Thirty-seven patients identified as vocally disruptive and a control group, selected from 264 patients at psychogeriatric wards were studied. Tape-recordings of their vocal behaviour, ratings of their functional performance and symptoms related to dementia, observations of their behaviour, activities and interaction with caregivers were performed. Seventeen plus sixteen caregivers were interviewed to give their interpretation of the experience behind the behaviour and describe their own experience of it. The severely demented vocally disruptive patients were found to be significantly more physically dependant, disorientated at the ward and prone to confusional reactions but they had a more preserved speech performance than the controls. The vocal activity expressed such as helplessness, pain, fear and protest. Some were emotionally indifferent and a few expressed positive emotions. Caregivers interpreted the behaviour as an expression of anxiety related to such as abandonment, dissolution and loss of autonomy. They also expressed a strong wish to comfort the patients but felt unable to do so. The patients' daily life was characterized by idleness and solitude. Caring activities and interactions were dominated by physical procedures performed in a fragmentary and rapid way. Two hypotheses are generated. 1. Vocally disruptive behaviour develops influenced by sensory deprivation and the brain damage. 2. The care provided is influenced by caregivers experiencing anxiety in the patients as well as experiencing a conflict between the care they would like to provide and the care they actually provide. This evokes anxiety in them which elicits defence mechanisms leading to emotional withdrawal from the patients and task oriented care. The results are discussed in a nursing perspective based on existential thoughts, psychoanalytic and psychosocial theory. / <p>S. 1-48: sammanfattning, s. 49-164: 6 uppsatser</p> / digitalisering@umu

Research conducted on the prevalence of behavioural adjustment in Deaf children and adolescents, in erstwhile countries, points towards an appreciably elevated percentage of emotional and behavioural problems amongst this population group when compared to hearing normative groups. Studies specify that the prevalence of behaviour and emotional problems in Deaf children and adolescents varies from 4.8% to 50.3%. From existing research conducted, it is ambiguous as to why the reported prevalence rates of maladjustment are higher amongst Deaf children and adolescents. This pioneering study is the first of its kind to research dissimilar modalities of language used as the language of learning and teaching (LoLT) in schools for Deaf learners and how this could possibly correlate to learner behaviour in the classroom. Taking into consideration the reported pervasiveness of maladjustment in Deaf children and adolescents; this study uses the Teacher Report Form (TRF) to investigate the types of behaviour problems displayed by Deaf learners in the classroom. It further investigates whether Deaf learners display certain types of behaviour problems when dissimilar modalities of language are used as the language of learning and teaching. The overall findings of this study suggest that teachers who use manually coded spoken language report an elevated prevalence of behaviour problems on the TRF compared to teachers who use South African Sign Language (SASL). Results further suggest that the group of teachers who use SASL report somatic complaints and attention problems as the most frequently encountered behaviour problems in their classrooms. In comparison the group of teachers who use manually coded spoken English (MCE) report social problems and attention problems as the most frequently encountered behaviour problems in their classrooms. Limitations of this study and suggestions for future research are discussed.

Thesis (M.A. (Clinical Psychology) --University of Limpopo, 2007 / Disruptive Behaviour Disorders are often associated with high rates of school drop outs, academic skills deficits and low achievement, drug abuse, low self esteem, depression, delinquency and incarceration. The main aim of the study was to establish whether children with DBDs are cognitively and/or neurologically impaired. The study investigated (1) whether children with DBDs show deficiencies in cognitive and motor functions and (2) whether gender and subtype influence cognitive and motor functions. Method: The sample of 137 children with DBDs (ADHD, ODD and CD) and those without a diagnosis of DBDs was drawn from children aged between 8 and 15 years. They were assessed using instruments that were selected to be measures of Executive Functions, cognitive functioning, and motor functions. The scores obtained from the administration of these measures were compared for significant differences between the DBD subtypes and a non-DBD control group as a possible function of gender. Results: The findings indicate that children with symptoms of DBDs performed poorer than the control group on all tests with the exception of the Digits backward. EF and motor impairments are associated with ADHD-C and ADHD-PI, and not with ADHD-HI, ODD and CD. Although among the DBDs, neuropsychological and cognitive impairments have been found to be severe in children with ADHD-PI and ADHD-C, the ADHD-C subtype showed qualitatively larger differences with the normal control group on most measures. There were no differences found between the genders in the performance on all tests that were administered. Conclusion Children of the ADHD-C and ADHD-PI subtypes are significantly more impaired on measures of Executive, cognitive and motor functions than those with ADHD-HI, ODD and CD and those without externalising disorders. However, the ADHD-C subtype found to be more severely impaired when compared with the ADHD-PI subtype.

