The purpose of these investigations was to compare changes in child conduct problem behavior and parental ability and to examine the relationship between parent and child outcome. An A/B research design was used across two studies with a total of 34 children (aged 3--10 years) and 43 parents randomly assigned to one of three parent-mediated treatment modalities (i.e., individualized conjoint behavioral consultation using a self-administered treatment manual; CBC, group-administered videotape parent training with shared consultant contact; GVT, and self-administered videotape parent training with minimal consultant contact; VT). In the first study, child outcome was evaluated using direct observations of target behavior, along with pretreatment and posttreatment estimates of problem behavior on standardized instruments. Both single- n and group analyses were used for analysis of data. The results indicated that 77%, 50%, and 75% of children in the CBC, GVT and VT groups respectively, evidenced at a minimum, small improvements in their conduct problem target behaviour. In addition, parents reported global improvements in children's problem behavior. No differential effects of treatment group, however, were detected. A second study was carried out to examine the mediating factors thought to produce children's behavioral improvements. Outcome was evaluated for parents through the use of observed child-management skills during parent-child play interactions and by using pretreatment and posttreatment estimates of parental knowledge of behavioral principles and attitudes toward parenting (i.e., satisfaction, involvement and limit setting). Further, children's level of deviancy (e.g., noncompliance) was examined during parent-child play interactions. Results of single-n analyses varied depending on the parent variable examined, however group analyses revealed improvements in parental use of several child management skills and in parental knowledge. For the children, ind

Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-99). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ed. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 160-168).

Thesis (Ed. D.)--Illinois State University, / Title from title page screen, viewed Dissertation Committee: Paula J. Smith (chair), Mack L. Bowen, E. Paula Crawley, Kenneth H. Strand. Includes bibliographical references (leaves 83-86) and abstract. Also available in print.

Intervention for students' antisocial behaviour is a challenging issue for teachers in secondary schools. Even though Government has implemented intervention measures in secondary schools to assist teachers in interveni.ng in curbing antisocial behaviour by students, the problems of student misconduct still prevail. The purpose of this study was to investigate intervention measures employed to curb antisocial bebaviour by students in a secondary school in Lobatse Botswana. The researcher was interested in the types of intervention measures employed by teachers in the school and the effectiveness of those implemented by Government, which are the pastoral care and the guidance and counseling programmes. The researcher was interested in assessing the impact of these intervention measures in assisting teachers to curb antisocial behaviour by the students. To accomplish this aim seven teachers were purposively sampled as they were the relevant people affected by the area of study. The research was conducted in the form of a case study. It was based on the qualitative approach in research. Multi methods of collecting data, such as interviews, document analysis and observation were used in order to ensure validity and reliability. Based on the respc.nses from the empirical research, as well as personal observation, the results of the study revealed that, teachers mainly apply punitive measures to curb antisocial behaviour by students. The intervention measures of pastoral care and guidance and counseling experience challenges in implementing their interventions, teachers seem to rely more on the pastoral programme than on guidance and counseling to. assist in issues of student's problem behaviour. Teachers indicated dissatisfaction with the input by the guidance and counseling programme. They complained about the inactiveness of the guidance department in assisting them to curb students' antisocial behaviour. The research recommends that, the guidance and counseling programmes be upgraded. Teachers require in-service training on the application of intervention measures that are more positive and have a long term impact on students' behaviour. Teachers need to withdraw from implementing punitive measures like punishment, to curb students' antisocial behaviour. Intervention measures such as punishment have been seen to have a negative impact on the students as punitive measures may cause the students to become rebellious and stubborn. Positive intervention measures have a lasting impact on students' characters and behaviour. Positive interventions help to instill character traits such as responsibility and accountability in students'. So teachers need to adhere to such intervention measures when curbing students' antisocial behaviour. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2012

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This project was an exploratory study of malperformance among 60 children of the seventh grade of Creston Elementary School, Portland, Oregon. This class was described as an unusually disruptive group of students and was considered by the school as one of the most troublesome in the school's history. The study focused on the concept of malperformance itself and the reliability of its assessment. The major hypotheses were these: A. Teachers are consistent among themselves in how they define malperformance and in whom they designate as malperformers. B. Teachers' and students' estimation of the students' level of performance in the dimensions studied are positively related. C. A student's self- estimate in the dimensions studied is related to his estimation of the teachers' reactions to himself and other classmates. D. The label of malperformer is associated with lower ratings of personal behavior and school subject grades. E. Factors of sex, age, and I.Q. are related to malperformance. Each teacher was asked to define malperformance and to identify malperforming students in his class. Each student was asked if he felt the teachers liked him and if they were fair. The Pupil Behavior Inventory, a standardized rating scale dealing with five areas of student behavior, was administered to the teachers. A modified form of the Pupil Behavior Inventory was administered to each student to determine his assessment of his own behavior. Data was analyzed with the help of statistical tests of significance to evaluate the differences obtained. Study findings did not support the hypothesis that teachers are consistent among themselves in how they defined malperformance and which students they designated as malperformers. Each teacher defined malperformance differently. Some definitions were difficult to interpret in terms of specific behavior traits. There was only 53% marginal probability that another teacher would agree when a particular teacher designated a student as a malperformer. However, there was no significant difference in the number of students designated as malperformers by each teacher. Findings yielded evidence to support the hypothesis that there is a positive relationship between the teachers' estimation of the level of the students' performance and the students' own assessment of his performance. Students designated as normals rated their own behavior very close to teacher ratings. In contrast, malperformers tended to rate their behavior much higher than did the teachers; however, malperformer self-ratings were lower than self-ratings of the other students. Malperformers had lower personal behavior and school subject grades than normals. No significant differences were found in the I. Q. range for normals and malperformers. This study indicated the need for more clarity and consistency in evaluating student behavior within the school system. Further research is needed in developing methods of identifying problem students and how to best help them.

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.

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

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