Journal articles: 'Problems of adjustment'

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Fletcher, Peter, and John Presland. "Preventing Adjustment Problems." Pastoral Care in Education 8, no. 1 (1990): 23–27. http://dx.doi.org/10.1080/02643949009470693.

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Cherian, Varghese Iepen, and Lily Cherian. "University Students' Adjustment Problems." Psychological Reports 82, no. 3_suppl (1998): 1135–38. http://dx.doi.org/10.2466/pr0.1998.82.3c.1135.

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Considerable information is available on the adjustment problems of first-year university students in developed countries, but comparatively little is known about such problems in Asia and Africa. This study of a representative sample of 1257 first-year students conducted at the University of the North showed that 33 to 85% of the first-year students experienced various adjustment problems.

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Aeri, P., and P. Kaur. "Adjustment Problems during Senescence." Anthropologist 3, no. 3 (2001): 185–87. http://dx.doi.org/10.1080/09720073.2001.11890710.

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CHERIAN, VARGHESE IEPEN. "UNIVERSITY STUDENTS' ADJUSTMENT PROBLEMS." Psychological Reports 82, no. 3 (1998): 1135. http://dx.doi.org/10.2466/pr0.82.3.1135-1138.

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Febriani, Fitri, Syahniar Syahniar, and Zikra Zikra. "Permasalahan yang Dialami Lansia dalam Melakukan Penyesuaian Diri di Panti Sosial dan Implikasinya terhadap Layanan Bimbingan dan Konseling (Studi Deskriptif terhadap Lansia di PSTW Sabai Nan Aluih Sicincin)." Jurnal Konseling dan Pendidikan 3, no. 1 (2015): 22. http://dx.doi.org/10.29210/112300.

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Changes that occur when entering old age requires a new kind of adjustment, that adjustments to themselves and to the environment. For the elderly who live in social institutions they require the ability to adjust to life in social institutions. In fact there are elderly people who do not have the ability to adapt in the social institutions. This study aims to determine the problems in the elderly make adjustments in social institutions. This research is descriptive. The sample of 31 people. The findings show that 1) 21.75% of elderly have problems in personal adjustment includes adjustments to the physical changes, and adjustments to the psychological condition, 2) 22.81% of elderly have problems in social adjustment includes adjustment of relationships with fellow residents, adjusting relationships with nursing board, adjustment of relationships with family, and adjustments to regulation of social institutions.

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Dr. A. Selvan, Dr A. Selvan, and Dr P. Paul Devanesan. "Adjustment Problems Of Students Studying In Co-education Schools." Indian Journal of Applied Research 1, no. 3 (2011): 58–60. http://dx.doi.org/10.15373/2249555x/dec2011/21.

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Wickham-Jones, Mark. "The problems of economic adjustment." Pacific Review 3, no. 4 (1990): 368–70. http://dx.doi.org/10.1080/09512749008718888.

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Fletcher, Peter, and John Presland. "Contracting to overcome adjustment problems." Support for Learning 5, no. 3 (1990): 153–58. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00405.x.

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Jameson, Samuel Haig. "Certain Adjustment Problems of University Girls." Journal of Higher Education 70, no. 5 (1999): 485. http://dx.doi.org/10.2307/2649220.

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Salwen, Jessica K., and K. Daniel O’Leary. "Adjustment Problems and Maladaptive Relational Style." Journal of Interpersonal Violence 28, no. 10 (2013): 1969–88. http://dx.doi.org/10.1177/0886260512471079.

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Jameson, Samuel Haig. "Certain Adjustment Problems of University Girls." Journal of Higher Education 70, no. 5 (1999): 485–93. http://dx.doi.org/10.1080/00221546.1999.11780779.

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Kiefer, C. W., S. Kim, K. Choi, et al. "Adjustment Problems of Korean American Elderly." Gerontologist 25, no. 5 (1985): 477–82. http://dx.doi.org/10.1093/geront/25.5.477.

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Gebhard, Jerry G. "International Students’ Adjustment Problems and Behaviors." Journal of International Students 2, no. 2 (2012): 184–93. http://dx.doi.org/10.32674/jis.v2i2.529.

