Universal school-wide social-emotional screeners identify at-risk students with social-emotional behavior problems (Romer et al., 2020). Identifying such students alone cannot prevent these social, emotional, and behavioral concerns from becoming problematic. However, data gathered from social-emotional screening can guide the development of strategies, supports, interventions, and progress monitoring students at risk across all tiers (Yates et al., 2008), leading to the prevention of social-emotional and behavioral problems from turning maladaptive (Humphrey & Wigelsworth, 2016; Walker et al., 2004). A school district in the Mountain West area of the United States developed a screening survey that addresses school climate, culture, and connectedness to administer to their student body. Their survey aims to identify students' needs in the following character social-emotional learning (SEL) skills that contribute to student well-being: self-awareness, compassion, resilience, and respect. Their screening survey can potentially identify the general student body's social-emotional behavioral needs. The data gathered may be used to create tiered supports that address students' needs. In this study, we conducted two focus groups that provided a forum for school psychologists in this Mountain West school district who work in an elementary school to discuss what tiered supports may be appropriate to implement in response to needs identified by the survey. The discussion also included professional development topics the participants perceived necessary for school teams responding to the survey data. The findings from this study contribute to the existing literature by recognizing that school psychologists may understand implementation science and can help lay the needed groundwork before implementing social-emotional screeners so that the process can be more efficient and effective. The findings emphasize the understanding that from the perspective of school psychologists, social-emotional learning should be applied universally and collaboratively at school and at home. School teams need to allocate time to teach social-emotional learning at school. The findings also suggest that school psychologists can determine appropriate interventions if screening data suggest a weakness in social-emotional and behavioral areas and that data collected from the screener can be used to guide topics for professional development.

Récemment, un nombre grandissant de jeunes ayant des troubles du comportement ont été intégrés dans les classes régulières. Afin de soutenir cette intégration, plusieurs programmes d’intervention ont émergé et été implantés dans les écoles québécoises. Parmi ces programmes, on retrouve le programme l’Allié, qui se distingue des autres, notamment, par l’utilisation de pairs aidants. Ce cadre d’intervention prometteur soulève cependant certains questionnements sur la possibilité d’influence négative entre les jeunes. L’objectif de l’étude est de décrire, dans une approche comportementale, le processus d'influence entre pairs. Une méthodologie d’observation systématique des interactions sociales est privilégiée. Les résultats indiquent qu’il n’y a pas eu d’influence négative dans les groupes l’Allié. Les comportements perturbateurs ont eu plus de chances de cesser lorsque les participants les ont ignorés, que lorsque les pairs ont réagi à ces comportements. L’ignorance intentionnelle d’un comportement semble donc constituer un processus d’influence important dans les groupes de jeunes. / In recent years, a growing number of students with behavioral disorders have been integrated into regular classrooms. Various intervention programs have emerged to support this integration, with many being implemented in Quebec’s schools. One of these programs, the Ally intervention program, distinguishes itself from others, notably, through its use of peer helpers. Though very promising, this intervention framework raises some questions about the possibility of negative influence among the children. The goal of this study is to describe, in a behavioral approach, the influence process in social interactions between peers. Systematic observation is the method selected to conduct this study. Results indicate that there was no negative influence in Ally groups. Furthermore, a disruptive behavior was more likely to stop when participants ignored it, than when peers responded to it. Selective ignoring of behavior thus seems to be an important influential process in groups made up of children.

4 Abstract The topic of this thesis is the strategy of coping with stressful situations in a population of individuals with behavioral disorders. The starting point of the thesis lies in the assumption that adolescents with behavioral disorders show greater difficulties in coping with stressful situations and react differently from their peers that have no behavioral disorders. The target group of respondents is represented by clients of juvenile correctional institutions, specifically boys between 15 and 19 years of age. Their answers are compared with a comparison group of students from secondary schools that have no behavioral disorders. The strategies of coping with stress are examined through the use of two methods, a questionnaire "Strategie zvládání stresu SVF 78" and the semiprojective Rosenzweig Picture-Frustration Test. The results indicate that the group of adolescent boys placed in juvenile correctional institutions, shows the tendency to resign more frequently and the effort to gain control over stressful situations less often. Contrary to expectations, the predicted search for alternative activities to escape from stressful situations was not confirmed. Furthemore, neither the tendency for a behavior-oriented self defence nor ones` aggresive actions directed at the surroundings occured....

