Relevant bibliographies by topics / Social emotional and behavioral concerns

Contents

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

Academic literature on the topic 'Social emotional and behavioral concerns'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Social emotional and behavioral concerns"

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Briesch, Amy M., Tyler D. Ferguson, Robert J. Volpe, and Jacquelyn M. Briesch. "Examining Teachers’ Perceptions of Social-Emotional and Behavioral Referral Concerns." Remedial and Special Education 34, no. 4 (November 12, 2012): 249–56. http://dx.doi.org/10.1177/0741932512464579.

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Johnson, Harriette C., David E. Cournoyer, and Betsy M. Bond. "Professional Ethics and Parents as Consumers: How well are we Doing?" Families in Society: The Journal of Contemporary Social Services 76, no. 7 (July 1995): 408–20. http://dx.doi.org/10.1177/104438949507600703.

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Concerns of parents of children with emotional, behavioral, and cognitive problems with respect to the behavior and attitudes they encounter from professionals coincide with concerns professionals have about their own behavior as set forth in professional codes of ethics. Thirty-four experts on professional ethics evaluated items on a behavioral questionnaire. Parents then used the questionnaire to rate professionals who had worked with the mental health problems of their children. Problem areas identified included informed consent, parent self-determination, and respect and compassion for parents.
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Costa, Joao H. C., Melissa C. Cantor, Nicola A. Adderley, and Heather W. Neave. "Key animal welfare issues in commercially raised dairy calves: social environment, nutrition, and painful procedures." Canadian Journal of Animal Science 99, no. 4 (December 1, 2019): 649–60. http://dx.doi.org/10.1139/cjas-2019-0031.

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Dairy calf welfare concerns are growing and new evidence suggests that the early life environment influences appropriate physical, behavioral, and cognitive development lasting into adulthood. This review highlights key evidence for the impacts of housing, diets, and painful procedures on calf welfare. We argue that these topics are currently critical welfare concerns, but are not the only points of concern. In addition to environmental requirements to maintain optimal health, dairy calves experience other challenges including social and nutritional restrictions. Individual housing is associated with impaired behavioral development and cognitive ability. Pair and group housing can mitigate some of these negative effects and should be encouraged. Restrictive milk allowances (<15% of body weight) lead to poor growth and hunger; these welfare concerns can be addressed with proper enhanced milk allowances and gradual weaning programs. Finally, dehorning is a critical animal welfare issue when pain control is withheld; calves show negative behavioral, physiological, and emotional responses during and after dehorning. The combined use of local anaesthetics and analgesics can mitigate these effects. An industry shift toward providing social companionship, enhanced milk allowances, and pain control during painful procedures would help to improve the welfare of dairy calves in intensive commercial rearing facilities.
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Varner, Edward. "General Music Learning Is Also Social and Emotional Learning." General Music Today 33, no. 2 (November 28, 2019): 74–78. http://dx.doi.org/10.1177/1048371319891421.

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The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand the concepts of self-management, self-awareness, responsible decisionmaking, relationship skills, and social awareness. Activities such as improvisation, ensemble playing and singing, and defining emotions with music can be used to develop social and emotional learning skills in the general music classroom. The primary objective of this article is to help general music teachers understand that general music learning environments naturally lend themselves well to aiding in these efforts.
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Padun, M. A. "Child’s emotion regulation and emotional security in the family." Современная зарубежная психология 6, no. 2 (2017): 27–35. http://dx.doi.org/10.17759/jmfp.2017060203.

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The article presents brief review of researches about concepts of emotion regulation and emotional security in child development. Mechanisms of family influence on the child’s emotion regulation development such as the interiorization of parent’s assumptions about emotions and ways of their expression, playing by the parents the role of emotional couch for children, and emotion charging through emotional climate in the family are considered. The role of experiencing parental conflict in the development of the child’s sense of emotional security is analyzed. Concepts ‘attachment system’ and ‘social defense system’ are differentiated. Theory of emotional security by Cummings and Davies is considered. This theory presents ways of the influence of parental conflict on child’s psychopathology. Emotional security is considered to be the result of interrelated factors: parental style, parent’s psychopathology, processes in family system and child’s personality traits. Four patterns of child’s cognitive and behavioral strategies of defense in parental conflict are described. Emotion regulation strategies and psychological consequences of these patterns are proposed.
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Huff, Marie, and John Hodges. "A Practical Guide for Developing Effective Technical Standards in Social Work Programs." Journal of Baccalaureate Social Work 15, no. 2 (January 1, 2010): 17–30. http://dx.doi.org/10.18084/basw.15.2.006445758x081026.

