by Sonya Y.W. Law. / Includes Chinese and English questionnaires. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 80-89). / ABSTRACT --- p.II / ACKNOWLEDGEMENTS --- p.III / TABLE OF CONTENTS --- p.IV / LIST OF TABLES --- p.V / LIST OF APPENDICES --- p.VII / Chapter CHAPTER I - --- INTRODUCTION / The phenomenon of informant discrepancy on child and adolescent psychopathology --- p.8 / Variables affecting the agreement of informants in rating child and adolescent psychopathology --- p.11 / Who is the reliable and valid informant? --- p.25 / Focuses of the present study --- p.30 / Chapter CHAPTER II - --- METHOD / Subjects --- p.33 / Instruments --- p.34 / Procedure --- p.38 / Statistical analyses --- p.38 / Chapter CHAPTER III - --- RESULTS / "Internal Consistency of the CBCL, YSR, TRF syndrome scales and interrelation among syndromes scales" --- p.40 / Informant concordance - on the severity of reported symptoms --- p.46 / "correlation between parent's, teacher's, and child's rating" --- p.53 / "Association between parent-, teacher-, child-rated internalizing and externalizing problems and the external correlates of psychopathology" --- p.61 / Predictive ability of ratings from different informants on the external correlates of psychopathology --- p.64 / Chapter CHAPTER IV - --- DISCUSSION / Informant agreement on the severity of symptoms --- p.68 / "Correlation between ratings of different informants in relation to adolescent's sex, age, clinical status, and type of psychopathology" --- p.72 / Association between ratings from different informants and the external correlates of psychopathology --- p.75 / "Predictive ability of parent's, teacher's and adolescent's rating on the external correlates of psychopathology" --- p.77 / REFERENCES / APPENDICES

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Estudo observacional que descreve e analisa a ocorrencia dos comportamentos de agressao e brincadeira turbulenta em criancas psicoticas. Os ss sao 11 criancas, com idade entre 7 e 11 anos, de ambos os sexos, com diagnostico de psicose, frequentando instituicoes especializadas. Realiza 5 sessoes de observacao com cada crianca em situacao ludica, com duracao de 10 minutos cada, no local em que normalmente desenvolvem atividades recreativas. Utiliza contribuicoes da antropologia e da psicanalise na articulacao dos resultados. Verifica que os meninos interagem mais que as meninas; que entre as meninas e mais frequente a brincadeira turbulenta do que a agressao, ocorrendo o inverso com os meninos; ha modos preferenciais para a agressao (fisica) e para a brincadeira turbulenta. Constata oposicoes entre os dois comportamentos, tanto para padroes quanto para frequencia, cuja analise demonstra existir uma estrutura interna aos dois comportamentos, sugerindo uma relacao dialetica entre o simbolo e a imagem. Demonstra, parcialmente, a hipotese de que ha um predominio de linguagem iconica na psicose e que no interior dessa o comportamento se estrutura tal como essa linguagem, numa dialetica de ausencia e presenca e numa oposicao entre seus significantes comportamentais / Eleven children between de ages of seven and eleven diagnosed as psycotic were the subjects of na observational study. The research was looking for descriptions and ocurrences of the aggressive behavior and rough-and-tumble play. They were observed at two specialized institution. To the criteria of Blurton-Jones (1967) for rough -and-tumble new ones were added and also context variables were taken into account. Methodological problems linked to the question of the description in ethology and psychiatry were discussed as also the nosology tradition involved. Anthropological and psychoanalytical contributions were used on the articulation of results. It was verified that in general boys interact more than girls. Girls rough-and-tumble was more frequent than aggression. In the case of boys this differences did not appear. Boys are more aggressive than girls. Individual differences were great. There were preferential forms of aggression (physical) and of rough-and-tumble different for each sex. Oppositions shown between one and another behavior were found which refer to motor patterns and occurrences. This opposition was analysed to demonstrate an internal structure to both behavior which leads us to believe that a dialectical relationship exists between the symbol and the image. From this it suggested that behavior has the same structure as a language.