The present study was undertaken to evaluate the effectiveness and impact of a brief teacher training program in proactive classroom management (PCM), on both teacher and student outcomes. The teacher training program was conducted in a large, inner city public school and was designed as an efficient and cost-effective approach to assisting school personnel in the prevention of off-task and disruptive student behavior. Four groups of teachers (N=16) participated in a single, 4-hour workshop that focused on didactic and performance-based training of such PCM procedures as building rapport, priming for transitions, scaffolding for success, building child tolerance to classroom stressors and teaching replacement behaviours. The program was implemented using a multiple baseline design across groups of teachers. Data were collected through classroom observations of teacher skill implementation and student behaviour (two students in each classroom who presented with behavioural challenges were observed), as well as pre and post self-report rating scale measures of teacher attributions and perceptions and student behaviour. Visual and statistical analyses of group and overall teacher data revealed significant increases in the use of reinforcement and antecedent strategies, reported use of rewards as an intervention strategy, reported levels of confidence in their ability to manage student misbehaviour, and a shift in teachers’ views of student misbehaviour as being more temporary rather than chronic. Significant decreases in teacher reactive responses and reported levels of student inattention and overactivity were also demonstrated. With respect to students, visual and statistical analyses of group and overall data revealed increases in student on-task non-disruptive behaviour and reported levels of self-reliance. Student disruptive and off-task behaviour were significantly reduced. Despite several limitations, the results of the present study demonstrate that student problem behaviour can be efficiently and effectively managed in the classroom without the use of reactive strategies.

The present study was undertaken to evaluate the effectiveness and impact of a brief teacher training program in proactive classroom management (PCM), on both teacher and student outcomes. The teacher training program was conducted in a large, inner city public school and was designed as an efficient and cost-effective approach to assisting school personnel in the prevention of off-task and disruptive student behavior. Four groups of teachers (N=16) participated in a single, 4-hour workshop that focused on didactic and performance-based training of such PCM procedures as building rapport, priming for transitions, scaffolding for success, building child tolerance to classroom stressors and teaching replacement behaviours. The program was implemented using a multiple baseline design across groups of teachers. Data were collected through classroom observations of teacher skill implementation and student behaviour (two students in each classroom who presented with behavioural challenges were observed), as well as pre and post self-report rating scale measures of teacher attributions and perceptions and student behaviour. Visual and statistical analyses of group and overall teacher data revealed significant increases in the use of reinforcement and antecedent strategies, reported use of rewards as an intervention strategy, reported levels of confidence in their ability to manage student misbehaviour, and a shift in teachers’ views of student misbehaviour as being more temporary rather than chronic. Significant decreases in teacher reactive responses and reported levels of student inattention and overactivity were also demonstrated. With respect to students, visual and statistical analyses of group and overall data revealed increases in student on-task non-disruptive behaviour and reported levels of self-reliance. Student disruptive and off-task behaviour were significantly reduced. Despite several limitations, the results of the present study demonstrate that student problem behaviour can be efficiently and effectively managed in the classroom without the use of reactive strategies.

Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether directly or indirectly linked to known stress-illness processes) and when (under which stress conditions) EI (in both ‘forms’) might be associated with better adolescent mental health, whilst simultaneously exploring the conceptualisation of EI within this developmental period. Adult literature is equivocal on both fronts. Firstly, evidence points to differential incremental contributions from ability and trait EI in the prediction of internalising versus externalising symptomatology beyond known correlates of performance, i.e., personality and cognitive ability (e.g., Gardner & Qualter, 2010; Peters, Kranzler, & Rossen, 2009). Secondly, whilst there is some evidence to suggest that trait EI may directly attenuate the effects of chronic and acute stressors to promote adaptation (e.g., Mikolajczak, Roy, Luminet, Fillée, & de Timary, 2007), the role of ability EI in this regard appears unclear (e.g., Matthews et al., 2006). Indirect links to adjustment are also hinted at; coping mediates trait EI-health outcomes in youth though not all EI-influenced ‘adaptive’ coping styles (e.g., problem-focussed) appear to contribute to this effect (e.g., Downey, Johnston, Hansen, Birney, & Stough, 2010). Using cross-sectional, self-reported data from 1,170 adolescents (mean age = 13.03 years; SD = 1.26) the present research aimed to address this lack of clarity. Preliminary regression analyses found that collectively, EI made a significant, incremental contribution to the prediction of depression and disruptive behaviour in youth beyond the influence of higher-order personality dimensions and general cognitive ability. However, of the two, trait EI appeared the stronger predictor. Structural equation modelling of conditional indirect effects found that whilst both forms of EI can buffer the effects of stressors (family dysfunction, negative life events, socio-economic adversity) on disorder, the mechanisms by which this beneficial effect operates differs substantially according to context - effects appear contingent on stressor, health outcome and level of EI. For depression, ability EI influences the selection of avoidant coping when facing family dysfunction and negative life events, whilst trait EI modifies the effectiveness of active coping under family dysfunction only. In contrast, EI directly attenuates the effects of stressors on disruptive behaviour. Nevertheless, the results of supplementary path analyses augur for the importance of both forms of EI in adaptational processes; actual emotional skill (as ability EI) appears dependent on perceived competency (trait EI) to realise advantageous outcomes. Implications for the EI construct and related intervention programmes are discussed together with recommendations for progression of the field.

