Depression, problematic behavior and substance use are becoming increasingly common in adolescence. This study highlights the role of emotional and behavioral issues in Swedish adolescents and their respective associations with the severity of abuse of alcohol and drugs. Self-report questionnaires were used from a sample of 180 individuals enrolled in a Swedish clinic for adolescent substance abuse, aged 12-20. Results showed that individuals with behavior problems had the strongest association with substance use overall. Specifically, rule breaking behavior followed by withdrawal/depression. Examining gender differences showed that girls had the strongest associations with substance use overall. Implications for future research are discussed.

This study examines the impact of issues of loss on adolescents. It was hypothesized that adolescents who experienced incidents of loss which were not adequately supported or processed to the point of resolution are much more likely to exhibit more angry and defiant behaviors than those who did not have such life experiences. Three instruments were used to identify loss and related impact. The first is the Interview Process, designed to identify issues of loss and screen for problematic behavior. This tool is used to qualify the participant for the study, and to designate which study group the participant will be assigned. The Family Constellation Exercise is an experiential assessment tool that exemplifies how emotionally close or distant the participant feels in relation to his or her nuclear family members. The Minnesota Multiphasic Personality Assessment - Adolescent version (MMPI-A) is used to identify behaviors and thought patterns associated with anger and defiance.The study was able to conclude that there is a strong potential for unresolved loss to negatively impact an adolescent. The study also discovered that many teenagers who do not exhibit angry or defiant behaviors have also experienced loss, yet do not act out anger. Suggestions are made as to why this is so, and implications for future research are made.

Made available in DSpace on 2016-07-27T14:20:22Z (GMT). No. of bitstreams: 1 Elaine Miranda.pdf: 515108 bytes, checksum: 7124c1661726fa3ecae1b968df5451d1 (MD5) Previous issue date: 2005-10-06 / The main intention of this present work was to investigate the behavior of a person diagnosticated with chronic squizophrenia and mental retard in a psychiatric context, in a private unit partners with SUS. Due to this work principles of the Behavior Analyses Applied were used. The participant was a female person, 57 years old, single, semi-illiterate, who came from a low economic family and who had already been admitted to many institutions specialized in psychiatric treatments, since 18 years old. The participant s choice was a result of many marked facts in her life, since her adolescence. Direct observations of the participant s behaviors and interviews with the nursery staff and doctors allowed important information. Through these information, it was possible to collect subsidies which collaborated on identifying the problematic-behaviors which were registered in Observations Formularies and Registration Sheets. Seven problematic-behaviors classes were selected to suffer intervention as, an example, maintain eye contact, remain isolated and sat on a bench in the patio, participate in events from the institution etc. To control the procedures the Reversion Delineation type ABAB, followed by Follow-up was used. The delineation was started with the collection of information from the Base line I. The followings were sections in Interventions´ stages I and II. In the interventions procedures of positive reinforcement, modeling and extinction were used. The results demonstrate that the procedures from the Behavior Analyses Applied were effective to control the problematic-behavior from the participant. The results were discussed in terms of applied methodology, from the effects reached and the linking from information and theory. After concluding the research part, the behavior modifications from the participant were considerable, and are results of the procedures from which she was submitted. / O objetivo do presente estudo foi investigar o comportamento de uma pessoa diagnosticada como esquizofrênica crônica e retardo mental no contexto psiquiátrico, em uma unidade particular conveniada com o SUS. Para essa finalidade foram utilizados os princípios da Análise Aplicada do Comportamento. A participante foi uma pessoa do sexo feminino, com 57 anos, solteira, semi-analfabeta, descendente de família de parcos recursos econômicos e que houvera sido internada em várias instituições especializadas para tratamentos psiquiátricos, desde os 18 anos de idade. A escolha da participante foi resultante de vários fatos marcantes de sua vida, desde a sua adolescência. Observações diretas dos comportamentos da participante e entrevistas com a equipe de enfermagem e médicos permitiram informações importantes. Por meio dessas informações, foi possível a coleta de subsídios que colaboraram para a identificação de comportamentos-problema que foram registrados em Formulários de Observações e Folhas de Registro. Foram selecionadas sete classes de comportamentos-problema para sofrerem intervenção como, por exemplo, manter contato olho a olho, permanecer isolada sentada num banco do pátio, participar dos eventos da instituição, etc. Para o controle dos procedimentos foi utilizado o Delineamento de Reversão do tipo ABAB, seguido por Follow-up. O delineamento foi iniciado com a coleta de dados de Linha de Base I. A seguir foram realizadas as sessões nas fases de Intervenções I e II. Nas intervenções foram utilizados procedimentos de reforçamento positivo, modelagem e extinção. Os resultados demonstraram que os procedimentos da Análise Aplicada do Comportamento foram efetivos para controlar os comportamentos-problema apresentados pela participante. Os resultados foram discutidos em termos da metodologia aplicada, dos efeitos alcançados e da corroboração dos dados com a teoria. Concluída a fase de pesquisa, pôde-se afirmar que as modificações comportamentais apresentadas pela participante foram de certa forma, consideráveis, e constituem resultantes dos procedimentos que a mesma foi submetida.

