Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009. / Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 67-79).

Thesis (Ph.D.)--Mississippi State University. Department of Counseling and Educational Psychology. / Title from title screen. Includes bibliographical references.

Thesis (M.A. (Psychology))--Rhodes University, 2005. / "This thesis is submitted in partial fulfilment of the requirements for a Master of Arts degree in Clinical Psychology" -T.p.

This thesis investigates the acceptability and efficacy of a brief universal preventive parenting intervention for child behavioural and emotional difficulties. The methodology included a systematic review, a literature review, a pilot randomised controlled trial and focus group discussions. The systematic review aimed to show whether behavioural and emotional difficulties are a significant problem in Greece. Greek children appeared to display high scores on, and prevalence of behavioural problems, compared to children from other countries. The results suggested that, based on parental reports, Greece seems to have a high prevalence in child behavioural and emotional difficulties. The literature review explored the effectiveness of universally delivered Triple P preventive interventions and identified research gaps. There was also insufficient evidence on the effectiveness of brief universal Triple P programmes to draw any definitive conclusions. No randomised trial had examined the short-term and long-term effectiveness of the Triple P brief universal interventions (Seminar Series). The pilot randomised trial explored the efficacy of the Triple P Seminar Series for the reduction of child behavioural and emotional difficulties. 124 parents were randomly allocated to receive three seminars on positive parenting, while parents in the control group received information on child development. There was a significant reduction in behavioural problems over time (primary outcome), and a reduction in parenting dysfunctional difficulties in the short-term. Parents gave positive feedback on the intervention indicating that overall it was acceptable, feasible, culturally relevant, and useful. Preliminary moderator analyses indicated that there were no moderator variables affecting the relation between group allocation and change in child disruptive scores. Preliminary mediator analyses suggested that a reduction in dysfunctional practices partially explained improvements in children's disruptive behaviours over time. Lastly, 46 parents of the intervention group shared their personal experiences regarding the Seminar Series during six focus groups. The facilitators of positive parenting were relevant to what they did before, during, and after their practices, while barriers included child, parent and external factors. The final conclusions after triangulation and the implications of this thesis for practice and further research were discussed.

M.Ed. / Unfortunately, many teachers seem not to be aware of the role played by emotions, especially the negative ones, in the teaching and learning situation. As a result, many teachers attribute poor scholastic performance indiscriminately to either laziness or stupidity ( Pringle, 1986: 77) and other factors that are exclusive of emotional problems. Because of these negative attitudes, children with emotional problems may find it difficult to learn effectively. If teachers are, therefore, not trained to teach children with emotional problems, children's learning and overall development may continue to suffer. A secure emotional base is a pre-requisite for effective learning (Winkley, 1996: 1-2 ). A learner whose emotional life is taken care of, stands a better chance of making academic progress over those who are emotionally deprived or abused.Teachers, therefore, need to be equipped with knowledge of the children's emotional life, especially the strategies for teaching children with emotional and behavioural problems. This knowledge is of vital importance if their attitudes towards children with emotional and behavioural problems is to be changed to the benefit of these children, because knowledge forms part of beliefs and beliefs are the cornerstone of attitudes ( Hewstone, Stroebe, Codol, & Stephen, 1988: 143 ). Successful learning may be enhanced by identifying the unproductive attitudes held by teachers and by inculcating positive ones by equipping them with knowledge about the emotional states of children with emotional and behavioural problems. Against this background, the problem to be researched in this study can be stated as follows : What knowledge do teachers have with regard to emotional and behavioural problems of learners? What are the perceived causes of emotional and behavioural problems in learners, and what are the attitudes of teachers with regard to these learners? What guidelines can be developed for teachers in order to enhance their teaching of these learners?

This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the competencies. Participants included educators who had completed university-based coursework on emotional and behavioral disorders. Competencies from the Qualification and Preparation of Teachers of Exceptional Children study were correlated with CEC's content standards and knowledge skill sets for special education teachers of individuals with emotional and behavioral disorders. Participants ranked 88 competencies on importance and proficiency. Results revealed that educators' proficiency in competencies, their years of experience, and level of education contribute a significant percentage of variance in their ratings of the importance of competencies. Implications for further research are provided.

This study uses a cognitive group intervention approach in an attempt to alter anti-social behavior in elementary school children who experienced parental loss. The findings demonstrate improvement in some behaviors and worsening in others.

An overview of Attention Deficit Disorders is given along with a description of attribution theory and issues facing MSWs in CPS type settings. A questionnaire was administered to Masters of Social Workers (MSWs) employed by the Department of Children's Services, San Bernardino, California to test the hypothesis that Master of Social Work (MSW) workers attitudes towards children with Attention Deficit Disorders (ADD/ADHD) are affected by the perceived cause of the disorders.

Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

The behavioral and educational literature illustrate the effectiveness of frequency-based training, a procedure derived from Precision Teaching, in improving the reading skills of students with learning and developmental disabilities. The purpose of this study was to explore the effects of frequency-based training versus accuracy training in the acquisition and retention of Dolch words (sight word vocabulary) in students with emotional/ behavioral disorders. The study accounted for practice effects by yoking the number of timings run in the frequency building condition with the accuracy-only condition by staggering the introduction of each condition. Results indicate that frequency-based training was a more effective and time-efficient approach in teaching reading skills to students with emotional/behavioral disorders.