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Social work educators are increasingly faced with concerns about students who do not possess the technical standards (basic skills, values, and abilities) of the social work profession. This article discusses the purpose of technical standards, which ensure that social work programs admit, retain, and graduate students who possess the physical, cognitive, emotional, and behavioral attributes required for success. The history of technical standards, concerns about their use, and the growing need for technical standards are also addressed. Finally, practical advice on developing technical standards for social work education and examples of one university's standards are offered.
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Peg, Donohue, Emily Goodman-Scott, and Betters-Bubon Jennifer. "Using Universal Screening for Early Identification of Students at Risk: A Case Example from the Field." Professional School Counseling 19, no. 1 (September 2015): 1096–2409. http://dx.doi.org/10.5330/1096-2409-19.1.133.

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This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support. This article discusses implications for school counselor collaboration with other school-based mental health professionals.
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Carney, JoLynn V., Hyunhee Kim, Richard J. Hazler, and Xiuyan Guo. "Protective Factors for Mental Health Concerns in Urban Middle School Students." Professional School Counseling 21, no. 1 (January 2017): 2156759X1878095. http://dx.doi.org/10.1177/2156759x18780952.

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Addressing mental health in urban schools with youth who are often disadvantaged requires an understanding of protective individual and school contextual influences. Using hierarchical multiple regression analyses, we investigated school connectedness (SC) as a moderator between social skills (SS) and emotional/behavioral difficulties (ED/BD) among 319 urban middle school students (Grades 6–8; 65% self-identified as Black). SS levels predicted ED/BD. SC moderated the association between SS and mental health concerns. We address implications for school counseling practice.
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Soderlund, Jennifer, Michael H. Epstein, Kevin P. Quinn, Carla Cumblad, and Sonya Petersen. "Parental Perspectives on Comprehensive Services for Children and Youth with Emotional and Behavioral Disorders." Behavioral Disorders 20, no. 3 (May 1995): 157–70. http://dx.doi.org/10.1177/019874299502000307.

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Concern about the educational, legal, and psychological/social problems experienced by children and youth with emotional and behavioral disorders (EBD) has led to the development of new approaches to serving these youngsters and their families. One new approach includes the evolution of a comprehensive, community-based system of care. This study solicited parent participation in a county-wide needs assessment designed to create the foundation for the development of a comprehensive system of care. Parents (N = 121) were surveyed to obtain their perceptions of their contacts with various service agencies as well as to gather their input into how comprehensive services could best be designed and implemented. Overall, parents viewed the services their family had received as favorable. However, their needs and concerns focused on obtaining information about community services, finding recreational activities for parents and children, and locating transition programs and alternative schooling for their children. The information presented will prove helpful for policy makers, agency administrators, and school personnel developing systems of care to more effectively address the needs of children with EBD and their families.
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Reiher, Todd C. "Identified Deficits and Their Congruence to the IEP for Behaviorally Disordered Students." Behavioral Disorders 17, no. 3 (May 1992): 167–77. http://dx.doi.org/10.1177/019874299201700307.

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Questionnaires were sent to the support personnel and teachers of a randomly selected, statewide sample of 632 behaviorally disordered students to examine the nature of the behavioral, social/emotional, academic, and other deficits contained in the diagnostic report(s) and to determine the congruence of this diagnostic information to the students' individualized education programs (IEPs). Respondents returned 463 instruments for an overall return rate of 73.3%. Congruence percentages were calculated bidirectionally so that lack of agreement between diagnostic information and the IEP was examined from the perspective of both the evaluator/diagnostician and the IEP writers. The identified deficits indicated that the primary concern for mild behaviorally disordered students was a failure to complete assignments or stay on-task, while moderate and severe behaviorally disordered students demonstrated a substantial shift to peer relationships as the primary area of concern. Concurrent core academic deficits were often not present. Congruence calculation indicated a moderate lack of agreement between areas of deficit and IEP goals and objectives, especially with respect to social/emotional areas. Questions regarding the nature of mild behavioral disorders classification are proposed and reaffirmation of the lack of a diagnostic-instructional link demonstrated.
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Dissertations / Theses on the topic "Social emotional and behavioral concerns"

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Davis, Stephanie Deverich. "Teacher Nominations and the Identification of Social, Emotional, and Behavioral Concerns in Adolescence." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3422.