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This article focuses on the kinds of adjustment problems that international students had while they studied at a university in the United States, as well as the adjustment behaviors they used when faced with these problems. Qualitative data was collected and analyzed for over a decade through on-going interviews with 85 international students, as well as through observation field notes and student-written narratives about their adaptation experiences. Findings show that students were challenged by academics, social interaction, and emotional reactions to their new life. To manage their problems, students made use of behaviors that can facilitate adapting to the new culture, as well as behaviors that can obstruct them from adapting. Facilitative behaviors include coping strategies, use of supportive people, observation and imitation, and reflection. Behaviors interpreted as impeding adaptation include expecting others to adapt, complaining, and withdrawing.

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O'Connor, Thomas G., Judy Dunn, Jennifer M. Jenkins, Kevin Pickering, and Jon Rasbash. "Family settings and children's adjustment: differential adjustment within and across families." British Journal of Psychiatry 179, no. 2 (2001): 110–15. http://dx.doi.org/10.1192/bjp.179.2.110.

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BackgroundChildren in stepfamilies and single-parent families exhibit elevated levels of behavioural and emotional problems compared with children in intact (biological) families, but there is variation within and across these family types.AimsTo examine the sources of variation in children's behavioural and emotional problems across diverse family settings.MethodLevels of behavioural and emotional problems in children from diverse stepfamilies and single-parent families were compared with children living with both biological parents. Psychosocial risks were measured at the individual child and family levels.ResultsBehavioural and emotional problems were elevated in children in stepmother/complex stepfamilies and single-parent families, but not in simple stepfather families, relative to ‘biological’ families. Psychopathology associated with family type was explained by compromised quality of the parent–child relationship, parental depression and socio-economic adversity. Sibling similarity in behavioural and emotional problems was most pronounced in high-risk family settings.ConclusionsFamily type is a proxy for exposure to psychosocial risks; the extent of family-wide influence on children's development may be strongest in high-stress settings.

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Chan, David W. "Assessing Adjustment Problems of Gifted Students in Hong Kong: The Development of the Student Adjustment Problems Inventory." Gifted Child Quarterly 47, no. 2 (2003): 107–17. http://dx.doi.org/10.1177/001698620304700202.

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Chisholm, Vivienne. "The adjustment to diabetes of school-age children with psychological adjustment problems." British Journal of Health Psychology 8, no. 3 (2003): 335–58. http://dx.doi.org/10.1348/135910703322370897.

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Klingman, Darwin, and Nancy V. Phillips. "Equitable Demand Adjustment for Infeasible Transportation Problems." Journal of the Operational Research Society 39, no. 8 (1988): 735. http://dx.doi.org/10.2307/2583768.

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Romero-Abrio, Ana, Belén Martínez-Ferrer, Daniel Musitu-Ferrer, Celeste León-Moreno, María Elena Villarreal-González, and Juan Evaristo Callejas-Jerónimo. "Family Communication Problems, Psychosocial Adjustment and Cyberbullying." International Journal of Environmental Research and Public Health 16, no. 13 (2019): 2417. http://dx.doi.org/10.3390/ijerph16132417.

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The aim of the present study was to analyze the relationship between family communication problems and cyberbullying, through psychosocial adjustment—psychological distress, attitude towards institutional authority, and problematic use of social networking sites—in adolescents. Random sampling by conglomerates was performed. A total of 8115 adolescents participated in the study (51.5% boys, 49.5% girls), and were aged between 11 and 16 years old (M = 13.34, SD = 1.04) and enrolled in the State of Nuevo León (Mexico). A structural equations model was developed using the Structural Equation Modeling Software (EQS). The results showed that problematic family communication is directly associated with cyberbullying, and also indirectly through the relationships of psychological distress and attitude towards transgression of social norms with the problematic use of social networking sites. The multi-group analyses also revealed gender differences in these relationships. Finally, the obtained results were discussed and their practical implications were shown.

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Klingman, Darwin, and Nancy V. Phillips. "Equitable Demand Adjustment for Infeasible Transportation Problems." Journal of the Operational Research Society 39, no. 8 (1988): 735–42. http://dx.doi.org/10.1057/jors.1988.128.

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Watzenig, D., B. Brandstatter, and G. Holler. "Adaptive Regularization Parameter Adjustment for Reconstruction Problems." IEEE Transactions on Magnetics 40, no. 2 (2004): 1116–19. http://dx.doi.org/10.1109/tmag.2004.824557.

