Este estudo teve como objetivo avaliar o perfil comportamental e a competência social de crianças e adolescentes, filhos de mulheres com esquizofrenia, e compará-los com crianças da mesma faixa etária e sexo, filhos de mulheres sem transtorno mental grave. Para a avaliação das crianças e adolescentes foram utilizados o Inventário de Comportamentos para Infância e Adolescência (Child Behavior Checklist- CBCL) e o Inventário de Comportamentos Auto-Referidos para Adolescentes (Youth Self Report- YSR). Os filhos de mulheres com esquizofrenia apresentaram maior proporção de problemas de internalização e de problemas com o pensamento, principalmente para as crianças que moravam com a mãe com esquizofrenia, quando comparados a crianças e adolescentes do grupo comparativo com mães sem transtornos mentais / The objective of this study was to evaluate the behavior profile and social competence of children and adolescents of schizophrenic mothers, and compare it with children of the same age and gender of mothers without any severe mental disorder. To evaluate children and adolescents the Child Behavior Checklist (CBCL) and Youth Self Report (YSR) were used. The children of schizophrenic mothers had a higher proportion of internalizing problems and of thought problems, mostly for children living with their schizophrenic mothers, when compared to children and adolescents of mothers without any psychiatric disorder

Public awareness of the negative impact of bullying on adolescents has increased due to social networking and news media reports. Prior research on bullying has focused on the prevalence of bullying in public schools, yet few studies have explored teacher intent, constructive or punitive, and teacher involvement in incidents of bullying. The purpose of this qualitative study was to examine teacher intent and teacher involvement in responding to student bullying. The conceptual framework was based on Bandura's social learning theory and Marshall et al.'s conceptual model of teacher intent and involvement. The central research question asked how teacher intent and involvement are impacted by state, district and school antibullying policies. This multiple case study included two middle schools, one in the Pacific region and one in the Midwest region of the United States. Participants in each case included 3 Grade 7 and 3 Grade 8 teachers. Data were collected from multiple sources, including teacher interviews, reflective journals, and state, district, and school documents. Single case analysis involved open and axial coding and category construction. Cross-case analysis involved the constant comparative method to determine emerging themes and discrepancies. Key findings indicated that state and district policies and procedures positively impact teacher intent and involvement. Teacher participants reported their intent to follow school procedures by responding to bullying incidents with constructive interventions to resolve conflicts. Teacher involvement was constructive and direct. This study contributes to positive social change by providing educators and policymakers with a deeper understanding of how to promote learning environments free from intimidation and violence.

Adolescents with acting-out behavior have an increased risk of dropping out of high school, incarceration, and early mortality. Researchers have indicated the need for studies using motivational interviewing (MI) to promote behavioral change. There is a gap in the literature about the efficacy of MI with adolescents and clinicians' knowledge of, and attitude toward, MI. Using self-determination theory as the grounding theory, this study examined the knowledge and attitudes of 73 clinicians on the island of St. Croix, Virgin Islands, about knowledge and attitudes of MI and whether it predicted the use of MI as a therapeutic intervention for adolescents who exhibit acting-out behavior. A cross-sectional survey was used to collect data using an adapted version of Leffingwell's Motivational Interviewing Knowledge and Attitudes Test (MIKAT). Two phases were required: a pilot study and a full study. A pilot study of 10 clinicians was used to establish the reliability of the revised MIKAT. In total a purposive sample of 73 clinicians participated in the full study, which includes the 10 from the pilot study. Results of the multiple linear regression test indicated that knowledge about MI and attitudes towards MI were not significant predictors of likelihood to use MI (p = .875). The results of this study may contribute to positive social change by supporting the development of effective training for clinicians who work with adolescents on St. Croix, where adolescent behavior is of great concern.

Thesis--University of Oklahoma. / Bibliography: leaves 74-76.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2010.

Adolescence is a unique time during the human lifespan, where children develop into reproductively competent adults, and many behavioral and psychological changes develop. The goal of this dissertation is to examine the underlying functions related to the emergence of risky adolescent "behaviors," broadly defined to include both physical risks (e.g., drinking or physical fighting) and psychological risks (e.g., anxious or depressive symptoms). In this paper I (1) present a manuscript reviewing and synthesizing the relevant evolutionary theories, which bears testable hypotheses regarding sex differences in risky adolescent behavior, and (2) empirically assess these predictions in two separate but theoretically and conceptually related studies that test for theoretically-based hypothesized relations: one specific to males, one to females. Specifically, I test the proposition that males should be more likely to engage in physically risky behavior than females, and that females should be more likely to engage in affective risks (assessed as sensitivity to social evaluation). These hypotheses are generally supported, but shed light on important environmental factors that are associated with the prevalence of risk-taking, including the degree of closeness within the family, timing of pubertal development, and social status. In general, an early pubertal development and low social status are associated with risk-taking, while closeness to family buffers against the likelihood of engaging in later risky behaviors.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karol. inst., 2003. / Härtill 5 uppsatser.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.