Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Neil Abell, Florida State University, School of Social Work. Title and description from dissertation home page (viewed Mar. 2, 2004). Includes bibliographical references.

The purpose of this exploratory study was to look at the perceptions of Indiana’s special and general education administrators and teachers regarding service delivery and instructional models used with secondary students with emotional disabilities (ED) and the transitional outcomes for this population of students. Study participants were provided an electronic survey using Ball State’s inQsit software program. Demographic data (i.e. age, gender, and ethnicity) were collected along with school size and educational roundtable location. Study participants were asked to report which service delivery (placement) and instructional (personnel) models were currently being used with their students with ED and also what transitional outcome (i.e. graduating with a diploma) best summarized their students with emotional disabilities. Respondents rated the effectiveness of current placements and personnel used with their students using a Likert-type scale. The study found that administrators and teachers regardless of specialty area perceived their students with ED being educated in the regular classroom or resource room. They also indicated this service delivery model was effective. In regards to personnel, the teacher with paraprofessional support was still reported as the dominant choice for instructional model and was perceived as being effective. Respondents also reported that their students with ED were leaving school with a diploma or certificate of completion. However, over 15% of respondents indicated their students with ED were dropping out of school. The study recommended follow up research to investigate current curriculums used to provide instruction to students with emotional disabilities. Survey participant size (n=245) was considered too small to make generalizations, but the study provides useful insight into potential future research. / Department of Special Education

Thesis (D.Psych.) - University of Queensland, 2007. / Includes bibliography.

In recent decades, the use of strengths-based approaches has become increasingly popular in youth intervention and prevention programs (Maton et al., 2004), which emphasize creating emotionally safe environments through the process of relational community building (Maton, 2000). However, relatively little is known about the relationship between group composition, specifically similarity between group members, and emotional safety and program efficacy. This thesis examines the relationship between adolescent males' similarity to their peers in terms of their demographic profiles and behaviors and belief systems, experiences of emotional safety, and changing behaviors and belief systems in a strengths-based intervention program within Ohio juvenile correctional facilities. Results indicate that in the cases of education-related self-efficacy and the benefits associated with criminal activity, participants significantly changed in the direction opposite of the program's intentions. However, these negative changes were attenuated by differences between participants and their peers in the program. Theoretical implications and potential explanations are discussed.

The goal of this study was to discover the contributing factors to depression in adolescents leading to hospitalisation to a psychiatric hospital. The study was conducted in a Federal Neuropsychiatric Hospital Enugu, Nigeria. The study population was adolescents (between 11-19years of age) both males and females who were diagnosed of depression admitted between the year of 2017-2018 at Federal Neuropsychiatric Hospital Enugu, Nigeria. A qualitative descriptive research was done. Participants were chosen by purposive (non-probability) sampling methods. Data was collected through face-to face individual interviews method. The study’s findings showed that factors contributing to depression in adolescents are related to biological, psychological and social causes. It would further be useful to help the health professionals in their care of adolescents’ psychiatric patients with depression having known the contributing factors. The study recommended early detection and treatment that could reduce incidence of depression and hospitalisation in the psychiatric units. / Health Studies / M. P. H. (Public Health)

Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently identified nor adequately served in Saudi Arabia although they are recognized as a distinct category of children who require special education services. The goal of this study was to examine the prevalence of emotional and behavioral disorders among children in Saudi Arabia to assess the need for intervention services to help those children reach their potential. The current research identified the types of behaviors that are most evident in the study sample. Also, the relationship between demographics and emotional and behavioral disorders is studied to identify possible predictors of disruptive forms of behavior. Parents of children aged 4-17 years in Saudi Arabia were surveyed using the Strengths and Difficulties Questionnaire. The findings of the study suggest that children with emotional and behavioral disorders in Saudi Arabia may account for 20% of the population of children between the ages of 4 and 17. The findings also revealed that over 20% of children in Saudi Arabia have difficulties in peer relationship and lack the necessary prosocial behaviors. The parent reporting, child gender, child education type, the geographical region, the father's education level, and the family's socioeconomic status were found to be statistically significant predictors of children's difficulties. However, these predictors were only able to explain a small portion of the difficulty scores.

