Pub Date : 2020-08-10DOI: 10.1080/13632752.2020.1790798
Tove Flack
ABSTRACT This study examined the role of a) empathic concern for victims of relational aggression (ECV) and b) perspective taking (PT) in explaining self- and peer-reported relational aggression (RA) and relational inclusion (RI) in a sample of 345 adolescents. The direct association among ECV, PT and self- and peer-reported RA and RI was investigated. The moderating effect of ECV on the association between PT and RA and RI was also explored. Structural equation modelling was used, and the results showed that ECV may be important in preventing RA but less important in explaining RI among adolescents. The results further revealed that PT was positively associated with self-reported RA but not with peer-reported RA. The possibility that the two methods provide supplementary information is discussed. The main findings emphasise the importance of developing initiatives that increase adolescents’ empathic concern towards RA victims.
{"title":"Relational aggression and relational inclusion in adolescents: the role of empathic concern for victims of relational aggression and perspective taking","authors":"Tove Flack","doi":"10.1080/13632752.2020.1790798","DOIUrl":"https://doi.org/10.1080/13632752.2020.1790798","url":null,"abstract":"ABSTRACT This study examined the role of a) empathic concern for victims of relational aggression (ECV) and b) perspective taking (PT) in explaining self- and peer-reported relational aggression (RA) and relational inclusion (RI) in a sample of 345 adolescents. The direct association among ECV, PT and self- and peer-reported RA and RI was investigated. The moderating effect of ECV on the association between PT and RA and RI was also explored. Structural equation modelling was used, and the results showed that ECV may be important in preventing RA but less important in explaining RI among adolescents. The results further revealed that PT was positively associated with self-reported RA but not with peer-reported RA. The possibility that the two methods provide supplementary information is discussed. The main findings emphasise the importance of developing initiatives that increase adolescents’ empathic concern towards RA victims.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"65 1","pages":"201 - 214"},"PeriodicalIF":1.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76704126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/01629778.2020.1763095
J. McMullen, S. Jones, Rachel Campbell, J. Mclaughlin, Barbara E. McDade, Patricia O’Lynn, Catherine Glen
ABSTRACT Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling over the past decade. While studies have shown an increasingly high prevalence of mental health difficulties among young people in NI generally, there is a paucity of research with at risk groups, including members of ethnic minority communities. This paper draws on data from a study commissioned by The Education Authority (NI) that investigated the mental health needs of newcomer pupils in schools in NI according to newcomer pupils themselves, as well as school staff and youth workers who support them, and to make recommendations for future development. Participant views and lived experiences were explored through questionnaires, online surveys, semi-structured interviews, and focus group discussions. Results suggest that, while many newcomer pupils have adapted well and display average levels of emotional well-being, many have experienced a range of adversities that may negatively impact mental health. Recommendations are made that relate to the emergent themes: to consider pre-existing stress and trauma (especially among refugees); respect socio-cultural differences and perspectives; foster relationships and collaboration; and empower and support schools.
{"title":"‘Sitting on a wobbly chair’: mental health and wellbeing among newcomer pupils in Northern Irish schools","authors":"J. McMullen, S. Jones, Rachel Campbell, J. Mclaughlin, Barbara E. McDade, Patricia O’Lynn, Catherine Glen","doi":"10.1080/01629778.2020.1763095","DOIUrl":"https://doi.org/10.1080/01629778.2020.1763095","url":null,"abstract":"ABSTRACT Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling over the past decade. While studies have shown an increasingly high prevalence of mental health difficulties among young people in NI generally, there is a paucity of research with at risk groups, including members of ethnic minority communities. This paper draws on data from a study commissioned by The Education Authority (NI) that investigated the mental health needs of newcomer pupils in schools in NI according to newcomer pupils themselves, as well as school staff and youth workers who support them, and to make recommendations for future development. Participant views and lived experiences were explored through questionnaires, online surveys, semi-structured interviews, and focus group discussions. Results suggest that, while many newcomer pupils have adapted well and display average levels of emotional well-being, many have experienced a range of adversities that may negatively impact mental health. Recommendations are made that relate to the emergent themes: to consider pre-existing stress and trauma (especially among refugees); respect socio-cultural differences and perspectives; foster relationships and collaboration; and empower and support schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"52 1","pages":"125 - 138"},"PeriodicalIF":1.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89807031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/13632752.2020.1771923
Adeela ahmed Shafi, Sian Templeton, T. Middleton, R. Millican, Paul Vare, Rebecca Pritchard, Jenny Hatley
ABSTRACT This paper explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today. These include both classic and contemporary ideas such as those of Bronfenbrenner, Masten, Rutter and, more recently, Downes and Ungar. Building on this analysis, the paper proposes a new model, taking key elements of established theories to offer a dynamic and interactive model of resilience (DIMoR). This model recognises individual agency and its complex reciprocal interactions both with other individuals but also with the wider system within which the individual is situated. This paper positions the DIMoR as a means of understanding resilience in a range of educational contexts.