Background: Harassment is defined and labelled differently in different studies. In the context of video games it has been investigated multiple ways: diary studies, interviews, surveys and screen recordings. Methods: Video data through participating observation were conducted from the end of February 2024 to the beginning of April 2024. A total of 24 matches, with 219 participants, were recorded. The questions of how often harassment occurs, which of the five defined types of harassment occur, whether there are differences between game modes, what differences there are in terms of the reaction to harassment, and whether there are gender differences in terms of the victims, were investigated. Results: One third of the matches contained harassment. Offensive harassment occurred most frequently, with harassment occurring more frequently in competitive game mode and demonstrating a wider range of harassment. In most cases, harassment is focussed either on the player's own team or on the opposing team. The range of harassment within a team is also greater than when harassment is directed at the opposing team. In competitive game mode, harassment is mainly focussed on the own team. Conclusions: The results of the study support the findings of other studies. They also indicate that harassment in video games should be investigated with a larger number of influencing factors. In particular, the methodology used closes a research gap and could ensure a better insight into the different types of harassment without collecting the data through third parties and thus presumably causing bias.

Behavioural and emotional problems in children have been linked with a number of deleterious effects for the child, their family and the community at large. Research has demonstrated that targeting parents through behavioural family interventions is an effective way of ameliorating the negative long term effects of early behaviour problems. A number of evidence-based interventions have been shown to be effective in reducing dysfunctional parenting practices and reducing the severity and intensity of behaviour problems however less than 10% of parents’ access parenting services and even fewer access evidence-based interventions. Some researchers now advocate that a population approach that emphasizes prevention rather than treatment and considers parenting in its broader ecological context is required to increase parental access to evidence-based parenting interventions and reduce population levels of disruptive behaviour problems. One important context that affects parenting is the workplace. Changing economic and demographic climates mean the majority of parents are now employed and must balance the competing demands of work and family commitments leading to increased levels of work and family conflict as functioning in one domain invariably effects functioning in the other. High levels of work and family conflict have been shown to increase psychological distress and dysfunctional parenting and are associated with a range of negative organisational outcomes such as increased turnover and absenteeism. Additionally, levels of work and family conflict are highest in parents of young children indicating that balancing work and parenting is particularly difficult at a point in a child’s life where there is greatest development plasticity. This thesis argues that one way to improve parents’ access to services and to reduce work and family conflict is to provide support to working parents in the form of a workplace parenting intervention. Such an intervention has the potential to ease the burden on working parents, increase parental access to evidence-based parenting support and reduce population levels of disruptive behaviour problems. This research comprises of a randomised controlled trial of Workplace Triple P, a variant of Triple P- Positive Parenting Program that is tailored to the specific needs of working parents. Two studies are presented. Study 1 examined the utility of a model that posits that the relationship between parental exposure to disruptive behaviour problems and occupational stress is mediated by family-work conflict. Data analyses supported the hypothesised model. The relationship between parental exposure to disruptive behaviour problems and occupational stress was fully mediated by family-work conflict. The results of this study provide a rationale for examining parenting in a workplace context by demonstrating that disruptive behaviour problems in the children of employees are related to higher levels of occupational stress and that reducing disruptive behaviour and family-work conflict should result in reductions in occupational stress. Study 2 built on the findings of Study 1 by evaluating the effectiveness of Workplace Triple P, a workplace parenting intervention that aims to assist parents to more effectively manage work and family demands. Using a sample of teachers balancing work and parenting commitments, a randomised controlled trial was conducted comparing Workplace Triple P to a waitlist control condition. Results indicated that participants who completed the Workplace Triple P intervention reported improvements in five key outcome areas: disruptive behaviour problems, parenting style and satisfaction, personal adjustment, work and family conflict and occupational wellbeing. Specifically, compared with participants in the waitlist control condition participants in the intervention condition reported that their child displayed lower numbers of disruptive behaviours and engaged in problem behaviour less frequently, that they themselves engaged less in verbose, over-reactive and lax parenting styles, that they felt more confident in dealing with a range of behaviour problems across a range of home and community settings and enjoyed parenting more. Participants in the intervention condition also reported lower levels of personal anxiety and depression. The intervention was also effective at improving work-related variables. Participants who completed the Workplace Triple P intervention reported lower levels of work-family conflict, family-work conflict and occupational stress, as well as reporting increased levels of occupational efficacy. No changes were reported for participants in the waitlist control condition. Participants in the intervention condition were reassessed at 4-months post intervention. Results indicated that all intervention gains were maintained. Together these studies contribute significantly to our understanding of work-family interface by providing insight into the mechanisms by which family life exerts an influence on occupational stress and by demonstrating that a workplace parenting intervention has the potential to improve functioning both family and occupational domains. The findings have significant implications for assisting parents more effectively manage work and family demands, for increasing parental access to services, and informing family-friendly policies and practices. Research, clinical and policy implications are discussed.