The prevalence of emotional and behavioural problems in secondary school adolescents is regarded as widely spread globally. Their effects/pitfalls are also a concern that cannot be ignored. Thus, this study dealt with this issue among adolescents, as well as with pitfalls and practices of secondary schools in Ethiopia, with particular focus on East Showa Administrative Zone of Oromiya National Regional state. Consequently, the study intended to: -examine what social competence problems (activity problems, social activities problems and academic performance problems) are experienced by secondary school adolescents of Ethiopia. -determine the relationship between sex groups and social competence problems by secondary school adolescents of Ethiopia. -examine the trends of emotional/internalising and behavioural/externalising problems among secondary school adolescents of Ethiopia. -determine the relationship displayed between sex groups and emotional/internalising and behavioural/externalising problems by secondary school adolescents of Ethiopia. -examine the relationship display between age groups and emotional/internalising and behavioural/externalising problems by secondary school adolescents of Ethiopia. -comprehend the relationship among social competence problems and syndrome problems by secondary school adolescents of Ethiopia. To address the objectives of the study, a descriptive survey and correlational study were employed. To achieve this target, the Amharic and the Afan-Oromo versions of Achenbach’s (2001) youth self-report (YSR) were used to collect data from 714 research participants of secondary school adolescents out of 27,643 in the East Showa Administrative Zone of Oromiya Regional State-Ethiopia, from 8 secondary schools. In analysing the data, basic descriptive statistics such as frequency, percentages, percentiles and T-scores as well as ANOVA were employed. In general, the results of the study demonstrated that the prevalence of emotional and behavioural problems of Ethiopian secondary school adolescents was relatively lower (about 9%) in comparison to many other countries. Moreover, girls showed more internalising problems (11.58%) than boys (9.63%) and vice versa in externalising problems. Consequently, girls accounted for 8.6% who fell into a clinical category whereas amongst boys, 14.83% were classified into such as category. In contrary to the other findings males were scored higher than females in withdrawal/depressed subscales (4.23% and 2.74% respectively). Furthermore, statistically significant relationships between academic competences with activities, social activities, somatic complaints, social problems and externalising problems were discovered. Fulfilling and rendering appropriate guidance and counselling services in the schools comprised the first dimension of the recommendations of this work. Furthermore, establishing school based mental health services to alleviate the problems is another key point of the recommendation to assist adolescents with emotional and behavioural problems in secondary schools of Ethiopia. / Psychology / Ph. D. (Psychology)

Reports on the escalation of violence in South African schools have been a cause for concern. The Media have reported a high incidence of adolescent anger towards and fights with peers, family members and school teachers. Alcohol and drug abuse, risky sexual behaviours and gang related activities are also noted as a concern among school-going adolescents. These behaviours are precursors to mental health problems among school-going adolescents and prompted the researcher to carry out an investigation on how high schools promote the mental health of their learners. A sequential explanatory mixed methods approach was used to explore the experiences of school-going adolescents, school teachers and school health nurses in dealing with social and emotional problems in high schools. An event history calendar was used to collect both the quantitative and qualitative data. Quantitative data was used with school going adolescents, whereas, qualitative data in the form of focus groups was used with school nurses and individual interviews was used with school teachers. Qualitative individual interviews were also used with a subset of school going adolescents to augment the quantitative results. The two sets of data were analysed independently and only at interpretation of findings were they collated and integrated. Quantitative data analysis was done using descriptive and inferential statistics whilst content analysis and thematic analysis were used with qualitative data. Major findings of the study revealed that adolescents’ problems manifested themselves as inappropriate handling of emotions which resulted in drug and alcohol abuse, risky sexual behaviours and gangsterism which adversely impacted on the adolescents’ social-emotional well-being and mental health. A universal prevention and promotion programme through social and emotional learning to address the social and emotional ailments of adolescents that impede mental health promotion in high schools was proposed. The “TEAM” intervention proposes the promotion of positive peer relationships through the use of positive gangs in a safe, caring and cooperative school climate. The intervention would also capacitate adolescents with prosocial skills and values that would yield positive outcomes for greater academic and life successes generally. The study recommends the use of the proposed ‘TEAM’ intervention in schools for mental health promotion. / Health Studies / D. Litt. et Phil. (Health Studies)