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Emotional and Behavioral Disorders (EBD) directly influence learning, relationships, mood, and overall scholastic experiences. Research provides evidence that early intervention and prevention efforts can address the needs of students with EBD (Allen-DeBoer, Malmgren, & Glass, 2006; Cook, et al. 2008; Lien-Thorne & Kamps, 2005; Regan, Mastropieri, & Scruggs, 2005; Rivera, Al-Otiba, & Koorland, 2006), but in order to identify these at-risk youth, a screening system is needed to broadly consider Social, Emotional, and Behavioral Concerns (SEBC).This dissertation evaluated the alignment of a teacher nomination process (Teacher Nomination Form (TNF)) and a normative screener of EBD risk (BASC-2 Behavioral and Emotional Screening System (BESS), Kamphaus & Reynolds, 2007). Teacher nominations and rankings were significantly correlated to the BESS in the internalizing (.177), externalizing (.246), and combined categories (.304) groups. Multiple teacher nominations were not significantly related to BESS scores. Social validity evidence was gathered and interpreted.
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Williams, Erin Ann. "The Effect of Student Gender on Secondary School Teacher Perceptions of Social, Emotional, and Behavioral Concerns." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5284.

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Students at risk for social, emotional and behavioral concerns (SEBC) are likely to experience a variety of negative outcomes if not identified and provided with appropriate interventions in a timely manner. Males tend to be identified more frequently than females for SEBC (Young, Sabbah, Young, Reiser, & Richardson, 2010), and there are many variables that may contribute to this disproportionate identification. This study specifically examined the influence of student gender on secondary education teachers’ referral decisions for students at risk for SEBC. This study additionally examined the influence of teachers’ prior referral experience, confidence in the mental health services available at their schools, perceived severity of problematic behaviors, and teacher gender as other variables potentially influencing teacher likelihood of referral. A sample of 229 secondary teachers was given vignettes about hypothetical male and female students with internalizing and externalizing concerns followed by a questionnaire. Findings from this study indicate that males with internalizing concerns were the most likely to be referred. Additionally, teachers’ prior referral experiences and their confidence in the mental health services available at their schools influenced their likelihood of making a referral. Results from this study can be used to inform and improve screening and identification processes in secondary settings.
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Hardman, Susan E. "Effects of Teacher Gender on Screening for Social, Emotional, and Behavioral Concerns for a Middle School Population." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3966.

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Students with Emotional and Behavioral Disorders (EBD) often experience serious educational difficulties and negative outcomes (Gresham, MacMillan, & Bocian, 1996; Landrum, Tankersley, & Kauffman, 2003; Rock, Fessler, & Church, 1997). School-wide screening to identify students with social, emotional, and behavioral concerns (SEB) allows school personnel to identify at-risk students and connect them with needed resources. Some students appear to be identified disproportionally, with male students identified as at-risk more frequently then female students (Young, Sabbah, Young, Reiser, & Richardson, 2009). There are many possible factors that could contribute to this disproportionate identification. Since screening for EBD is often based on teacher nominations, teacher gender is one factor that needs to be considered. This study examined the influence of teacher gender on a screening process to identify students at risk for SEB in a secondary school. Nominations of at risk students from 40 middle school teachers were evaluated to determine if teacher gender influenced the proportion of male and female students identified as at risk for SEB. Teacher gender did not significantly influence which gender of students were nominated. Future research may investigate other factors that may contribute to disproportionate identification.
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Lowe, Kimberly. "Assessing Validity of a Screener for Social, Emotional, and Behavioral Concerns: Analyzing Gender Differences in a Middle School Population." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5533.

