Free time of problem children is a topical problem of our society. Children and youth occupation has always caused many social problems: unoccupied pupils commit more offences, crime, come into the scope of law enforcement institutions more frequently. The subject of the master’s work is to examine the free time activities of Vilnius municipality “Šviesos“ secondary school problem pupils. The following problems are being solved: 1. To analyze social, pedagogical and psychological literature invoking it for the problem under analysis. 2. To discuss the occupation question of problem children in Lithuania while analyzing children’s rights and the legal documents that regulate social security. 3. To display socialization agents that influence the free time of problem children. 4. To examine the attitude of problem children to free time activities. 5. To examine the forms and duration of free time of problem children. 6. To display the school’s part organizing the free time of problem children. To actualize the problems of the master’s work the following empirical methods were used: a discussion with problem children, their parents, class teachers, observation, data collection, case analysis, the analysis of the essays written by problem children as well as by children excluded from this group, standardized interviews with pupils, their parents, class teachers and headmaster. The research results have demonstrated that the free time of problem children has been granted greater... [to full text]

Interpersonal negotiation strategies and ego development of 32 preadolescents attending a day treatment program and 33 non-referred, demographically matched preadolescents was compared. The Interpersonal Negotiation Strategies Interview was used to assess perspective taking across contexts of familiar vs. unfamiliar, peer vs. adult interpersonal dilemmas. Referred preadolescents generated developmentally lower strategies than non-referred preadolescents, specifically in contexts involving unfamiliar adults and familiar children. Level of perspective taking predicted parent's rating of maladapted behaviour on the Child Behaviour Checklist-Revised. Ego development was not supported as a moderator but was positively related to perspective taking, suggesting that similar pathways of development underlie each measure.

The present study examined parents' and teachers' acceptability of conjoint behavioral consultation for children with problem behaviors at school and at home. Also examined was the relationship between perceived treatment acceptability and treatment outcome, and time to treatment effectiveness. An A/B design was used and participants included 14 children, their parents, and teachers. Results indicated that conjoint behavioral consultation was an equally acceptable intervention prior to and following implementation for both parents and teachers. Results also indicated that parents' perceptions of treatment acceptability at posttest were not related to the effectiveness of the intervention as measured by direct observations. On the other hand, teachers' perceptions of treatment acceptability following implementation were found to be positively related to the effectiveness of the intervention. Furthermore, both parents and teachers perceptions of treatment acceptability were found to be significantly related to perceptions of treatment effectiveness and time to effectiveness. Results are discussed in light of their practical and theoretical implications.

This study reviews the conventional wisdoms of home and school being the main causal factors of disruption in schools, by researching the views and perceptions of pupils, teachers and parents with regard to disruptive behaviour. The 67 primary and 15 secondary schools of Aberdeen city were selected because they provided a large sample population covering the full socio-economic spectrum. From these schools 1776 P7 and 1303 S2 pupils were surveyed by questionnaire for their perception of themselves, school and home background. The propensity of these pupils for disruption was measured by teacher questionnaire. Separately all schools provided information on their behavioural policies and their view of disruption. Two socially contrasting areas, including 2 secondary and 7 primary schools, were selected for research on the standards of pupil behaviour. From these schools 724 parents of pupils from P1, P7, S1 and S3 were surveyed by questionnaire for their views on parental/school liaison. The exclusion record for all schools was examined and a sample of 10 excluded pupils were surveyed by questionnaire and interview. Exclusion rates and measurement of pupil behaviour showed that disruption had increased during 1983 to 1989 particularly amongst boys. The results from the pupil survey indicated a close relationship between pupil self-esteem and their perception of home, school, themselves and disruption. Significant variations of the standard of pupil behaviour according to their year group were also evident. These extend previous findings by showing the importance of home, school and pupil characteristics in influencing disruption. Thus it is suggested that inter-related multi-causal factors lead to disruption in school. These factors provide a key to the earlier prediction of pupils with a potential for disruption and demonstrate the need for improved parental/school liaison. Finally, recommendations for future research and policy development are summarised.

The purpose of this study was to contribute to the research on school dropout by exploring the manner in which school policies and practices affect students' behavior. Four groups, each composed of 12 (6 male, 6 female) secondary students were interviewed. These involved an engaged group, an at-risk group, a group enrolled in alternative programs, and a group who had dropped out of school. The study had two goals. The first was to determine how these participants differed in their perceptions of their scholastic experiences. The second was to compare how males and females perceived their experiences. Significant differences were found by group and gender in perceptions of scholastic abilities. Clear distinctions were also found by group and gender in how the participants made sense of their academic experiences. Suggestions for preventative and remedial programming are offered. Implications for counselling psychology, in general, and school counselling, in particular, are discussed.

Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.S.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1949. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [74-97]).

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 73-84).