O presente estudo teve como objetivo caracterizar o comportamento de jogadores que frequentam casas de bingo, videopoker e Jockey Club. Foram pesquisados 171 sujeitos, sendo 63 no Jockey Club, 65 em casas de bingo e 43 em casas de videopoker. Em cada categoria de jogo obtiveram-se 25 questionários classificados como jogadores patológicos pela escala SOGS. A maioria dos entrevistados eram de sexo masculino, casados, de religião católica, tinham 2o. grau ou superior completo e trabalhava em período integral. A média de idade foi de 40 anos e a mediana da renda foi R$ 4.000,00. Em ordem decrescente, os jogos mais praticados pelo menos uma vez na vida pelos jogadores pesquisados foram: loteria, bingo, cartas e corridas de cavalo. Jogadores patológicos e jogadores não patológicos não se diferenciaram quanto a nenhuma das características socio-demográficas pesquisadas, mas se diferenciaram quanto à prática de alguns jogos. Na vida, mais jogadores patológicos jogaram carta, em corridas de cavalo, videopoker e dados do que os não patológicos. Nos últimos 12 meses e nos últimos 30 dias, jogadores patológicos se diferenciaram por jogar mais videopoker. Esses jogadores também utilizaram mais dinheiro para apostar em um só dia, além declararem ter ganho quantias maiores de dinheiro no jogo. Quanto ao estado emocional relativo ao jogo, jogadores patológicos tendem a ficar mais ficam tensos antes de jogar e relatam sentimentos negativos durante e depois do jogo. Não patológicos sentem-se bem e tranquilos antes, relatam sentimentos neutros durante e positivos depois de jogar. Quando pararam de jogar por um tempo, jogadores patológicos relataram sentimentos negativos enquanto que os não patológicos relataram sentimentos neutros. Jogadores patológicos sentem mais falta do jogo quando param de jogar, mas poucos procuraram ajuda devido a problemas associados ao jogo. Pais de jogadores patológicos não se diferenciaram quanto ao fato de jogarem ou beberem demais de pais de jogadores não patológicos . Quando se analisa o uso de álcool e outras drogas, a única diferença significativa encontrada foi maior uso de tabaco na vida pelos jogadores patológicos. Os jogadores patológicos pesquisados no bingo, videopoker e Jockey Club foram também comparados entre si. As únicas diferenças significativas encontradas foram: presença de mais jogadores casados no bingo e jovens no videopoker; no Jockey Club, maior frequência de apostas em esportes, de discussão familiar por causa do dinheiro gasto no jogo e de empréstimo por agiotas. / In this study sociodemographic variables and gambling behavior of videopoker, bingo and horse-race gamblers were examined. One hundred seventy one subjects, 63 from the Jockey-Club of São Paulo, 65 from bingo clubs and 43 from videopoker clubs were administered a questionnaire adapted from the South Oacks Gambling Screen - SOGS, and 25 individuals of each group were classified as pathological gamblers. The majority of subjects were married catholic males, who had at least a high school degree and full-time jobs. Mean age was 40 years and median income was U$ 4000.00. In descending order, lottery, bingo, card games, and horse-race were the most frequent types of games played at least once by the subjects. Comparisons between pathological and non-pathological gamblers revealed no significant difference in any sociodemographic variables, but the two groups differed in their gambling activities. Pathological gamblers had played significantly more cards, bet on horses, played videopoker and dice games in their lives than the other group. Pathological gamblers also played significantly more videopoker in the previous month and previous year than non-pathological gamblers. They also bet more money in one day of gambling and also reported making more money from this activity than non-pathological gamblers. With respect to gambling-related emotions, pathological gamblers reported feeling tense before gambling and negative affects during and after gambling. The non-pathological group reported a sense of well being before gambling and neutral affects during and after it. Pathological-gamblers reported negative affects during periods when they stopped gambling, while neutral feelings were reported by the non-pathological group. The former also missed this activity more than the non-pathological group, but few sought help for problems associated with gambling. Gambling habits and alcohol use between parents of pathological and non-pathological gamblers were not significantly different. The two groups also did not differ in their use of alcohol and other drugs but tobacco, which was significantly more consumed in a lifetime by the pathological gambling subjects. Comparisons between bingo, videopoker and horse-race subgroups evidenced few significant differences. There were more married subjects in the bingo group and younger individuals in the videopoker group. The pathological gamblers interviewed at the Jockey Club reported higher frequency of bets in sports, of family arguments between family members because of the amount of money spent on gambling and more credit lines with bookies.