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Systematic screening for social, emotional, and behavioral concerns (SEBC) identifies at-risk students and provides information to guide interventions that may prevent negative outcomes (Glover & Albers, 2006; Kauffman, 1999; Severson, Walker, Hope-Dolittle, Katochwill, & Gresham, 2007). However, the screening process may be influenced by the gender of the student (Young, Sabbah, Young, Reiser, & Richardson, 2010). This study further examined the influence of student gender on screening by assessing the congruency of gates one and two of a screening process based on student gender. Participants included 59 middle school teachers who nominated at-risk students on the Teacher Nomination Form (TNF; Davis, 2012) and then completed the Behavior Assessment System for Children, Behavioral and Emotional Screening System (BASC-2 BESS; Kamphaus & Reynolds, 2007) on each nominated student. A two-tailed z-score was calculated to see if the TNF predicted BASC-2 BESS T-scores better for one gender over the other. A z score of -0.63 (p > .05) was obtained in the internalizing category and a z score of 0.39 (p > .05) was obtained in the externalizing category; the difference between correlation coefficients for males and females was not statistically significant. While more males were nominated than females in both the internalizing and externalizing categories, the screening instrument does not measure differently for males and females according to the data analysis provided here. Disproportionate identification of males and females in the screening process may be explained by other factors that could be the focus of additional research.
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Kim, Hojung. "Human centred design of software agent in social network service against privacy concerns." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12165.

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The rapid growth and influence of social network services has led many scholars to focus on privacy issues. However, the research described in this thesis was motivated by the small number of design studies that have focused on practical approaches to identifying tacit information from users’ instant non-verbal responses to privacy issues. The research therefore aimed to propose persona models as a design solution for software agent development based on the analysis of users’ emotional and behavioural responses, so as to address privacy issues in social network services. In the definition phase, 21 stakeholders belonging to three key stakeholder groups were recruited for unstandardised semistructured email interviews. Three main considerations for the design of software agents in social network services emerged from the interviews, which were classified into the following categories: comprehensive understanding of users’ perceptions of privacy; user type recognition algorithm for software agent development; and existing software agent enhancement. In the development phase, 50 participants were recruited for the Facebook case study, which included three research strategies: perceptions of privacy questionnaire for user typology; emotional response measurement using Geneva Emotion Wheel; and behavioural response observation using a contextual inquiry method. The participants were classified into four user types by means of cluster analysis: uninformed, trustful, suspicious and neglectful. Each user type’s key emotional responses were identified using Kruskal-Wallis test and Mann-Whitney U test, and key behavioural responses using affinity diagrams. This generated persona models of each user type that reflected the correlations between users’ perceptions of privacy, key emotional responses and key behavioural responses. Two fundamental features of the software agent were also proposed based on the persona models: confirmation and guidance. In the validation phase, software agent prototypes were created based on the proposed persona models. A total of 206 participants completed the online survey which included two sections: perceptions of privacy questionnaire for user typology replication, and key emotional responses measurement before and after the intervention of the software agent prototypes. Cluster analysis replication validated the proposed user typology, and Wilcoxon signed-rank test of key emotional responses validated the proposed persona models. By implementing the research outcomes, the software agent described in this thesis would be able to provide users with appropriate services based on their user types, to reduce the number of those who are still unaware of privacy practice and those who neglect their accounts, and to expand the size of a user group pursuing sound relationships.
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Forneris, Tanya Elizabeth. "Social Emotional Development in School: The Anatomy of One School's Role in Adolescent Female Development." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1322.

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Social and emotional learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, handle challenging situations effectively, achieve academically, and lead a healthy lifestyle. Research has shown that competent young people who are socially and emotionally competent are more likely to succeed both academically and personally and have strong personal and interpersonal skills. The purpose of this study was to examine one school's process in helping its students develop both socially and emotionally. For this study social-emotional learning was examined using the individual competencies and guidelines for schools outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). Individual interviews were conducted with four teachers, seven school personnel, nine alumnae, four students, and four parents. Focus groups were also conducted with students from each of the four grade levels and students completed personal reflections. In addition, the researcher observed many events throughout the school year. A number of themes emerged from the interviews, personal reflections and observations that overlapped among the different groups of participants. These themes included: the care and support provided by the teachers to the students, the opportunities for the students to be involved and become contributing members in their school and communities; the availability of structured activities to enhance relationships among peers; incorporation of values in the curriculum; having a strong and caring leader; and the structure of the school being small and all female. These results support previous research related to the enhancement of social-emotional development and parallel thefive recommendations outlined by CASEL related to how schools as institutions can promote social-emotional development.
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Wilfert, Bridget. "Emotional Intelligence and Social Skills: Studying Students with Emotional-Behavioral Disability (EBD)." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/435.