The study aimed to examine the extent of indigenous play or teret-teret, as a psychotherapeutic technique to assist young adolescents in their adjustment from socio-emotional and behavioural difficulties. Following a mixed-methods, the study was conducted in three phases. The qual then QUANT in the main study followed by QUANT - QUANT and finally qual was employed. Two hundred ninety-nine participants, with 13 in Phase 1; 221 in Phase 2, and 65 in Phase 3, were involved in the study. Thirteen participants were purposively selected based on their experiences and merits for Phase 1, while 221 were selected through multilevel probability sampling techniques for Phase 2. Among the 65 participants for Phase 3, five were selected randomly whereas 60 were selected purposely. Three data-gathering instruments, comprising in-depth interviews, archive analysis, and questionnaires were employed. This design explored the quality of 62 manifestations of indigenous teret-teret for use in psychotherapy. The qualitative phenomenological study confirmed teret-teret as a relevant psychotherapeutic technique, practised in Ethiopia for the adjustment of young adolescents who experience socio-emotional and behavioural difficulties. The intervention study revealed statistically significant differences between the participants who received teret-teret psychotherapy and those who did not receive teret-teret psychotherapy. It was found that teret-teret psychotherapy advanced the socio-emotional and behavioural competencies of the participants. The cross-sectional survey study verified a 43% prevalence rate of composite SEBD, with 50% being anxiety/depression, 45% somatic complaints, 44% attention problems, 43% delinquency, and 42% aggression, respectively. Implications were discussed about applying indigenous child-friendly stories, teret-teret, as psychotherapeutic techniques to help young adolescents who display socio-emotional and behavioural difficulties at schools and in community settings. / Inhloso yocwaningo kwabe kukuhlola izinga lomdlalo weshashalazi kumbe i-teret-teret, njengendlela yokusoconga ingqondo (psychotherapeutic technique)ukunceda abantu abasha abasesigabeni sobujongosi (adolescents) nokulawula isimo sabo ukusukela kwizinkinga zenhlalakahle yabantu ngokwemizwanangendlela yokuziphatha. Uma kulandelwa uhlelo lwezindlela ezivangene (mixed-methods design), ucwaningo lwenziwe ngokwehlukaniswa izigaba ezintathu: Isigaba soku-1: Uhlelo lwengxoxo (Qualitative)–idizayini yefenomenoloji (phenomenological design), Isigaba sesi-2: Uhlelo lwamanani (Quantitative) – idizayini yesaveyi (survey design) kanyeneSigaba sesi-3: Uhlelo lwamanani (Quantitative) – idizayini engenelelayo. Abadlalindima abangamakhulu amabili namashumi ayisishiyagalolunye, ngesigaba se 13 eSigabeni soku-1; 221 kuSigaba sesi-2 naku 65 eSigabeni sesi-3,zonke zazibandakanyekile ocwaningweni. Abadlalindima abayishumi nantathu babekhethwe ngenhloso ngenxa yolwazi lwabo kanye nomsebenzi wabo oncomekayo eSigabeni soku-1, kanti aba-221 babekhethwe ngokusebenzisa indlela yesampuli ebizwa nge-multilevel probability sampling techniques kwiSigaba sesi- 2.Hlangana nabadlalindima abangama 65 beSigaba sesi-3, abahlanu bakhethwe kuyo yinoma kuphi kanti aba60 bakhethwe ngenhloso. Amathuluzi amathathu okuqoqa idatha, aqukethe izinhlolovo ezijulile, ukuhlaziywa kwama-akhayivu, kanye nemibhalo equkethe imibuzo yizinto ezisetshenzisiwe. Le dizayini beyihlola izinga lemisebenzi engama 62 eveziwe yendabuko teret-teretngokusetshenziswa kuhlelo