64 Greek cerebral palsied children, aged 2 to 13, and their siblings were observed in a semi-structured play situation at home and their behaviours were compared to those of matched control dyads. The sample was divided into four groups based on the age and birth order of the disabled children. Compared to controls, disabled children were passive and lacking in assertiveness. Their siblings were correspondingly more directive, with younger siblings being obliged to take on a leadership role to fill the "vacuum" created by the deficits of the older disabled child. Interaction in handicap dyads was predominantly hierarchical in nature with disabled children assuming the role of the younger child regardless of their birth order. Control dyads were more egalitarian, with members taking turns in initiating the interaction. Maternal intervention was highest in handicap dyads, particularly among younger groups where social skills were poorly developed. Maternal interviews and adjustment ratings for all children were also obtained. Compared to controls, handicap families experienced pronounced social isolation and a restricted range of activities and the impact of the disabled child was largely negatively evaluated. Ratings of poor adjustment were higher for disabled children but this was at least partly attributable to their physical dependence. Ratings were similar for young siblings but, after the age of 6, 40% of siblings of disabled children versus 18% of controls were rated maladjusted. This was probably due to the fact that, compared with controls, siblings of the disabled experienced many more restrictions and responsibilities, but might also be due to the older siblings' increased awareness of the social stigma of handicap. Finally, teacher ratings and observational data from a special school setting were obtained for a small sample (N=14) of matched cerebral palsied siblings and singletons. Results provided some indications of better adjustment for siblings and lower involvement for singletons.

Attachment research overlaps with many fields within psychology and is a highly under researched topic in South Africa. This study examined the relationship between the attachment style of Grade 1 learners and their socio-emotional behaviour. The following hypothesis was examined: Grade 1 learners who are securely attached display more age-appropriate socio-emotional behaviors than their counterparts who are not securely attached. The aims of the research were to: i.) describe mothers' perceptions of their children's attachment styles; ii.) investigate children's perceptions of their relationship with their primary caregiver and, iii.) describe the nature of the relationship between attachment style and certain aspects of socio-emotional behaviour in young children. In order to meet the above aims, the researcher constructed the Childhood Attachment Style Questionnaire (CASQ). In addition to the CASQ, the Preliminary Screening Checklist (PSCL), the Child Behaviour Scale (CBS) and the Kinetic Family Drawing test (KFD) were used to achieve the aims of the study. The sample consisted of 100 subjects who had met the criteria for participation in the study. Statistical and qualitative analyses of the data partially confirmed the hypothesis that secure Grade 1 learners were more likely to display age-appropriate socio-emotional behaviour as opposed to their insecure counterparts. Based on the findings of the study, various recommendations are made which have widespread relevance to the issues of behaviour problems, custody disputes and HIV/AIDS. / Thesis (M.Ed.)-University of Durban-Westville, 2001.

Current government statistics show that the fastest growing ages for exclusion in English schools is in children between five and seven years old (DfE, 2013). This trend of young children being excluded for behaviour difficulties can have long term consequences for the children and their families, and has costs to society (Castle & Parsons, 1997). It has also been found that children with challenging behaviour can attract less sympathy than other areas of difficulty (Ofsted, 2010). There is limited research regarding parents' experiences of engaging with school staff when issues are raised about their child's behaviour, particularly when the children are being referred to external agencies. In the present study, three mothers of young children, whose child had been referred to the Educational Psychology Service for challenging behaviour, were interviewed. The method used to examine the interview data is Interpretative Phenomenological Analysis (IPA) as it aims to explore the experiences of the mothers from their interpretation of the situation. Although the mothers had diverse experiences of working with school staff and external professionals with regard to their child's challenging behaviour they provided evidence for five key superordinate themes, which are: development of shared understanding; the child as an individual; the role of being a parent; finding solutions; and social perceptions of behaviour. Implications for theory are discussed in order to further develop a model of working with parents which challenges some the inherent disempowerment and difficulties of managing within the compulsory education system. Implications for practice are explored to consider how school staff and professionals need to develop their communication strategies to enable parents to have access to information, to actively listen to the views of parents, and for parents to be actively involved and work collaboratively in the child's best interests. Further research to identify the relative influence of themes in the present findings would enable targeting of resources to improve the outcomes for young children with challenging behaviour in school.

Diss. Alnarp : Sveriges lantbruksuniversitet, 2004.

Nonattendance, behavior problems and social disjuncture of young people shows that pupils have problems: such as the feeling of low self-assessment, lack of self confidence. Economical, social conditions, lack of activities cause different kinds of addiction, breaches of the law, offences among the teenagers. Thus, seeking to see the peculiarities of behavior and self-assessment of pupils who don‘t attend school, it is necessary to perform the detailed objective study by ascertaining which actions define different solutions of problems. The study aim object - 5-10 grade secondary school children not attending school. The aim - to analyse the peculiarities of behaviour and self-assessment of children having school attendancy problems. The main goals: 1. To analyse the teenagers‘not attending school, behavior and self assessment problems, on the basis of scientific-pedagogical, psychological literature. 2. To analyse the attitude of teenagers having school attendancy problems towards themselves, relationship with teachers, parents and contemporaries. 3. To reveal the attitude of pupils, having school attendancy problems towards learning. 4. To prepare recommendations for school administrators and tearchers. Theoretical, empirical and mathematical statistic methods were used. Target group: 302 5-10 grade students’ pupils, having attendancy problems from cities, small towns and villages of Lithuania and 302 tutors. Conclusions: The study show, that: • a quarter of students... [to full text]

EXPLORATION OF THE EXPERIENCES OF CHILD CARE WORKERS AS EDUCATORS IN A PLACE OF SAFETY SUMMARY OF THE STUDY: This study aims to explore and describe the experiences of child care workers in their role as educators at a place of safety, in order to gain a better understanding of what they see as their educational task and the difficulties they experience in executing this task. The literature review provides a survey of the purpose of a place of safety, what education of children entails and the specific needs of children who experience trauma in their lives. Some of the factors that influence the way the care workers execute their task as educators, are discussed briefly. This qualitative case study is approached from the interpretative paradigm. Child care workers were engaged in individual interviews and a focus group discussion. The data-analysis leads to the following conclusions: • Although child care workers show understanding for the needs of the children in their care. And have a basic understanding of what education entails, aspects were identified in which they need training and support. • Child care workers show symptoms of burnout and reveal the need for supervision. • The way the institution is managed leaves child care workers dissatisfied, which leads to feelings of passivity, negativity, demotivation and a vengeful attitude. / Dissertation (Magister Educationis (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / unrestricted

The diploma work is focused on the development of prosocial behaviour in a kindergarten by means of reader's preliteracy. The theoretical part clarifies the terms related to the issues of the development of prosocial behaviour in a kindergarten, reader's literacy and preliterasy. It as well briefly describes the differences between heterogeneous and homogenous structure of the classroom in a kindergarten arranged according to the age and deals with the kindergarten as well as the classroom climate. The aim of the practical part was to describe in what matter the particular kindergarten develops pro-social behaviour of children with the support of reader's preliteracy. During the whole school year there were particular activities established and consequently implemented into an age-heterogeneous classroom located in a one-classroom kindergarten and upon consequent reflexion and feedback the activities were further provided with a possibility to work further with a given activity. To gain the reflexion and feedback the methods of interviews, monitoring and self-reflexion were used. Children participating in the activities kept developing their prosocial behaviour and attitude to reading. After studying specialised literature a questionnaire for the research within the practical part was designed for...