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Students diagnosed with Emotional-Behavioral Disability (EBD) have an inability to successfully interact with peers or adults. This study examined 33 students with EBD to investigate their emotional intelligence, social skills, and the relationship between these two constructs. Participants were classified as either primary (grades 1-6, n = 14) or secondary (grades 7-12, n = 19). Students completed a Social Skills Rating System (SSRS) Self-Report Student Form and a BarOn Emotional Quotient Inventory: Youth Edition (EQi: YV) Form, while special education teachers completed the SSRS Teacher Form on each student. Results indicated that the emotional intelligence and social skills of these students were significantly correlated when the SSRS Self-Report Student Form was compared to the EQi: YV. When the SSRS Teacher Form results were compared with the EQi: YV, this relationship was not found. Results did support the hypothesis that the students with EBD have significantly lower Total EQ scores than the standardization sample of the EQi: YV. The EQi: YV subscale scores for Stress Management and Intrapersonal were also significantly lower than those of the standardization sample. Students with EBD had significantly lower SSRS Total Social Skills scores than the standardization sample when rated by their teachers using the SSRS Teacher Form. The primary students had Total Social Skills significantly lower than the standardization sample, but the secondary students did not. Students with EBD did not score significantly lower than the standardization sample of the SSRS when using the SSRS Self-Report Student Form, neither whole sample nor by grade level. Finally, the Empathy subscale scores for male students with EBD were not different from the standardization sample using the Self-Report Student Form of the SSRS. Implications and suggestions for further research were discussed.
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Bonillo, Danette Bonfield. "Developing Social-Emotional Competence Interventions that Facilitate Emotional and Behavioral Self-Regulation." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601857.

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The literature on childhood learning has shown that numerous factors lead to student achievement. A student must access personal resources to successfully navigate their educational and social world. This study sought to determine if intervention promotes students’ social, emotional, and behavioral self-regulation, as well as implications for readiness to learn. The study’s sample was comprised of 75 kindergarten students in a general education public school setting that received 90 minutes of intervention weekly in their natural classroom environment. The 10-week intervention consisted of direct instruction within the classroom for 30 minutes twice weekly by the teacher and researcher, with three 10-minute ‘check-in’ periods throughout the week to provide feedback and reinforcement. Several qualitative and quantitative tools were used to analyze the impact of the intervention, including the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS), teacher surveys, a post-intervention teacher focus group, home program, researcher’s observations, and parent reports. The major findings included a statistically significant difference between pre- and post-test results following intervention. Consistency and teacher support were reported as contributing factors. Teachers, parents, and students indicated that the researcher’s lessons and intermittent reinforcement made a significant impact on the positive outcome of the intervention program. The results showed that students demonstrated the use of tools and terminology related to self-regulation in their school and home environments. Additional analysis suggested that three quantitatively identified “at risk” students, who consistently participated in the home program, were no longer in the at risk range, following intervention. Based on the Grounded Theory Framework, unique components of an effective self-regulation program emerged to provide implications for practice and further research recommendations.

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Lopez-Kidwell, Virginie. "THE HEART OF SOCIAL NETWORKS: THE RIPPLE EFFECT OF EMOTIONAL ABILITIES IN RELATIONAL WELL-BEING." UKnowledge, 2013. http://uknowledge.uky.edu/management_etds/3.

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To better understand the effect of emotions on formal and informal interactions in the workplace, I focus on emotional dynamics, the exchange and experience of emotions occurring within repeated interpersonal interactions. Emotional Ability (EA; how individuals perceive, use, understand, and manage their own or others’ emotions) is a key component in emotional dynamics. Specifically, I focus on the role of EA on individuals’ choices of coworkers for gaining emotional support (the receipt of empathy, caring, trust, and concern), and in turn, their occupational well-being and task performance. In addition, I investigate the “ripple effects” of EA, how the EA of focal actors may benefit others in the network. The value of Emotional Ability is thus in reaching beyond the individual’s(ego’s) benefit to extend to others (alters) who are tied to ego, in turn benefiting the entire social network (group of actors) and ultimately contributing to the organization’s emotional health. I further investigate possible moderators of the EA-benefits relationship: relationship perceived emotional competence (as assessed by others), emotional self-efficacy (individuals’ beliefs in their own EA) and empathic concern (propensity to experience feelings of warmth, compassion and concern for others). This study is part of a larger research agenda to develop an affective relational theory (ART) to examine how emotional dynamics affect relational dynamics in organizations.
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Banks, Oakley Dean. "Emotional and Behavioral Disorders Screening in Utah Schools." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7509.

