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Relevant bibliographies by topics / Maladjusted children

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Dissertations / Theses
Books
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Academic literature on the topic 'Maladjusted children'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Maladjusted children"

1

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 (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 resul

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2

Sciulli, Dario. "Adult employment probabilities of socially maladjusted children." Journal of Behavioral and Experimental Economics 60 (February 2016): 9–22. http://dx.doi.org/10.1016/j.socec.2015.11.001.

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Lowcnstcin, Ludwing F. "DIAGNOSING AND TREATING THE PROBLEMS OF ABLE MALADJUSTED CHILDREN." European Journal of High Ability 4, no. 2 (1993): 142–52. http://dx.doi.org/10.1080/0937445930040203.

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4

Sakai, Atsushi. "Parenting and Marital Trust in Japan." Psychological Reports 96, no. 2 (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

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5

Packer, Yvonne. "Music with Emotionally Disturbed Children." British Journal of Music Education 6, no. 1 (1989): 69–80. http://dx.doi.org/10.1017/s0265051700006847.

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The writers highlights the difficulties relating to the provision of music education in schools for the emotionally and behaviourally disturbed – formerly labelled maladjusted. Often considered un-teachable within junior and secondary schools, such children are assigned to EBD schools or units where, musically speaking, they seem to fall between the two stools of mainstream and special education, unable to reap the benefits of either. The case is argued for the inclusion of music within a programme of therapeutic education based on the writers research within these schools, and recommendations

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Choi, EunA, and HeeSeon Koh. "A Development Study on A Collaborative Consulting Program for Maladjusted Children." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 2 (2018): 259–83. http://dx.doi.org/10.22251/jlcci.2018.18.2.259.

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HWANG, Mi-Young, and Hyo-Heon WON. "Analysis of Effectiveness of Learning Clinic Program for Learning Maladjusted Children." JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION 29, no. 1 (2017): 315–24. http://dx.doi.org/10.13000/jfmse.2017.29.1.315.

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Grossberg, Ingrid N., and Dewey G. Cornell. "Relationship between Personality Adjustment and High Intelligence: Terman versus Hollingworth." Exceptional Children 55, no. 3 (1988): 266–72. http://dx.doi.org/10.1177/001440298805500310.

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Work by Terman helped refute the negative stereotype that highly intelligent children were maladjusted, but Hollingworth contended that children in the very highest IQ groups were prone to maladjustment problems. The present study examines whether the relationshp between intelligence and personality adjustment is negative or positive within the gifted range. Subjects are 83 7- to II-year-old children, with IQs between 120 and 168, who were enrolled in either a public or private school gifted program. Results with both parent- and child-report instruments (Personality Inventory for Children, Co

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Preckel, Franzis, Tanja Gabriele Baudson, Sabine Krolak-Schwerdt, and Sabine Glock. "Gifted and Maladjusted? Implicit Attitudes and Automatic Associations Related to Gifted Children." American Educational Research Journal 52, no. 6 (2015): 1160–84. http://dx.doi.org/10.3102/0002831215596413.

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GURNEY, PETER W. "THE USE OF OPERANT TECHNIQUES TO RAISE SELF-ESTEEM IN MALADJUSTED CHILDREN." British Journal of Educational Psychology 57, no. 1 (1987): 87–94. http://dx.doi.org/10.1111/j.2044-8279.1987.tb03063.x.

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Dissertations / Theses on the topic "Maladjusted children"

1

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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3

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

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4

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

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5

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

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6

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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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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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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Sunderland, Jacqueline Karen. "A critical analysis of the processes of referral to special school and integration to mainstream school for certain children perceived by their teachers to be maladjusted." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:e973f3a4-8631-4306-a36b-9d13f58fc86e.

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The recommendations of the Warnock Committee <1978) and the 1981 Education Act stated that the goals of education were the same for all pupils and they set the scene for all children, irrespective of handicap, to be educated in ordinary schools. The principle of equal opportunities for all pupils, whether or not they have statements of special educational needs, finally achieved statutory recognition in the 1988 Education Reform Act. All pupils now share the same right to a broad, balanced and differentiated curriculum relevant to their needs. However, in spite of the fact that numerous HMI re

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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

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Books on the topic "Maladjusted children"

1

The education of maladjusted children in Leicester, 1892-1974. IOTA, 1985.

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2

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

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3

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

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4

Maladjusted Boys. Taylor & Francis Group, 2011.

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5

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

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Schostak, John F. Maladjusted Schooling (RLE Edu L). Taylor & Francis Group, 2014.

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Shaw, Otto. Maladjusted Boys (RLE Edu M). Taylor & Francis Group, 2014.

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8

Help starts here: The maladjusted child in the ordinary school (Social science paperback). Tavistock Publications, 1986.

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Book chapters on the topic "Maladjusted children"

1

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

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2

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

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3

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. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230287389_6.

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4

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

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5

Lloyd, Frances. "Maladjusted Children in E.S.N. Schools." In Teaching the ‘Slow’ Learner in the Special School. Routledge, 2021. http://dx.doi.org/10.4324/9781003174073-16.

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6

Winnicott, Donald W. "Review: Six Children." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0054.

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In this review, Winnicott explains that the title refers to the diagnosis and treatment of six kinds of child: the quick-thinking child, the slow-thinking child, the child whose brain has been injured, the child maladjusted emotionally, the child of unusual cultural background, and the child of unusual training. He believes that the author has used her 3,600 personal cases with good common sense but that she adds nothing new to the field of child psychoanalysis.

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Winnicott, Donald W. "Group Influences and the Maladjusted Child." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0009.

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Winnicott writes that groups and the psychology of groups constitute a vast subject, but the psychology of the individual and his personal integration and early emotional development are important to the infant’s acquisition of a self. Mature group formation depends on individual units and the internal organization of each individual maintains the group entity from within. Group formations of healthy adults, adolescents, or children can assist group management when there are ill children. The staff provide an essential resource but then the group starts to integrate through the integration of each individual. A group of hostels can work together to facilitate the child’s development through different levels through moving to the next hostel. In groups the ill children dominate, so the more normal children who could be contributing to the group work cannot be given opportunity.

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Winnicott, Donald W. "Letter to The Times." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271350.003.0071.

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"Another Chance: A Child From a Day School For Maladjusted Children." In The Nature of Special Education. Routledge, 2003. http://dx.doi.org/10.4324/9780203169179-14.

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Winnicott, Donald W. "Do Progressive Schools Give Too Much Freedom to the Child?" In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271398.003.0023.

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Winnicott looks at progressive schools in terms of their work with ill children and, sometimes, ill parents. For Winnicott, the diagnosis of children as healthy or maladjusted or deprived is of utmost significance when the place of progressive schools is being discussed. A group of deprived children can be said to both need a progressive school and, at the same time, be most likely to break it up. Winnicott considers that the challenge for progressive schools is that they tend to be used by persons trying to ‘place’ deprived children, which he considers a misuse of their function. He proposes that, under such conditions, any idea of providing opportunity for creative learning will be vitiated by the fact that a large number of the pupils will not be able to learn because they are trying to discover and establish their identities. Winnicott also believes that good progressive school education cannot to be measured in academic terms; it may be that all the school does is not expel a pupil until the time comes for passing him or her on to a wider area of living.

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Conference papers on the topic "Maladjusted children"

1

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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