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Luneva, Maria V., Andrew J. Willmott, and Miguel Angel Morales Maqueda. "Geostrophic Adjustment Problems in a Polar Basin." Atmosphere-Ocean 50, no. 2 (2012): 134–55. http://dx.doi.org/10.1080/07055900.2012.659719.

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Johnson, D. Gale. "Agricultural Adjustment in China: Problems and Prospects." Population and Development Review 26, no. 2 (2000): 319–34. http://dx.doi.org/10.1111/j.1728-4457.2000.00319.x.

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Holle, Rolf, and Maria Pritsch. "Problems of covariate adjustment in clinical trials." Controlled Clinical Trials 12, no. 5 (1991): 652. http://dx.doi.org/10.1016/0197-2456(91)90160-n.

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Lucey, C., and M. Fitzgerald. "Marital adjustment and behaviour problems in children." Irish Journal of Medical Science 158, no. 11 (1989): 269–71. http://dx.doi.org/10.1007/bf02942067.

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Kazmi, Umm E. Rubab, and Amina Muazzam. "Adjustment Problems, Depression and Academic Achievement: The Mediating Role of Resilience." Pakistan Journal of Psychological Research 35, no. 3 (2020): 545–57. http://dx.doi.org/10.33824/pjpr.2020.35.3.29.

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Entering college is a challenging phase as students have to experience adjustment problems which in turns significantly influence psychological wellbeing and educational attainment. The study intended to explore the mediational function of resilience within adjustment problems, academic achievement and depression. Sample (N = 880) was selected with age ranged from 16-26 years through purposive sampling from four universities of Lahore. Adjustment Problems Scale (Kazmi & Muazzam, 2017), Psychological Resilience Scale (Jawahir, 2013) and Siddiqui Shah Depression Scale (Siddiqui & Shah, 1992) were used to assess major constructs of the study. Results demonstrated a positive relation between adjustment problems and depression while inverse relation existed between adjustment problems and academic achievement. Likewise, depression positively predicted adjustment problems while adjustment problems inversely predicted academic achievement. Additionally, resilience mediated the relationship between adjustment problems and depression as well as between adjustment problems and academic achievement. The present findings would be useful for clinical psychologists/ counselors for the initial screening and managing adjustment problems in students.

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Marella, Bianca, and Wuri Prasetyawati. "ADJUSTMENT TO COLLEGE WORK AND ITS RELATIONSHIP WITH PSYCHOLOGICAL DISTRESS IN INTERNATIONAL STUDENTS AT THE UNIVERSITY OF INDONESIA." Jurnal Psikologi 19, no. 3 (2020): 286–96. http://dx.doi.org/10.14710/jp.19.3.286-296.

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Relocation can be a challenging and stressful experience for most international students. The demands of cultural adjustments frequently place international students at greater risk for various psychological problems than students in general. This research aims to describe the relationship between adjustment to college work problems and psychological distress. A cross-sectional survey with a self-completion questionnaire was conducted in a convenience sample of international students in Universitas Indonesia. Using convenience sampling, 107 international students (51.4% male, mean age = 25.7 years, SD = 5.65) completed the Hopkins Symptoms Checklist-25 (HSCL-25), a measurement of psychological distress, and the Mooney Problem Checklist – Adjustment to College Work scale as a measurement of adjustment to college work. Using the HSCL-25 score 1.75 as a cut-off, 28 participants (26.2%) reports a high psychological distress level. Pearson correlation demonstrates that there is no significant correlation between adjustment to college work problems and psychological distress. Further analysis for each adjustment-problem item was carried out to explore specific academic problems faced by international students. We found that the problems “Worrying about examination” (r = .194, p < .05) and “Fearing in failure in college” (r = .218 p < .05) were significantly associated with psychological distress. It is advisable for education institutions that accept international students to provide academic counselors or train local students to help international students.

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Vitaro, Frank, Brigitte Wanner, Mara Brendgen, and Richard E. Tremblay. "Offspring of Parents with Gambling Problems: Adjustment Problems and Explanatory Mechanisms." Journal of Gambling Studies 24, no. 4 (2008): 535–53. http://dx.doi.org/10.1007/s10899-008-9096-6.

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Lengua, Liliana J. "Associations among emotionality, self-regulation, adjustment problems, and positive adjustment in middle childhood." Journal of Applied Developmental Psychology 24, no. 5 (2003): 595–618. http://dx.doi.org/10.1016/j.appdev.2003.08.002.