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This descriptive study provides insight on the prevalence of Emotional and Behavioral Disorders (EBD) screening and school psychologists' roles in that screening process in Utah schools. EBD screening plays an important role in implementing Multi-Tiered System of Supports (MTSS). An electronic questionnaire was sent to 260 practicing Utah school psychologists. A total of 89 of those school psychologists completed the survey resulting in a 34% participation rate. Twelve percent (n=11) of participants reported that EBD screening was happening in their schools. Participants reported that the lack of resources to address student needs, the lack of administrative support, and the school having too many other concerns were barriers to EBD screening implementation. Survey results also reported that successful EBD screening consisted of a combined effort consisting of teams, administration, and school districts. Additionally, school psychologists reported that their role in EBD screening should mainly be focused on data interpretation and intervention implementation. The goal of this thesis project was to increase awareness of how universal EBD screening was occurring in Utah schools.
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Books on the topic "Social emotional and behavioral concerns"

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Merrell, Kenneth W. Behavioral, social, and emotional assessment of children and adolescents. 2nd ed. Mahwah, N.J: L. Erlbaum Associates, 2003.

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W, Merrell Kenneth, ed. Behavioral, social, and emotional assessment of children and adolescents. New York: Routledge, 2012.

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Behavioral, social, and emotional assessment of children and adolescents. 3rd ed. Mahwah, NJ: Lawrence Erlbaum Associates, 2008.

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Behavioral, social, and emotional assessment of children and adolescents. Mahwah, N.J: L. Erlbaum Associates, 1999.

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Developing children's social, emotional, and behavioural skills. London: Continuum, 2009.

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Kowalski, Robin M., and Mark R. Leary, eds. The social psychology of emotional and behavioral problems: Interfaces of social and clinical psychology. Washington: American Psychological Association, 1999. http://dx.doi.org/10.1037/10320-000.

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Disorders, Council for Children with Behavioral. Improving the social skills of children and youth with emotional/behavioral disorders. Reston, Va: The Council, 1996.

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Skills training for struggling kids: Promoting your child's behavioral, emotional, academic, and social development. New York: Guilford Press, 2013.

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Assessment of behavioral, social & emotional problems: Direct and objective methods for use with children and adolescents. New York: Longman, 1994.

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Council for Children with Behavioral Disorders and Council for Exceptional Children. Division on Career Development and Transition, eds. Transition of secondary students with emotional or behavioral disorders: Current approaches for positive outcomes. 2nd ed. Champaign, Ill: Research Press, 2010.

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Book chapters on the topic "Social emotional and behavioral concerns"

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Khalid, Nikita. "Professional Development Simulations for K12 Educators to Address Social, Emotional, and Behavioral Concerns in the School Setting." In Advances in Game-Based Learning, 115–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44526-3_8.

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McCurdy, Barry L., Amanda L. Lannie, and Jennifer L. Jeffrey-Pearsall. "Evaluating Students with Emotional and Behavioral Concerns." In A Practical Guide to Building Professional Competencies in School Psychology, 121–39. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6257-7_8.

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Moss, Nancy E., and Lauren Moss-Racusin. "Social-Emotional Functioning." In Best Practices in Child and Adolescent Behavioral Health Care, 109–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73515-9_16.

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Blake, Jamilia J., Rebecca R. Winters, and Laura B. Frame. "Social–emotional and behavioral assessment." In Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches., 95–114. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14855-007.

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Cooper, Paul. "Building Social–Emotional Resilience in Schools." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 489–506. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_30.

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Dever, Bridget V., and Randy W. Kamphaus. "Behavioral, social, and emotional assessment of children." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education., 129–48. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-006.

