This study examined the relationship among the factors of parental stress, marital adjustment, life event stress, and behavior problems of children and whether the sources and levels of parental stress, marital adjustment, and life event stress differed among families of children with . behavior problems and families whose children did not experience behavior problems. The subjects for this study were 60 mothers and their children from the North Texas metropolitan area chosen from two populations. Group I was composed of mothers of 30 children referred to a university related counseling center for behavior problems. Group II was composed of 30 mothers of children identified as not experiencing difficulty. Each mother completed the Parenting Stress Index (PSI), Short Marital Adjustment Test (SMAT), and Social Readjustment Rating Questionnaire (SRRQ). Hotellings T tests were used to determine whether the groups differed on sources and levels of parenting stress, marital adjustment, and life event stress. The groups differed significantly on the variables of sources and levels of parenting stress but not on marital adjustment or life event stress. The multiple regression technique was used to determine which variable or combination of variables would predict group membership. Parenting stress was found to be the best predictor of group membership. Based on this study, mothers who have a child with behavior problems do have an increased level of parenting stress. This increased level of stress is related to characteristics of their child and to their own personal characteristics. Those mothers who experience increased levels of parenting stress do not experience significantly less satisfaction in their marriages nor do their children experience more stressful life events than other children.

This dissertation has explored the origins of the field of Behavioral Disorders via a qualitative approach. In order to collect data, interviews were conducted with respondents who were selected via purposeful sampling. All respondents have had a significant impact on the field of special education as evidenced by scholarship and leadership throughout their careers. Data analysis of the interview transcriptions was accomplished through the utilization of computer software. The data indicated six areas/topics that were seen among respondents as being significant to the development of the field of Behavioral Disorders.

D.Ed. (Psychology Of Education) / The writer's personal experience as educational adviser at a TED aid centre shows that theft amongst children often occurs. Of significance is the frequency of theft occuring in younger children. Statistics obtained from the Central Statistics Service show that theft amongst children in South Africa is reaching alarming proportions. Theft is one of the misdemanours of a child that is commonly not handled pedagogically correctly by the parent It may well be that people steal due to a physical need, however, the reason for theft by children is more complex and profound than mere physical need. Before therapeutic action can be taken, it is imperative that some attempt be made to get to know the child better. This study includes a literature study as well as an empirical investigati m. Within the framework of the literature study, an attempt is made to gain perspective on the problem of theft by children. Attention is given to information obtained from literature pertaining to tl e child who steals in respect of contributory causes: personality theory, learning theories and personality development theories; a short discussion of the child in the senior primary and junior secondary school phases; as well as the treatment of the child who steals. The empirical investigation includes the pedo- and psycho-diagnostic testing of a number of children that steal. By means of case studies an attempt is made to uncover those factors that cause these children to steal. For this purpose school children in the senior primary and junior secondary school phases who had been reported to TED aid centres on the East Rand for theft behaviour were included in this investigation. Information was obtained by using the form which is completed upon reporting to the centre; the results of selective tests; interviews with the child's parents or custodians; and discussion with the child himself or herself. The analysis of the case studies is largely qualitative, although it includes quantitive facets as well...

"The purpose of this study was to determine the distribution of selected non-symptomatic characteristics collected through the administration of a schedule to 119 cases known to the Child Guidance Clinic of Pinellas County, St. Petersburg, Florida. This study has attempted to ascertain the significant differences between cases classified as schizophrenic reactions and cases classified under "no psychiatric disorder found" with respect to the distribution of these characteristics"--Introduction. / Typescript. / "June, 1959." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Social Work." / Advisor: Dixie B. Jones, Professor Directing Study. / Includes bibliographical references.

This study compares the impact of group counseling with that of outdoor group experience upon institutionalized adolescents. Limited to subjects between twelve and sixteen years old, the study evaluates behavior, self-esteem, social and personal adjustment, and sociometric choosing. The object of these evaluations is to test the effectiveness of these two approaches to treating disturbed adolescents who had failed to function in a community setting and who might otherwise have lapsed into delinquency. Significant change following group counseling and following outdoor group experience as measured by accrual of points for behavior suggests that both approaches are effective, with group counseling having the greater impact. Also, younger subjects appear to profit more from both group counseling and outdoor group experience. The absence of significant change reflected by standardized instruments creates two questions. Are available instruments normed on basically normal groups appropriate for use with such a unique group of subjects as those in this study? Also, does the intense resistance these subjects demonstrated toward all pencil-and-paper activities negatively affect the accuracy of results from these standardized instruments?

The present study is concerned with selected factors that may strongly influence classroom teachers to refer young children for possible placement in special classes when the children are functioning near the borderline for placement on the basis of intelligence test scores. Particular attention was given to the contribution of student attributes (i.e., sex, ethnic background, socioeconomic status, and classroom behavior) and teacher attributes (i.e., age, sex, ethnic background and teaching experience) to the referral patterns of teachers. Also considered were the size of school enrollment, school locale, and interactions among student, teacher, and school variables. It was concluded that the teachers in the population studied responded to the case histories on the basis of certain selective biases. However, the relationship of these biases to referral decisions was less obvious and considerably more complex than has been suggested previously in the professional literature. At the same time, the presence of any bias in the referral process seemingly warrants careful consideration and points to the -need for greater emphasis in pre-service and in-service training programs upon the objective evaluation of students as an integral part of educational planning.

No description available.

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.

The questions posed in this study were: l) Is there a significant difference in the prevalence of behavioral problems between speech and/or language impaired children and normal children as reported by parents and teachers? and 2) Is there a significant difference in the types of behavioral problems between speech and/or language impaired children and normal children, as reported by parents and teachers?

The purpose of this study was to assess the adjustment of 157 children discharged from Edgefield Lodge in an effort toward accountability to both clients served and the public. Level of adjustment of the children was determined by checking the records of various community agencies including the Police, Sherriff, Youth Service Centers, Juvenile Court, Children’s Services Division, and the schools. Using the information gathered, the adjustment of each child was scored using the Community Adaptation Scale which was developed for that purpose. Theses adjustment scores were the main outcome variable in the study.