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Rahmah, Silfia, Asmidir Asmidir, and Nurfahanah Nurfahanah. "Masalah-Masalah yang dialami Anak Panti Asuhan dalam Penyesuaian Diri dengan Lingkungan." Konselor 3, no. 3 (2016): 107. http://dx.doi.org/10.24036/02014332993-0-00.

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Abstract: Teenager who live in orphanage ideally able to make adjustments to the environment. In fact, foster children are often faced with the problem of adaptation to the environment. This research aims to find out what the problem is in the orphan natural adjustment to the environment both in the home environment include peers, caregivers, and outside the home environment includes public and school. This research is descriptive. The research subjects were 24 people at the junior high school level. This research instruments were questionnaires. The result of the research reveal that orphans having trouble adjusting to the orphanage environment include: peer environments, to establish good relationship with peers, and adjustment problems with the caregiver in having the awareness of caregivers authority. Furthermore, the orphanage problems in adjustment to the environment outside the orphanage, include : public around the orphanage is to be sympathetic to the welfare of others, and the problems of adjustment to the school environment is able to make the subject as comfortable as possible. Keywords: Problem, Adaptation, The Ophanage’s Kata Kunci: Masalah, Penyesuaian Diri, Panti Asuhan

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Shaik Ali, Shaik Ali. "A Study on Emotional and Adjustment Problems of Adolescents in Rural and Urban Areas." Paripex - Indian Journal Of Research 3, no. 7 (2012): 1–2. http://dx.doi.org/10.15373/22501991/july2014/73.

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Asarnow, Joan Rosenbaum, and Judy Weintraub Callan. "Boys with peer adjustment problems: Social cognitive processes." Journal of Consulting and Clinical Psychology 53, no. 1 (1985): 80–87. http://dx.doi.org/10.1037/0022-006x.53.1.80.

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Cullinan, Douglas, and Michael H. Epstein. "Adjustment Problems of Mildly Handicapped and Nonhandicapped Students." Remedial and Special Education 6, no. 2 (1985): 5–11. http://dx.doi.org/10.1177/074193258500600203.

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TAMURA, H. "Objective Function Adjustment Algorithm for Combinatorial Optimization Problems." IEICE Transactions on Fundamentals of Electronics, Communications and Computer Sciences E89-A, no. 9 (2006): 2441–44. http://dx.doi.org/10.1093/ietfec/e89-a.9.2441.

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Agustina Setiowati, Erni. "Bullying and Adjustment Problems in Islamic Elementary School." Walisongo: Jurnal Penelitian Sosial Keagamaan 25, no. 1 (2017): 91. http://dx.doi.org/10.21580/ws.25.1.1386.

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The number of bullying cases is getting more significant among students. The effect of bullying covers some conditions of psychology, physic, and adjustment either for bullies, bully-victims or whoever witnesses the action (bystander). The cases of bullying more problematic if the action occurs in Islamic based schools. In the Holy Quran, there are 12 verses which correlate to enmity (i’tada ya’tadi). Besides, it also has 39 verses about scolding (istahzaa yastahziu). Thus, actions relating to harassment should be decreased more than non-Islamic based schools. This study aims to describe bullying behavior and adjustment. The quantitative method is used for this study. The sample involved in this study was 73 students of Islamic elementary schools in the district of Semarang Utara selected by purposive sampling. The data were collected through a questionnaire of bullying behavior, reliability coefficient α=0.890 and corrected correlation coefficients was in the range between 0.268-0.552. SCT (Sentence Completion Test) for Children was used to measure perception of adjustment problems. Data analyzed by a descriptive statistic. The finding indicated that bullying was in a high category and students have some adjustment problems related to interpersonal relationship, in school and family, and self-concept. Kasus bullying akhir-akhir ini terus meningkat di kalangan siswa. Dampak dari bullying antara lain berpengaruh pada kondisi psikologis, fisik, dan penyesuaian baik bagi pelaku, korban, maupun teman korban atau siapapun yang menyaksikan kejadian tersebut. Kasus bullying ini lebih problematik bila terjadi di sekolah berbasis agama Islam. Dalam al-Quran terdapat 12 ayat yang berkaitan dengan kata permusuhan (i’tada ya’tadi). Disamping itu, terdapat 39 ayat mengenai cacian (ihtahzaa yastahziu). Sehingga semestinya kejadian yang berkaitan dengan kekerasan dapat ditekan dibanding pada sekolah umum. Penelitian ini bertujuan untuk mendeskripsikan perilaku bullying dan masalah penyesuaian. Sampel yang dilibatkan dalam penelitian ini adalah 73 siswa dari sekolah dasar islam di kota semarang yang dipilih menggunakan cara purposive sampling. Pengumpulan data menggunakan kuesioner perilaku bullying, reliabilitas α=0.890 dan koefisien korelasi antara skor aitem-total bergerak antara 0.268-0.552. SCT (Sentence Completion Test) untuk anak digunakan untuk mengukur persepsi terhadap masalah penyesuaian. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa perilaku bullying pada siswa tergolong pada kategori tinggi dan terdapat beberapa masalah penyesuaian yang terkait dengan relasi interpersonal, penyesuaian di sekolah dan keluarga dan masalah konsep diri.

