Children or young people with Social, Emotional and Behavioural Difficulties (SEBD) are at an increased risk of school exclusion (Hayden, 1997). The support provided through educational psychologists’ engagement in preventative and reactive approaches at the individual, group and systems level for children or young people with SEBDs at risk of school exclusion, is presented in existing research (Clarke & Jenner, 2006; Hardman, 2001; O’Brien & Miller, 2005; Thorne & Ivens, 1999). The studies are, however, limited in providing transferable knowledge into educational psychologists’ practice and accounting for individual level support for crisis management situations for children or young people, at immediate risk of school exclusion. The studies are limited in exploring effective strategies and methods employed by a Specialist Educational Psychologist (SEBD) and the distinctive contribution of Specialist Educational Psychologists’ (SEBD) support. In the present study, a Specialist Educational Psychologist (SEBD) from an Independent Educational Psychology Service was identified to take part in the study. The Participant Specialist Educational Psychologist1 identified two casework examples of positive practice, whereby her input led to positive outcomes for the children with SEBD, at risk of permanent school exclusion. An in-depth single case study design was utilised to explore the strategies and methods employed by the Participant Specialist Educational Psychologist and her unique contribution from the Participant Specialist Educational Psychologist’s perspective and from the perspectives of the school professionals and parents involved in the two caseworks. Semi-structured interviews were used as a data gathering method and were analysed using Braun and Clarke’s (2006) six phased model of thematic analysis. An Integrated Thematic Map was produced made up of Seven Organising Themes. A content analysis was completed on documentary evidence of the Participant Specialist Educational Psychologist’s action plans and was triangulated with aspects of the findings from the thematic analysis. The effective strategies and methods applied by the Participant Specialist Educational Psychologist and the distinctive contribution of her support are described. The study provides ‘new’ and ‘confirmed’ insights into effective practice that aims to contribute to the skill set and knowledge of practitioner educational psychologists and through which, strengthen the support provided to schools for children or young people with SEBD, at risk of permanent school exclusion. The findings also provide insight to the distinctive role of the educational psychologist in effective specialist support and the specialist role within the profession. The insight is considered important in light of the current changes occurring within the profession and the Special Educational Needs (SEN) Review (DfE, 2011a; DfE, 2012a).

English Language Learners (ELLs) are considered to be at higher risk for developing emotional and behavioral difficulties due to their limited English proficiency. As a result, the present study examined the identification of emotional and behavioral risk (EBR) among ELLs and non-ELLs through the use of universal behavior screening measures. The study consisted of 395 students enrolled in kindergarten through 5th grades, ranging in age from 5 years, 6 months to 12 years, 4 months. Over half of participants (52.4%) were male and a majority (42.8%) identified as Hispanic/Latino(a). Approximately one-fifth (19.7%) of students were classified as ELLs. Teachers completed the electronic version of the BASC-2 Behavioral and Emotional Screening System-Teacher Form (BESS) for each student in their classroom. Demographic student data was provided by the school via the school’s electronic database. Results showed no relationship between ELL status and EBR. However, there was a relationship between gender and the identification of EBR among ELL students, where males demonstrated increased risk levels. In addition, students' reading ability, age, and gender predicted whether ELL and non-ELL students would be identified as at-risk for emotional and behavior problems. Although results did not show a relationship between language proficiency and EBR, ELLs remain a group vulnerable for being identified as at-risk for emotional and behavioral difficulties, due to academic and/or social-emotional problems that they may experience. In practice, schools may want to consider using an integrated approach to conducting universal screening, where schools screen for reading difficulties and behavior concerns, thus allowing them to address a broader range of concerns through early intervention programs.