Att etablera och upprätthålla ordning i klassrummet är en komplex uppgift för lärare, särskilt för oerfarna lärare som ännu inte har etablerat egna framgångsrika metoder. Syftet med denna studie är att analysera hur lärare och elever konstruerar lokal ordning och agenda, genom empiriska observationer av daglig klassrumsinteraktion. En genomgång av tidigare forskning visar att klassrumsordning kan studeras från olika perspektiv, inklusive historiska, moraliska, kulturella och konstruktivistiska perspektiv. Denna studie utgår från ett etnometodologiskt perspektiv och teoretiska begrepp som direktiv, tillsägelser, sanktionering, mitigering, uppgradering, intersubjektivitet och ansvarsskyldighet utgör verktyg för analys av interaktionen. Observationerna dokumenterades genom videoinspelningar och fältanteckningar under lektioner i två mellanstadieklasser från två åtskilda skolor. Datamaterialet består huvudsakligen av transkriberad interaktion från 735 minuters lektionstid. Interaktionerna har analyserats med samtalsanalys och vissa inslag av etnografiska metoder. Resultaten visar att både lärare och elever kan observeras konstruera ordning genom att adressera oönskat eller störande beteende. Lärare använder många olika strategier för att ge direktiv eller korrigera elever, medan eleverna verkar imitera vissa av dessa strategier när de saktionerar sina kamrater. Lärare tenderar att mitigera sina tillsägelser på olika sätt, medan elever interagerar på ett mer omitigerat sätt gentemot varandra. De flesta korrigeringar handlade om oönskade ljud eller prat, med det fanns även andra exempel, bland annat ouppmärksamhet (enligt lärare) och handlingar som ansågs vara fusk (enligt elever). Lärare använde även förebyggande strategier för att undvika potentiella problem innan de uppstod. När elever utmanade den rådande maktstrukturen kunde det leda till uppgraderade tillsägelser från lärarens sida, eller till agendakonflikter som inte alltid hade en självklar lösning. Denna studie ger empiriska exempel på strategier som implementerats av lärare och elever vid lokal konstruktion av ordning och agenda, vilket kan vara både till praktisk hjälp för verksamma lärare och en vetenskaplig utgångspunkt för vidare studier på området. / Establishing and maintaining classroom order among students is a complex task for any teacher, especially for inexperienced teachers who have not yet established their own successful methods. The aim of this study is to analyse how teachers and students construct local order and agenda through empirical observations of everyday classroom interaction. A review of previous research reveals that classroom order can be studied from different perspectives including historical, moral, cultural and constructionist perspectives. This study uses an ethnomethodological perspective and theoretical terms such as directives, reproaches, sanctions, mitigations, upgrades, intersubjectivity and accountability as tools for analysis of interaction. Observations were documented through video recordings and field notes during lessons in two middle school classrooms, from two different schools. The data consists mainly of transcribed interaction from 735 minutes of lesson time. Data has been analysed using Conversations Analysis conventions as well as some aspects of ethnographic methods. Results show that both teachers and students can be observed to construct order by addressing unwanted or disruptive behaviour. Teachers use many different strategies to direct or reproach students, while students appear to mimic some of these when sanctioning their peers. Teachers tend to mitigate their reproaches in various ways, while peers interact in a more unmitigated manner. The main cause for reproach was unwanted noises or talking, along with a variety of other examples such as inattention (addressed by teachers) or cheating (addressed by peers). Teachers also used preventative strategies in anticipation of potential problems. When students attempt to challenge the teacher’s position of power, it can lead to upgraded reproaches or to agenda conflicts which sometimes have no simple solution. This study provides examples of strategies implemented by teachers and students when constructing order and agenda, offering a source of empirical data for practicing educators and a foundation for further research.

This study was undertaken in order to investigate negative classroom behaviour in schools in Botswana. Recommendations based on the findings of the study were made to the participating schools and interested stakeholders. A qualitative approach was adopted to investigate the research questions in four schools selected for the study. The data collection methods used were observation, document analysis, participant interviews and focus group interviews. Participant and research site confidentiality was ensured and all interviews were transcribed and organised in such a way that the key points pertinent to the study were highlighted. This study provided valuable information for future studies investigating disruptive classroom behaviour and intervention methods. / Educational Foundations / M. Ed. (Socio-Education)