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Chan, David W. "Adjustment Problems and Multiple Intelligences among Gifted Students in Hong Kong: the development of the revised Student Adjustment Problems Inventory." High Ability Studies 14, no. 1 (2003): 41–54. http://dx.doi.org/10.1080/13598130304089.

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Pincus, Aaron L., and Laura F. Boekman. "Social Emotional Adjustment and Interpersonal Problems: A Circumplex Analysis of the Weinberger Adjustment Typology." Assessment 2, no. 1 (1995): 65–80. http://dx.doi.org/10.1177/1073191195002001007.

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Lanctot, Joëlle, and François Poulin. "Emerging Adulthood Features and Adjustment." Emerging Adulthood 6, no. 2 (2017): 91–103. http://dx.doi.org/10.1177/2167696817706024.

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A person-centered approach applied to the Inventory of Dimensions of Emerging Adulthood (IDEA) would provide a holistic outlook on this developmental period. This study aimed to (1) determine the presence of distinct profiles based on the IDEA scales and (2) compare these profiles with regard to sociodemographic indicators, internalizing problems, and problematic alcohol use. Participants ( N = 307; mean age = 21) filled out the IDEA and questionnaires assessing internalizing problems and problematic alcohol use. Four profiles were identified: stalled transition (5%) , moderate transition (43%) , positive transition (35%), and transitional time (17%). Individuals in the transitional time profile reported higher internalizing problems and higher problematic alcohol use than youths assigned to the other profiles. These results suggest that applying a person-centered approach to the IDEA allows for the identification of distinct profiles with regard to the features of emerging adulthood and reported adjustment issues.

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Fillomena, Remelyn E., and Ma Wilma M. Maravilla. "School Adjustment Problems and Coping Strategies of Senior High School Students of a Catholic School." Philippine Social Science Journal 3, no. 2 (2020): 121–22. http://dx.doi.org/10.52006/main.v3i2.236.

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School adjustment and coping strategies are vital elements of students' lives because they help them adapt and function well to their environment, thereby preventing countless mental health problems. However, despite the robust information about the importance and benefits of adaptability or adjusting well to one's environment, many students still encounter school adjustment problems. Luckily, students often resort to various coping strategies in order to deal with their problems effectively. Hence, the paper determined the degree of school adjustment problems and the extent of coping strategies of senior high school students of a Diocesan Catholic school in Antique during the School Year 2019-2020. Likewise, it determines the correlation between school adjustment problems and students' coping strategies and whether good coping strategies predict school adjustment problems.

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Khaliullin, Damir, Alexandr Belinsky, Ayrat Valiev, Ruslan Lukmanov, and Gaston Bourges. "Optimization of plow adjustment." BIO Web of Conferences 27 (2020): 00103. http://dx.doi.org/10.1051/bioconf/20202700103.

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Optimization of plow adjustment is very important for national economy, especially in solving problems of increasing agricultural production and reducing energy consumption during plowing. One of the ways to optimize the plow adjustment is to reduce the friction forces of the plow from pressure on the bottom of the furrow and the walls of the furrow. To optimize the configuration of the plow, various methods and techniques are proposed and used that have certain advantages and disadvantages. One of the promising directions of reducing the friction forces of the plow is a dynamic method that uses adjustments of specific devices of the plow and tractor linkage mechanisms. However, one of the significant drawbacks of these adjustments is the shift of the tractor traction point from the longitudinal axis of symmetry of the tractor. The accepted working hypothesis and the studies of the process dynamics made it possible to determine the optimal parameters of the calculated and structural displacement of the tractor thrust point from the resistance line of the plow, as well as to develop recommendations for manufacturers of plows and agricultural tractors.