lokusocongwa kwengqondo. Ucwaningo olugxile kwifenomenoloji yengxoxo iqinisekise umdlalo we teret-teret njengendlela efanele yokusocongwa kwengqondo, okuyingqubo elandelwa ezweni lase-Ethiopia ngenhloso yokushintsha isimo sabantu abasha abasesigabeni sobujongosi abahlangabezana nobunzima kwinhlalakahle yabantu ngokwemizwa kanye nezinkinga ezimayelana nokuziphatha. Ucwaningo olungenelelayo luveze ngokwamanani imehluko egqamile phakathi kwabadlalindima abafumene ukusocongwa ngokomqondo ngomdlalo we teret-teret kanye nalabo abangakaze bathole ukusocongwa ngokomqondo ngeteret-teret. Kutholakele ukuthi ukusocongwa komqondo ngeteret-teret kuthuthukise inhlalakahle yabantu nangezimpawu ezikhombisa ukuziphatha kahle kwabadlalindima. Ucwaningo olubizwa nge-cross-sectional survey lufqinisekise 43% yezinga lokutholakala kwezinkinga zenhlalakahle yabantu ngokwemizwa nangokuziphatha (SEBD),okuyi-50% yezinga lentukuthelo/ingcindezi yengqondo, i-45% yezikhalo, i-44% yezinkinga ezidinga ukuxazululwa, i-43% yezinga lokuphambana nomthetho kanye ne-42% yokuba nolunya,kanjalo nje. Okuchazwayo lapha kuxoxiwe mayelana nokusebenzisa izindatshana zendabuko ezijabulisa izingane, teret-teret, zisebenza njengamasu okusoconga ingqondo ukunceda abantu abasha abasesigabeni sobujongosi abakhombisa izinkinga ezimayelana nenhlalakahle yabantu ngokwemizwa nangokuziphatha ezikoleni kanye nasezindaweni zemiphakathia. / Die doel van die studie was om ondersoek in te stel na die mate waarin inheemse spel of teret-teret, as ʼn psigoterapeutiese tegniek ingespan word om jong adolessente by te staan in hul aanpassing van sosio-emosionele en gedragsprobleme af. ʼn Gemengde-metodes-ontwerp is gebruik en die studie is in drie fases uitgevoer: Fase 1: Kwalitatief–fenomenologiese ontwerp, Fase 2: Kwantitatief – opname-ontwerp enFase 3: Kwantitatief – ʼn intervensie-ontwerp. Twee-honderd-nege-en-negentig deelnemers, met 13 in Fase 1; 221 in Fase 2 en 65 in Fase 3,is by die navorsing betrek. Dertien deelnemers is doelgerig gekies op grond van hul ervarings en meriete vir Fase 1, terwyl 221 deur meervlakkige waarskynlikheidsteek proefnemingstegniekegekies is vir Fase 2. Uit die 65 deelnemers vir Fase 3, is vyf ewekansig gekies, terwyl 60 doelbewus gekies is. Drie instrumente is ingespan vir data-insameling, naamlik diepte-onderhoude, argiefontleding, en vraelyste. Hierdie ontwerp het die gehalte van 62 manifestasies van inheemse teret-teret vir gebruik in psigoterapie ondersoek. Die kwalitatiewe fenomenologiese studie het bevestig dat teret-teretʼn relevante psigoterapeutiese tegniek is wat in Etiopië beoefen word vir die aanpassing van jong adolessente metsosio-emosionele en gedragsprobleme. Die intervensiestudie het statisties beduidende verskille getoon tussen die deelnemers wat teret-teret-psigoterapie ontvang het en dié wat nie teret-teret-psigoterapie ontvang het nie. Daar is bevind dat teret-teret-psigoterapie die sosio-emosionele en gedragsvaardighede van die deelnemers verbeter het. Die deursnee-opname het ʼn 43%-voorkomskoers van saamgestelde sosio-emosionele en gedragsprobleme (SEBD) getoon,met 50% daarvan angs/depressie, 45% somatieseklagtes, 44% aandagprobleme, 43% oortredings, en 42% aggressie,onderskeidelik. Implikasies is bespreek met betrekking tot die toepassing van inheemse, kinderviendelike stories, teret-teret, as psigoterapeutiese tegnieke om jong adolessente te help wat sosio-emosionele en gedrags probleme by skole en in gemeenskapsituasies toon. / Psychology of Education / Ph. D. (Psychology of Education)