The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Bowlby (1969) described infant attachment as the emotional bond that ties the infant to one or a few figures across time and distance. He claimed that internal working models are shaped by early experiences and that attachment behaviour is programmed within these models. According to Bowlby, internal working models are carried forward and have an effect on the development of personality, emotion regulation characteristics and behaviour later in life (Goldberg, 2000). Attachment Theory and emotion regulation are closely linked. The parent-child relationship plays an important role in the development of emotion regulation skills. According to research and subsequent literature, children with attention deficit/hyperactivity disorder (ADHD) have difficulty with emotion regulation. A limited number of studies have focused on the emotion regulation characteristics of children with ADHD, using Attachment Theory as lens. In this study, Attachment Theory was applied to explore the emotion regulation characteristics of a ten-year-old girl with ADHD. A series of observations were central to the process of producing data, as observation plays an eminent role in the history of attachment research. Within the series of observations, together with three semi-structured interviews, the child‟s emotion regulation characteristics were identified. The parent-child relationship and the parents‟ level of reflective functioning played a significant role to identify the characteristics of emotion regulation. A literature review and information from documents (e.g. reports from multi-disciplinary professionals) contributed to the validity of the findings. It was found that the girl with ADHD was significantly insecure in her general functioning. The themes that emerged elicited the interface and interaction between attachment behaviour, emotion regulation and ADHD. Future research should focus on Attachment Theory and ADHD. Parents, teachers and multi-disciplinary professionals who have or work with children diagnosed with ADHD will benefit from Attachment Theory. / AFRIKAANSE OPSOMMING: Bowlby (1969) het gehegtheid of binding beskou as die emosionele band wat tussen die jong baba aan een of meer versorgers gevorm word. Hy het beweer dat hierdie band mettertyd „n interne model van gehegtheid vorm, en dat latere gedrag volgens hierdie modelle uitgeleef word. Volgens Bowlby word interne werksmodelle oorgedra van die primere versorger na die kind. Hierdie modelle het n uitwerking op spesifieke aspekte van die persoonlikheid, op die regulering van emosies en op gedrag binne verhoudings asook tydens konflik later in die lewe (Goldberg, 2000). 'n Noue verbintenis bestaan tussen gehegtheidsteorie en die regulering van emosie. Die ouer-kind-verhouding speel 'n belangrike rol in die ontwikkeling van vaardighede om emosie te reguleer. Volgens navorsing vind kinders met aandagtekort-hiperatiwiteitversteuring (ATHV) dit moeilik om emosies te reguleer. 'n Beperkte aantal studies gebruik gehegtheidsteorie om die regulering van emosies by kinders met ATHV na te vors. In hierdie studie is gehegtheidsteorie toegepas om die eienskappe van emosie – regulering by 'n tienjarige dogter wie met ATHV gediagnoseer is, te verken. 'n Reeks observasies was sentraal tot die proses van dataversameling, omdat observasie 'n besondere rol in die geskiedenis van gehegtheidsnavorsing speel. Binne „n reeks van waarnemings, tesame met drie semi-gestruktureerde onderhoude, is die eienskappe van die kind se regulering van emosies geïdentifiseer. Die ouer-kind-verhouding en die ouers se vlak van reflektiewe funksionering speel 'n belangrike rol in die identifisering van eienskappe om emosie te reguleer. 'n Literatuuroorsig en inligting uit dokumente (bv. verslae van multidissiplinêre professionele persone) het bygedra tot die geldigheid van die bevindings. Dit is gevind dat die dogter met ATHV beduidend onveilig in haar algemene funksionering was. Die temas wat na vore gekom het, het die skakeling en interaksie tussen gehegtheidsgedrag, die regulering van emosie en ATHV aan die lig gebring. Ouers, onderwysers en multidissiplinêre professionele persone wat kinders het of wat werk met kinders wat met ATHV gediagnoseer is, sal baat vind by gehegtheidsteorie.

No description available.

No description available.

The number of preschool children displaying externalizing emotional and behavioral difficulties is constantly increasing. At the same time, these children often lack social and emotional skills as well. Even though more and more children display this noticeable behavior and preschool teachers are constantly reporting being overwhelmed with these children’s behavior in preschool, a high number of children do not receive any support or intervention. Play provides appropriate means to support children’s social and emotional development as play has a significant importance in young children’s development. The aim of this systematic literature review is to get a better understanding through previous research on which play interventions have been found to facilitate the social-emotional development in preschool children with externalizing emotional and behavioral difficulties. Six studies with six different play-oriented interventions have been identified through this review. The results show that all interventions had either positive outcomes on the social-emotional development or show a decrease in emotional or behavioral difficulties. The factors which have been found as facilitating to these outcomes were use of play, intervention setting, awareness of others, involvement of licensed professionals, a safe environment and culturally and ethnically representative toys. This review provides a comprehensive overview on effective play-based interventions in preschool setting. However, further research is needed to examine individual environmental, familial and participation factors as well as specific training for preschool teachers. / Die Zahl der Kindergarten Kinder mit externalisierenden sozial und emotionalen Verhaltensauffälligkeiten steigt permanent an. Gleichzeitig zeigen diese Kinder oft ein Defizit in sozialen und emotionalen Kompetenzen. Obwohl die Anzahl der Kinder mit diesen Verhaltensauffälligkeiten immer weiter ansteigt und auch Erzieher/Innen immer wieder darauf hinweisen, dass sie mit dem Verhalten der Kinder überfordert sind, erhalten viele Kinder keine Förderung. Spiel bietet einen angemessenen Ansatz, um Kinder in ihren sozial-emotionalen Kompetenzen zu unterstützen. Es ist bewiesen, dass Spiel eine signifikant positive Auswirkung auf die sozial-emotionale Entwicklung von Kindern hat. Das Ziel dieser systematischen Literaturanalyse ist es ein besseres Verständnis über bereits bestehende spielorientiere Förderangebote und deren Auswirkung auf die sozial-emotionale Entwicklung von Kindergarten Kindern mit externalisierenden sozial-emotionalen Verhaltensauffälligkeiten zu erhalten. Sechs Studien mit sechs unterschiedlichen spielorientierten Förderangeboten wurden während der Analyse identifiziert. Die Ergebnisse zeigen, dass alle Förderangebote entweder positive Auswirkungen auf die sozial-emotionale Entwicklung hatten oder sozial-emotionale Verhaltensauffälligkeiten reduziert wurden. Fördernde Faktoren auf die Auswirkungen der Angebote waren die Anwendung von Spiel, der Rahmen, in der das Angebot stattgefunden hat, das Bewusstsein der Anwesenheit anderer, die Einbindung von geschulten Fachleuten, eine sichere Umgebung und die Anwendung von kulturell und ethnisch repräsentativem Spielzeug. Diese Analyse gibt einen umfassenden Überblick von spielorientierten Förderangeboten, die im Kindergarten umsetzbar sind. Es besteht jedoch ein Bedarf an weiterer Forschung, die individuelle Aspekte aus der Umwelt, der Familie und der Teilhabe der Kinder berücksichtigt. Außerdem ist es von Bedeutung, dass Erzieher/Innen die Möglichkeit für eine bessere Schulung bekommen, um mit den Verhaltensauffälligkeiten der Kinder besser umgehen zu können.