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Wenz-Gross, Melodie, and Gary N. Siperstein. "Students with Learning Problems at Risk in Middle School: Stress, Social Support, and Adjustment." Exceptional Children 65, no. 1 (1998): 91–100. http://dx.doi.org/10.1177/001440299806500107.

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This study compared the stress, social support, and adjustment of 40 students with learning problems due to learning disabilities or mild mental retardation, and 396 general education students without learning problems, in middle school Examined were: stressors related to academics, peers, and problems with teacher/rules and overall felt stress; social support from family, other adults, and peers; and adjustment, including feelings about self and liking school. The relation between stress, social support, and adjustment also was explored. Results showed that students with learning problems experienced more stress, less peer support, greater adult support, and poorer adjustment, than those without learning problems. Adjustment was related to students' stress in middle school. Interventions for this group of students at risk were discussed.

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Sekar, K., and P. Kavitha. "Psychosocial Problems among Children in Difficult Circumstances." Artha - Journal of Social Sciences 14, no. 2 (2015): 53. http://dx.doi.org/10.12724/ajss.33.4.

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Childhood is the most important phase in a person’s life. The conducive environment available during this stage of life determines positive psychosocial development of an individual. The current study was conducted among 338 children in difficult circumstances to assess the stress, behaviour problem, adjustment in the areas of home, school, teachers, general and peers and self esteem. The results of the study brought out that, children in difficult circumstances undergo moderate to high stress. These children also exhibited higher behaviour problems which is antisocial and neurotic in nature. The adjustment is poor, especially, in the areas of general adjustment, teacher and school. The self esteem is also found to be average to poor. The results highlight the need for psychosocial interventions which are curative, preventive and promotive in nature to address the problems experienced by the children.

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Irawan, Edy, Syarifuddin Dahlan, Een Y. Haenilah, et al. "Game Techniques to Solve Students' Adjustment Problems: Evidance From Indonesia." International Journal of Education and Information Technologies 15 (August 27, 2021): 191–201. http://dx.doi.org/10.46300/9109.2021.15.20.

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This research is motivated by the problems of students who fail to achieve happiness in their lives; this is caused by the inability of students to make adjustments to all forms of change in maintaining survival. Efforts that can be made to overcome this problem are to provide group guidance services with game techniques. This study aims to test whether the game technique in group guidance services is effective for improving students' self-adjustment. The method used in this research is experimental research using Pretest-Posttest Control Group Design. The results showed that there was a change in the mean value at the pre-test of 93.43 for the experimental class and 92.57 for the control class and the mean value at the post-test of 151.64 for the experimental class and 98.71 for the control class. So that the mean value at the time of post-test increased by 58.21 for the experimental group and 06.14 for the control group. These changes mean that group guidance with game techniques is empirically proven to be effective in increasing student adaptation

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Lazdauskas, Tomas. "THE DIFFICULTIES OF PSYCHOLOGICAL ADJUSTMENT OF CHILDREN WHO EXPERIENCED SEPARATION WITH PARENTS FROM THE STANDPOINT OF CUMULATIVE RISK." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, no. 1 (2011): 19–28. http://dx.doi.org/10.48127/spvk-epmq/11.3.19.

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Psychological peculiarities of children exposed to separation from parents have already been ana-lyzed for a long period of time but the topicality of the problem has not decreased. Most often chil-dren are separated with one of the parents because of their divorce and the rate of the divorce in Lithuania is very high. In recent years a lot of attention has been paid to new child-parent separa-tion form, which is determined by parents’ emigration. Rather often even in the scientific studies the tendency is seen to link directly the family status with worse psychological adjustment of children. The object of the research in this article deals with the problems of psychological adjust-ment of children, and the goal of this study is to analyze the level of problems of psychological adjustment of children who experienced separation with parents, paying attention to the level of cumulative risk. The article analyzes the level of problems of psychological adjustment of children who experienced separation with parents, the level of problems of psychological adjustment of children who experienced separation with parents and national sample children in Lithuania, and the level of problems of psychological adjustment of children who experienced separation with parents and children with different level of cumulative risk. Conclusions of the research: 1. The level of problems of psychological adjustment of children who experienced separa-tion with parents does not differ. 2. The level of problems of psychological adjustment of children who experienced separa-tion with parents and national sample children in Lithuania does not differ. 3. The level of problems of psychological adjustment of children with high level of cumula-tive risk is higher than of those children with low level of cumulative risk. Key words: children-parent separation, problems of psychological adjustment, cumulative risk.

