys were grouped as depressive (BDI-II≥17); whereas 29.7% girls were. Girls scored average (13.27±8.86) higher than boys (12.18±8.87), thought not significantly different on t test, they scored differently at specific items, such as crying, suicidal thinking. 2) 54.2% boys and 33.3% girls had at least one item of maladjusted behavior, and boys had more behavioral items than girls with statistic significance. Their discrepancies were mainly on aggressive behavioral items, not on nonaggression; boys were more aggressive than girls. 3) Both boys and girls had their BDI-II scores positive related with maladaptive behavioral items (as Pearson’s correlation coefficients revealed). The depressive groups had higher percentage of persons who conducted maladaptive behavior(s) (by crosstable chi-square test), and there were gender differences on time periods (behaviors in the past one year or two weeks) and behavioral types (aggression or nonaggression). 4) Boys and girls have diverse significant factors in depressive-mood multiple regressions: significant factors (and variance explained) of boys’ BDI-II scores were: neuroticism (45.3%), injury coping (6.4%), peer stress (3.2%) and emotional support (2.0%); where significant factors of girls’ BDI-II scores were neuroticism (41.8%), scholastic stress (5.0%), extroversion (3.6%) and dating stress (2.3%). 5) Boys and girls have diverse significant factors in maladaptive-behavior multiple regressions: significant factors (and variance explained) of boys’ aggressive behaviors were: family stress (11.8%) and injury coping (2.8%); where significant factors of girls’ aggressive behaviors were injury coping (18.0%), direct-action coping (5.4%) and hours of after-school classes (2.9%). And significant factors of boys’ non-aggressive behaviors were: injury coping (16.2%) and sibling numbers (4.3%); where significant factors girls’ non-aggressive behaviors were injury coping (27.7%) and teachers support (3.6%). 6) The emotion-conduct patterns of boys and girls were respectively affected by different influential life events, with distinct subjects, dissimilar conflict issues and perception. Even they expressed their mood or behaved similarly, the objects interviewed individually disclosed their own “life themes”, (“life themes” such as “seeking belongingness in peer groups”, “contending for authority”, “gender role identification”, “androgyny”, “ostracized and alienation” and so on), which might imply that sex differences and also variation within each sex (i.e. diversity of gender traits constructed in individuals) coexist in the socialization process of emotion-conduct patterns among adolescents. Conclusion: There are gender differences among the significant factors influencing on adolescents’ depressive mood and maladapted behaviors, which might be induced by the impact of gender socialization. And some gender mainstreaming perspectives were proposed on school guidance for junior high students.
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Weeks, Franscina Hester. "Behaviour problems in the classroom : a model for teachers to assist learners with unmet emotional needs." Thesis, 2000. http://hdl.handle.net/10500/17854.
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Tbis study has as primary objective the development of an appropriate model to assist
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teachers, in South Africa, to be able to understand and assist learners with behaviour
problems. The need for the study has its genesis within the current difficulties teachers
experience in dealing with behaviour problems in the classroom and the fact that increasing
numbers of children are involved. A key facet of the research is its accent on the unmet
emotional needs of learners that function as a behavioural determinant. The study is
analytical descriptive in nature and as such is based on two fundamental dimensions:- to
acquire a sound theoretical understanding of the concepts, causative 'factors and underlying
behaviour problems and the most appropriate means to deal therewith and substantiating
the insights acquired by means of interviews with teachers, school principals, and other
significant role players. An earnest attempt was made to analyse behaviour problems in
terms of the various theoretical frameworks presented within contemporary literature. The
ecological systems model was found to be the most appropriate for the development of the
. referenced model. This stands in sharp contrast to the traditional medical model which in
many instances still forms the basis of current theory and practice.
Learners with emotional problems experience behaviour problems which serve as barriers
to effective learning. Little attention however, has been attributed to putting appropriate
systems in place to assist these learners. A key consideration embodied within the new
Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all
learners so that they are able to actualise their potential - this includes their emotional
needs. The findings of this study need to be seen within the light of meeting this objective.
In order to address the unmet emotional needs of learner, teachers must attend to the
cognitive mind maps which embody internalized feelings and cognition. A model for
understanding the cognitive maps has been developed as part of this study and serves as
introduction to the model developed to assist learners wi~h behaviour problems.
The study provides a new perspective directed at understanding instead of managing
behaviour problems.Educational Studies
D. Ed. (Special Needs Education)
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RIGNEY, J. MELINDA. "THE EFFECTS OF SOCIAL SKILLS TRAINING AND THE DEVELOPMENT OF POSITIVE AND NEUTRAL VERBAL STATEMENTS IN MALADJUSTED ADOLESCENTS (COUNSELING, NEGATIVE BEHAVIOR)." 1986. https://scholarworks.umass.edu/dissertations/AAI8612079.
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This study measured the effects of social skills training on the development of positive and neutral verbal statements by maladjusted adolescents at a northeast American vocational high school. A single subject research paradigm was used. A set of cognitive behavioral procedures, including self management, presentation of a rationale, positive reinforcement of alternative responses, modeling, practice and feedback were used to develop positive and neutral verbal statements over a seven week training period. There were three additional maintenance weeks. The social and behavioral effects of this social skill training on the five experimental subjects were then compared to the five control subjects. Before treatment, experimental subjects were presented with an oral formal rationale. This included information that helped them decide whether to accept participation in this study. A longitudinal time line design was used to assess direct and collateral behavior change. The most notable among the changes in behavior was the dramatic reduction in detentions by four of the five experimental subjects. There were no further suspensions by any experimental subject after treatment. Also, teachers rated these experimental subjects higher in co-operation, constructiveness, and rapport with peers. Other measures used did not yield significant results. These were the Hahnemann High School Rating Scale, sociometric measures of social attractiveness, self rating scales of perceived mental health and happiness, and Semantic Differential factor scores for four different concepts.
Books on the topic "Maladjusted behaviour"
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Help starts here: The maladjusted child in the ordinary school (Social science paperback). Tavistock Publications, 1986.
Find full textConference papers on the topic "Maladjusted behaviour"
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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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