A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.

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

Behavior disorders has varied conceptual and methodological roots. Effective answers to working with students with EBD require pragmatic solutions. One of the most productive approaches has been the behavioral model and single subject methodology. Using research on EBD preschoolers as a focus, we review methodological history, exemplary research findings, and critical issues.

This study examined the experiences of teachers who included students identified as having emotional disturbance in their classes while participating in a teacher support program. A secondary analysis of data collected throughout the duration of the support program was conducted to identify core issues teachers faced as they included students with emotional disturbance in their classes. The first stage of analysis involved pre-existing data from the support program. Data were organized into four periods which chronologically represented the teachers' experiences. From this data eight core themes were identified: concerns about the lack of instructional adaptations made for students with emotional disturbance; appropriate consequences for disruptive behavior in general education; type of additional student information teachers wanted; student readiness for inclusion; the need for a supportive environment; training needs for inclusion; class size pertaining to the number of students with ED in general education classes; and teacher feedback about the support program. To provide clarification and elaboration of these core issues, stage two consisted of a focus group of eight teachers who participated in the program. Identified strengths that contributed to the success of the support program included the role of the coordinator as support person for both students and teachers and the benefits of having a supportive environment for students with emotional disturbance to return to for extra assistance. Major conclusions from this study suggest that student readiness for inclusion, teacher support needed during inclusion, and teacher attitudes and beliefs about inclusion are critical components to the inclusion process. Implications for future research include identifying skills needed by students with emotional disturbance to transition to inclusive settings, examining the setting demands of the general education classroom, exploring students' perceptions of inclusion, and identifying effective practices for preparing teachers to work with students in inclusive settings.

All early childhood educators who work with children between birth and six years of age are likely to encounter young children who experience behavioral and mental health challenges throughout their careers. Research demonstrates that educators can play a vital role in children's mental health and behavioral development. However, often early childhood educators do not believe they have the knowledge or tools to accurately identify and successfully handle the unique challenges that arise when working with children with behavioral and mental health issues. Using an Anti-Oppressive Framework, this research study explores, through a qualitative case study design, how students in an in-service teacher education program experience children with mental health and behavioral issues in their classrooms. The following research question was used to guide this study: how do students in an in-service early childhood teacher education program think about, emotionally react to, and engage with children who express mental health issues and challenging behaviors in their classrooms? This paper begins by discussing the prevalence and needs of children with mental health and behavioral issues in early childhood environments. It then synthesizes the relevant literature related to the phenomenon. Next, it describes and defends a study that offered opportunities for students in an in-service teacher education program to consider their beliefs, emotions, and actions concerning inclusive education. From the research findings, implications for practice are revealed, offering ideas to support teacher education programs in better preparing their students to work with all young learners. Lastly, ideas for future research are elucidated.

The researcher examined the relationships between tuberous sclerosis, a multi-system genetic disorder, and school functioning through the use of a parent questionnaire and behavior rating scale. Information was gathered on the typical school experiences of children with tuberous sclerosis, including educational placement and services, behavioral functioning, parent involvement, and parent satisfaction. The results indicated that the majority of students with tuberous sclerosis are in special education and receiving related services. Three-quarters received one or more related services through the public school, and 30% received private related services paid for by their parents. Parent involvement was positively correlated with parent satisfaction, and negatively correlated with t-scores on the Withdrawn/Depressed subscale of the CBCL. Parents of children receiving Autism services were generally less satisfied with their children's school experiences than other parents. Parent satisfaction was negatively correlated with the Attention Problems scale of the CBCL. Student age was negatively correlated with time in inclusion and with related services. This information forms the basis for a discussion of school psychologists' roles in the educational success of students with tuberous sclerosis and the critical areas towards which interventions should be directed.