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The topic of this thesis concerns with working with parents of children in educational care center. Of children who absolved eight weeks long boarding stay at boarding ward of an educational care center. The children were accepted to the boarding stay based on their parents' request due to the children's problematic behavior. Qualitative research method was applied, and the chosen method of data collection was a semi-structured analysis, which was then split into two parts. The first part took place with a parent, when his or her child was starting his or her stay at the boarding educational care center. The second part, when the child's stay was over. Goal of the research was, based on parents' statements, to find out answers to the following questions: 1. What were the reasons for child's stay at educational boarding care center and what were the parents' expectations of this stay. 2. Possible factors influencing onset of problematic behavior. 3. Impact of parental groups. 4. Effect on parents' way of raising children after their absolving of parental groups sessions. 5. Potentials and limits of parental groups. The research shows that the most frequent reason for children staying at boarding educational care center was disrespect towards authorities and rules in general. Of their children the...

The diploma thesis deals with experiences of the teacher to pupils who were diagnosed with ADHD syndrome (attention deficit hyperactivity disorder). The aim of this thesis was to find out what teachers see as the main issue while they work with children and what factors influence the relationshiop between teacher and pupil. The first part of the thesis describes the behaviour of child with ADHD in the school enviroment, relationships between teacher and pupil, school and family, and emotional experiences of pedagogues. Theoretical part is based on previous researches. The empirical part deals with qualitative research which is trying to find out what perspective educators have on ADHD issue and on problematic behaviour of children. The outcomes show, that teachers are focused on getting information from family enviroment. These information help them to better understand the pupil with ADHD. The most common problem faced by teachers is non- functional communication, parent's lack of cooperation, the predominance of negative emotions experienced by teachers and constant necessity to find new methods which could help the pupil with ADHD in educational proces. Keywords The pupil, problematic behavior, school, education, teacher's perspective, Attention Deficit Hyperactivity Disorder

Tyrimo objektu pasirinkta mokinių požiūris į jų elgesį mokykloje reglamentuojančias taisykles bei tarpusavio santykius su mokytojais (pasitikėjimas mokytojais bei tarpusavio pagarba), problematiškas elgesys (muštynės su kitais mokiniais, bėgimas iš pamokų, svetimo turto laužymas), o taip pat dalyvavimas popamokinėje veikloje. Tyrimo tikslas – išsiaiškinti paauglių dalyvavimo papomokinėje veikloje ir požiūrio į mokyklą bei problematiško elgesio tarpusavio sąsajas. Tyrimo uždaviniai: 1. Išsiaiškinti mokinių požiūrio į elgesio taisykles bei savo pareigas priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 2. Išsiaiškinti mokini��� ir mokytojų tarpusavio santykių priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 3. Išsiaiškinti mokinių problematiško elgesio priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 4. Įvertinti požiūrio į mokyklą ir problematiško elgesio ypatumus priklausomai nuo lyties. Tyrime buvo apklausta 476 Kauno rajono aštuntos – devintos klasės mokiniai. Mokiniai parinkti iš šešių pagrindinių, šešių vidurinių mokyklų ir keturių gimnazijų. Tiriamųjų imtį pagal lytį sudarė 221 mergaitė ir 243 berniukai. 12 mokinių savo lyties nenurodė. Darbe taikytas apklausos raštu metodas. Anketos mokinių klausta ar jiems patinka mokykla, ar jie žino jų elgesį mokykloje reglamentuojančias taisykles. Kiek šios taisyklės yra teisingos, kaip jie vertina savo teises mokykloje. Siekiant išsiaiškinti... [toliau žr. visą tekstą] / The pupils attitude towards the regulating rules of their behavior in school and their inter relationship with teachers (trust in teachers and their mutual respect) also the components of problematic behavior such as brawls with other students, lesson skipping, property intrusion are chosen as The research object. Aim of the research – to find the connection of teenager after school activities participation and the attitude towards school and problematic behavior. The research goal: 1. To sort the pupils’ attitude towards behavior rules and their responsibilities, depending on their participation in after school activities and the nature of those activities. 2. To sort the interrelationship between pupils and teachers depending on participation in after school activities and the nature of those activities. 3. To sort the pupils’ problematic behavior dependency on participation in after school activities and the nature of those activities. 4. To evaluate the attitudes towards school and the peculiarities of problematic behavior, relating to gender. 476 eight – ninth grade pupils of Kaunas region schools were surveyed in this research. Pupils were selected from six base schools, six secondary schools, and four gymnasiums. The data corpus concerning gender was formed from 221 girls and 243 boys. 12 pupils did not indicate their gender. The written test method was used in the survey. The pupils were asked whether they like school, do they know the rules relating their... [to full text]