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Lawlor, Molly Stewart. "Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework." In Mindfulness in Behavioral Health, 65–80. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3506-2_5.

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Wang, Yafei, David Reitter, and John Yen. "How Emotional Support and Informational Support Relate to Linguistic Alignment." In Social, Cultural, and Behavioral Modeling, 25–34. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60240-0_3.

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Peter, Paula C., and Heather Honea. "Emotional intelligence, behavioral procrastination, and online (over)consumption." In The Dark Side of Social Media, 109–22. 1 Edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315167718-7.

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Bonesso, Sara, Elena Bruni, and Fabrizio Gerli. "Emotional and Social Intelligence Competencies in the Digital Era." In Behavioral Competencies of Digital Professionals, 41–62. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33578-6_3.

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Conference papers on the topic "Social emotional and behavioral concerns"

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Georgoulas, Nikolaos. "Social-behavioral development." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.17179g.

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The early child period is considered to be the crucial in the human life-span development. Healthy and normal early development of a child, including his/her physical, cognitive, emotional, and social development, strongly influences the subsequent personal and social functioning, well-being and life success. Behavioral development, and in particular social/behavioral development, is a crucial tool for survival and adaptation. In this article, three mechanisms that work in an interrelated and cooperative way in determining behavioral development will be discussed in more detail. Given the purpose and design of this paper, we will focus on some of the latest studies of the environmental factors considered to have the power to influence ontogenetic behavioral development and in particular, social/behavioral development.
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Hashim, Nawal, and Gabriel Tan. "Ambivalence over Emotional Expression, Social Competence and Life Satisfaction." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-1865_cbp15.26.

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Nomura, Tatsuya, Takayuki Kanda, Tomohiro Suzuki, Sachie Yamada, and Kensuke Kato. "Influences of concerns toward emotional interaction into social acceptability of robots." In the 4th ACM/IEEE international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1514095.1514151.

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"Exploration of Product Design Based on Behavioral Interaction and Emotional Guidance." In 2018 1st International Conference on Education, Art, Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/eamss.2018.092.

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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Georgoulas, Nikolaos. "Behavioral disorders in children." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.17201g.

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The child and adolescent psychopathology have been categorized into two broad classes, emotional (also called internalizing) and behavioral (externalizing) problems (disorders). In this paper, we describe the behavioral disorders in children. Behavioral problems are characterized by behaviors that are harmful and disruptive to others. Disruptive behavior disorders include attention deficit hyperactivity disorder (ADHD), conduct disorder and oppositional defiant disorder. These behavioral disorders, attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder and conduct disorder in childhood and adolescence period will be discussed in more detail.
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Hassan, Rana. "The Role of Corporate Social Responsibility in Restoring Green Concepts: Qataris Response to Social Media Campaigns." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0258.

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This research focuses on consumer behavior in Qatar and the individual social responsibility in support of environment. The research also describes the role of social media and CSR in promoting awareness campaigns and how effective they are in changing conceptions and behavior. This is measured by focusing on standards, emotions and actions of individuals and how they are affected by CSR campaigns launched by corporations and public sectors.The study measures the uses and impact of new media technology such as mobile applications and social media in achieving the environment pillar of Qatar vision 2030 in addition to designing effective CSR campaign. The Trans theoretical Model of behavior change, by Prochaska and DiClemente (1983) will be examined through a quantitative analysis on social media users.
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Osmanlı, Narmin. "Emotional and behavioral problems in children living in conflict areas of Azerbaijan." In The 5th International Conference on Research in Behavioral and Social Science. acavent, 2018. http://dx.doi.org/10.33422/5icrbs.2018.12.84.

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Bizai, Maria Eugénia, Margarida Saraiva, Teresa Nogueiro, and Fátima Jorge. "INTERPERSONAL BEHAVIORAL QUALITY RELATIONS: THE BULLYING BEHAVIORAL CASE AND THE EMOTIONAL AND SOCIAL SKILLS OF YOUNG PORTUGUESE STUDENTS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0272.

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Petric, Evelin. "THE RELATIONSHIP BETWEEN SOCIAL AND EMOTIONAL COMPETENCIES AND BEHAVIORAL PROBLEMS AT TRANSYLVANIAN PREADOLESCENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s11.053.

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