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CAPALDI, DEBORAH M., and MIKE STOOLMILLER. "Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: III. Prediction to young-adult adjustment." Development and Psychopathology 11, no. 1 (1999): 59–84. http://dx.doi.org/10.1017/s0954579499001959.

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The prediction of young-adult adjustment from early adolescent conduct problems and depressive symptoms was examined for an at-risk sample of approximately 200 males. Conduct problems and depressive symptoms were expected to show stability to young adulthood. It was predicted that early adolescent conduct problems would be associated with a broad range of adjustment problems in young adulthood due to cumulative adjustment failures. Early adolescent depressive symptoms were expected particularly to predict poor relationships with parents and peers. Additive and interactive effects of the two predictors were examined. Conduct problems and depressive symptoms showed significant stability to young adulthood. Conduct problems were associated with a broad range of adjustment problems including continuing problems in peer associations, substance use, self-esteem, relationships with parents, and new problems in noncompletion of education, unemployment, driver's license suspensions, and causing pregnancies. Depressive symptoms predicted particularly to problems in social relationships. Higher levels of both conduct problems and depressive symptoms in early adolescence did not predict to increased difficulties for any one outcome over either problem alone, either due to main or interaction effects. Such co-occurrence, however, did result in problem outcomes in multiple areas, thus, the poorest adjustment overall.

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Klein, Matthew B., and John D. Pierce. "Parental Care AIDS, but Parental Overprotection Hinders, College Adjustment." Journal of College Student Retention: Research, Theory & Practice 11, no. 2 (2009): 167–81. http://dx.doi.org/10.2190/cs.11.2.a.

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Previous work has shown that students who have troublesome relationships with their parents show higher risk factors for poorer college adjustment. In the present study, we focused on the balance between two key aspects of parenting style, parental care and overprotection, as they affect the transition to college life. Eighty-three undergraduate college students completed the College Adjustment Scales and the Parental Bonding Instrument. The most successful college adjustment was seen in students with parents viewed as providing the unique combination of high care and low overprotection. Higher parental care and less overprotection were significantly associated with better college adjustment across several domains of college-related problems, including academic problems, anxiety, interpersonal problems, depression, self-esteem problems, and family problems. Both maternal and paternal care was critical for successful college adjustment. These results have important implications for understanding how familial issues powerfully influence college adjustment and student retention, and provide compelling evidence of the need for limits to parental support in students entering college.

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Dagum, Estela Bee, Guy Huot, and Marietta Morry. "Seasonal Adjustment in the Eighties: Some Problems and Solutions." Canadian Journal of Statistics / La Revue Canadienne de Statistique 16 (August 1988): 109. http://dx.doi.org/10.2307/3315220.

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Jouriles, Ernest N., and Renee McDonald. "Intimate Partner Violence, Coercive Control, and Child Adjustment Problems." Journal of Interpersonal Violence 30, no. 3 (2014): 459–74. http://dx.doi.org/10.1177/0886260514535099.

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Keogh, Barbara K., Lucinda P. Bernheimer, Steven Daley, and Michele Haney. "Behaviour and adjustment problems of young developmentally delayed children." European Journal of Special Needs Education 4, no. 2 (1989): 79–90. http://dx.doi.org/10.1080/0885625890040201.

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Presland, J., and P. White. "Adjustment Problems in Schools: The Training of support teachers." Educational Psychology in Practice 5, no. 4 (1990): 222–26. http://dx.doi.org/10.1080/0266736900050410.

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Wangby, Margit, Lars R. Bergman, and David Magnusson. "Development of Adjustment Problems in Girls: What Syndromes Emerge?" Child Development 70, no. 3 (1999): 678–99. http://dx.doi.org/10.1111/1467-8624.00049.

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Journal articles on the topic 'Problems of adjustment'

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