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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

A comparison of three functional assessment strategies with Head Start children displaying challenging behavior /

Vargas Perez, Sandra, January 2001 (has links)
Thesis (Ph. D.)--University of Oregon, 2001. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 141-148). Also available for download via the World Wide Web; free to University of Oregon users.

Examining the roles of family environment and internalizing symptoms on early adolescent social aggression: a one-year longitudinal study

Paulos, Stephanie Katherine, 1978- 28 August 2008 (has links)
Much research has recently been directed at social aggression, which includes subtle and covert behaviors intended to harm the target. Evidence indicates that social aggression is associated with social maladjustment such as peer rejection and internalizing and externalizing problems. Despite increasing interest by researchers on the consequences of this form of aggression, relatively few studies have examined the etiology of social aggression. Previous research has demonstrated that depression and social anxiety may predict social aggression, however little research has examined the role of the family system in contributing to the development of this maladaptive behavior. Using path-analytic techniques, this study examined how family factors (parent-adolescent conflict, positive family relations, and maternal psychological control) affect subsequent social aggression one-year later after controlling for baseline levels of social aggression. Individual symptoms of depression and social evaluative anxiety were also incorporated in the model to determine if the effects of the family variables on later social aggression were mediated by the individual emotional adjustment of a child. Using competing models, this study compared model fit across boys and girls. The stability of social aggression over a 1 year period was also examined using confirmatory factor analysis techniques. Participants included in this study were 497 10- to 14-year-old middle school students. Results suggest that social aggression is a stable and chronic difficulty for boys and girls over a one year period. Positive family relations significantly negatively effected social aggression over the course of a year, above and beyond baseline subsequent levels of social aggression, for girls. Additionally, parent-adolescent conflict, positive family relations, and maternal psychological control were significantly related to baseline levels of social aggression. This study corroborated previous research on the deleterious effects of parent-adolescent conflict, less positive family relations, and maternal psychological control on depressive symptoms for both boys and girls. Additionally, positive family relations were also shown to reduce social evaluative anxiety for both boys and girls. Findings from this study emphasize the need for prevention and intervention efforts directed at the family system for improved adjustment of early adolescents. / text

Alleviation of behavioral problems in emotionally disturbed children through remedial reading techniques

Waldron, Jane Fiegel, 1931- January 1971 (has links)
No description available.

Rizikos grupės vaikų laisvalaikis / Free time of problem children

Galvanauskienė, Audronė 30 June 2006 (has links)
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 in relation to maladaptive behaviour in preadolescents

Howell, Angela, 1970- January 1996 (has links)
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.

Parents' and teachers' acceptability of conjoint behavioral consultation

Duggan, Vanessa. January 2000 (has links)
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.

The class struggle : a study of disruption in schools in the Aberdeen area

Sanders, David January 1990 (has links)
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.

Perceptions of school experiences of dropouts and at-risk students

MacDonald, G. Alexander (Gerard Alexander) January 2001 (has links)
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.

An investigation of adult attitudes towards the behavior of disturbed children as revealed by an analysis of written reports /

Wille, Don M. January 1953 (has links)
No description available.

Teacher turnover among teachers of students with emotional and behavior disorders

Adera, Beatrice Atieno. Bullock, Lyndal M., January 2007 (has links)
Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

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