This thesis is focused on the educational measures imposed on children and juveniles with behavioral disorders. The theoretical part summarizes knowledge of social norms in society, psychosocial child development and behavioral disorders. There are also presented the possibilities of the social pedagogical work with children and juveniles with behavioral disorders and the educational measures imposed on children and juveniles with behavioral disorders. The practical part is based on qualitative research. The research is focused on the evaluation of the educational measures effects on concrete juveniles. Keywords child, juvenile, education, behavioral disorder, educational measure, curator for children and youth, institutional education, protective rehabilitation, education supervision

No description available.

This study examined the reliability and validity of the Teacher Attribution Measure for Early Elementary (TAM-EE), a measure adapted from the Preschool Teaching Attributions (PTA) measure, to assess the challenging behavior attributions of early elementary teachers. Like the PTA, the TAM-EE uses a series of student-specific behavior scenarios as prompts for teachers who then rate statements aligned with dimensions of attribution theory on a 6-point scale. A sample of 41 teachers completed the TAM-EE on 79 students in grades K-3 screened for risk of emotional and behavioral disorders (EBD). Teachers also completed reports of student behavior, self-efficacy, and perceptions of the student-teacher relationship. Results of a confirmatory factor analysis suggest that the two-factor model (Causal and Responsibility) used for the PTA was best fit. Combined with significant correlations with measures assessing teacher perceptions and practices, this study provides both an initial psychometric evaluation of the TAM-EE and additional support for the validity and reliability of the PTA.

Récemment, un nombre grandissant de jeunes ayant des troubles du comportement ont été intégrés dans les classes régulières. Afin de soutenir cette intégration, plusieurs programmes d’intervention ont émergé et été implantés dans les écoles québécoises. Parmi ces programmes, on retrouve le programme l’Allié, qui se distingue des autres, notamment, par l’utilisation de pairs aidants. Ce cadre d’intervention prometteur soulève cependant certains questionnements sur la possibilité d’influence négative entre les jeunes. L’objectif de l’étude est de décrire, dans une approche comportementale, le processus d'influence entre pairs. Une méthodologie d’observation systématique des interactions sociales est privilégiée. Les résultats indiquent qu’il n’y a pas eu d’influence négative dans les groupes l’Allié. Les comportements perturbateurs ont eu plus de chances de cesser lorsque les participants les ont ignorés, que lorsque les pairs ont réagi à ces comportements. L’ignorance intentionnelle d’un comportement semble donc constituer un processus d’influence important dans les groupes de jeunes. / In recent years, a growing number of students with behavioral disorders have been integrated into regular classrooms. Various intervention programs have emerged to support this integration, with many being implemented in Quebec’s schools. One of these programs, the Ally intervention program, distinguishes itself from others, notably, through its use of peer helpers. Though very promising, this intervention framework raises some questions about the possibility of negative influence among the children. The goal of this study is to describe, in a behavioral approach, the influence process in social interactions between peers. Systematic observation is the method selected to conduct this study. Results indicate that there was no negative influence in Ally groups. Furthermore, a disruptive behavior was more likely to stop when participants ignored it, than when peers responded to it. Selective ignoring of behavior thus seems to be an important influential process in groups made up of children.

This thesis deals with the phenomenon of socio-pathological behavior of school aged children and explores factors which influence this behavior. Theoretical part describes main topics such as the most common types of risk behavior, which children are inclined to, and also presents a system of prevention in the Czech Republic. As a main factor, which influence the risk behavior in children, has been chosen a factor of family. This part also describes meaning of a family and introduces common methods, which can be used by a social workers to interact with family. Practical part is focused on research of socio-pathological behavior in selected parts of Prague. Research was performed in a form of an interwiev with curators and social workers who work with risk children. The goal of this part was to find out what is the most common type of risk behavior of school aged children and what is the worker's role in prevention of socio-pathological behavior.

No description available.

Therapeutic horseback riding is one of the most popular and the most used form of animal based therapy. The term "therapeutic horseback riding" itself is very broad and it consists of four basic branches. The most used, yet least described, is the branch that has been called "pedagogical-psychological horseback riding therapy" since 2011. This branch is further divided into two sub-branches, Equine assisted psychotherapy and Horse-based activities. These two sub-branches overlap each other and are usually conducted together. With school-age children they are mostly used in cases of behavioral disorders and ADHD. The goal of the thesis is to evaluate the effectiveness of the methods with children diagnosed as such. The research was realized in "Stredisko hyporehabilitace Pirueta" which operates within the Mental Hospital in Havlickuv Brod. The method of the research was observation of five subjects within the one complete therapy unit. At the beginning and at the end of the unit the tutors of the subjects were given observational scale, which served as supplementary technique for diagnostics. Data obtained from own observation and the data gained from observational scaled matched each other approximately in 90%. During the therapy unit all the subjects improved in areas of self-confidence, self-...