This essay contains the methods that I as an educator can work with and what methods that affect students with problematic behavior in education. As well as the support that I receive from management and guardians. In my essay I will describe a working day for me in which I will discuss a boy with problematic behavior. He and we us educators fail time after time at school and the leisure center and I as an educator don’t know how to give the right support and adjustments to help him. The purpose is that I gain knowledge and to find strategies on how to help students like him to give right support and adjustments to get these students the best possible education. The primary questions: what can I as an educator do and which are the given recommendations to prevent problems, help and include students with these behaviors? What kind of support do the individual teacher need from management and guardians to work effectively with these students? What difficulties may be associated with the implementation of these recommendation in practice? As research method I will write a scientific essay where I will investigate and reflect by connecting theories and other thoughts with my own thoughts and experiences. In my theoretical reflections I coyness on the low effective method that Bo Hejlskov Elvén established but I will also describe the difficulties to apply this in practicality / Denna essä handlar om vilka metoder jag som pedagog kan arbeta med och vad som påverkar elever med problemskapande beteende i skolan samt vikten av att få stöd av ledning och vårdnadshavare. I min berättelse beskriver jag en arbetsdag för mig där jag berättar om en pojke som har problemskapande beteende. Han och vi misslyckas gång på gång under tiden i skolan och på fritidshemmet och jag som pedagog vet inte hur jag ska ge rätt stöd och anpassningar för att hjälpa honom.  Syftet är att jag ska få kunskap och finna strategier för att kunna hjälpa dessa elever samt ge dem rätt stöd och anpassningar för att få en så bra skolgång som möjligt. De primära frågorna är: Vad kan jag som pedagog göra och vilka är de tongivande rekommendationerna idag för att förebygga problem, hjälpa och inkludera elever med problemskapande beteende? Vilket slags stöd behöver den enskilde läraren från skolledning och vårdnadshavare för att kunna arbeta effektivt med dessa elever? Vilka eventuella svårigheter kan vara förknippade med implementeringen av dessa rekommendationer i praktiken? Som undersökningsmetod har jag skrivit en vetenskaplig essä där jag kommer att undersöka och reflektera genom att koppla till teorier och andras tankar samt egna tankar och erfarenheter. I min teoretiska reflektion fokuseras det mycket på den lågaffektiva metoden som Bo Hejlskov Elvèn står bakom men jag kommer också att beskriva svårigheter med den i praktiken.

The topic of this thesis is to use descant recorders (hereinafter recorder) as a therapeutic agent in children with behavioral difficulties. The main aim of the study is to analyze the impact of activities with the recorder on the problem phenomena in the behavior of selected individuals and further explore the views of preschool teachers of their own readiness to manage problem behavior in their classrooms. The theoretical part is mainly engaged in the therapeutic use of recorders and characteristics of problematic behavior. Considerable space is devoted to the review of options to promote desirable behavior in pre school children and areas of music therapy. With regard to the desired objectives mixed research is chosen in the practical part. Using a questionnaire opinions of preschool teachers on the issue of educational difficulties in children are collected and also the possibility to use the recorder for therapeutic purposes. The case studies demonstrate the impact of the recorder on the manifestations of problematic behavior. The conclusion summarizes the findings of the study. KEYWORDS descant recorder, manifestations of problematic behavior, behavior disorders, promoting the desired behavior, music therapy, supporting procedures, morning circle, therapeutic - formative methods