{"title":"Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts","authors":"Adeela ahmed Shafi, Sian Templeton, T. Middleton, R. Millican, Paul Vare, Rebecca Pritchard, Jenny Hatley","doi":"10.1080/13632752.2020.1771923","DOIUrl":"https://doi.org/10.1080/13632752.2020.1771923","url":null,"abstract":"ABSTRACT This paper explores a range of theoretical models of resilience and human development to understand the concept of resilience as it has developed over time and how it is understood today. These include both classic and contemporary ideas such as those of Bronfenbrenner, Masten, Rutter and, more recently, Downes and Ungar. Building on this analysis, the paper proposes a new model, taking key elements of established theories to offer a dynamic and interactive model of resilience (DIMoR). This model recognises individual agency and its complex reciprocal interactions both with other individuals but also with the wider system within which the individual is situated. This paper positions the DIMoR as a means of understanding resilience in a range of educational contexts.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"31 1","pages":"183 - 198"},"PeriodicalIF":1.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74200622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-23DOI: 10.1080/13632752.2020.1738698
Alicia Blanco-Bayo
ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation examines how the flexibility to interpret BCTs enables staff to support children throughout the school. Whilst the positive impact of adapting BCTs is recognised, it is also highlighted that a strict interpretation of behavioural expectations can hinder the improvement of behaviour. The benefits of using some aspects of the Positive Behaviour Support model (PBS) are identified through the analysis of one case study in a small school in the North West of England. Further research is suggested to design a model that sets behavioural expectations according to developmental needs and might be contextualised according to specific circumstances of individual schools. It is recommended that BCTs might be presented using colour coded diagrams and pictures to develop through illustrations an accessible definition of acceptable behaviour.
{"title":"“It doesn’t matter because I love you”. A case study examining the interpretation of Behaviour Classification Tables and Positive Behaviour Support models","authors":"Alicia Blanco-Bayo","doi":"10.1080/13632752.2020.1738698","DOIUrl":"https://doi.org/10.1080/13632752.2020.1738698","url":null,"abstract":"ABSTRACT The prescriptive outline that guides teachers on the use of Behaviour Policies (BP) omits to suggest whether BPs in Primary schools can be contextualised. This study explores to what extent Behaviour Classification Tables (BCTs) help staff choose strategies to improve behaviour. Using Context-Mechanism-outcome configuration (CMO) as the main structure for a realist analysis, this evaluation examines how the flexibility to interpret BCTs enables staff to support children throughout the school. Whilst the positive impact of adapting BCTs is recognised, it is also highlighted that a strict interpretation of behavioural expectations can hinder the improvement of behaviour. The benefits of using some aspects of the Positive Behaviour Support model (PBS) are identified through the analysis of one case study in a small school in the North West of England. Further research is suggested to design a model that sets behavioural expectations according to developmental needs and might be contextualised according to specific circumstances of individual schools. It is recommended that BCTs might be presented using colour coded diagrams and pictures to develop through illustrations an accessible definition of acceptable behaviour.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"58 1","pages":"155 - 168"},"PeriodicalIF":1.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77839564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-14DOI: 10.1080/13632752.2020.1733309
Marie Gallé-Tessonneau, D. Heyne
ABSTRACT School refusal is heterogeneous in aetiology and presentation. The heterogeneity in its presentation, the focus of this study, complicates the conceptualisation and assessment of school refusal. The present study documents the development of a descriptive model of school refusal that was used to inform the development of a questionnaire for identifying manifestations of school refusal (the SChool REfusal EvaluatioN – SCREEN). Semi-structured interviews were conducted with 42 participants: adolescents who display school refusal and those who do not, middle school professionals, and care professionals working with adolescents displaying school refusal. Analysis of interview data led to the organisation of school refusal manifestations according to four main themes comprising ten categories. The four themes were: School, Daily and Family Life, Health, and Socialisation Outside Home and Family. These themes correspond to the various contexts in which school refusal may be manifest. Results support the common notion that school refusal manifestations are not limited to absence from the school context, and are likely to occur outside this environment. This study represents the first empirical analysis of the manifestations of school refusal among French youth displaying school refusal.
{"title":"Behind the SCREEN: identifying school refusal themes and sub-themes","authors":"Marie Gallé-Tessonneau, D. Heyne","doi":"10.1080/13632752.2020.1733309","DOIUrl":"https://doi.org/10.1080/13632752.2020.1733309","url":null,"abstract":"ABSTRACT School refusal is heterogeneous in aetiology and presentation. The heterogeneity in its presentation, the focus of this study, complicates the conceptualisation and assessment of school refusal. The present study documents the development of a descriptive model of school refusal that was used to inform the development of a questionnaire for identifying manifestations of school refusal (the SChool REfusal EvaluatioN – SCREEN). Semi-structured interviews were conducted with 42 participants: adolescents who display school refusal and those who do not, middle school professionals, and care professionals working with adolescents displaying school refusal. Analysis of interview data led to the organisation of school refusal manifestations according to four main themes comprising ten categories. The four themes were: School, Daily and Family Life, Health, and Socialisation Outside Home and Family. These themes correspond to the various contexts in which school refusal may be manifest. Results support the common notion that school refusal manifestations are not limited to absence from the school context, and are likely to occur outside this environment. This study represents the first empirical analysis of the manifestations of school refusal among French youth displaying school refusal.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"109 1","pages":"139 - 154"},"PeriodicalIF":1.0,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80697547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Research has shown that the attitudes of teachers towards pupils can influence their academic and social behaviour. In the context of special education needs (SEN), the same processes likely apply, and there is evidence that teachers’ attitudes influence the success of inclusive initiatives. While the literature on attitudes to pupils with SEN is limited, there is also a heavy reliance on self-reported methodologies that are susceptible to presentation bias. Across two studies, the current research employed the Implicit Relational Assessment Procedure (IRAP) to measure the implicit attitudes of teachers in training (N = 20), primary school teachers (N = 20), and post-primary teachers (N = 20) and a group of controls (N = 20) towards pupils with Emotional and Behavioural Difficulties (EBD), versus the implicit attitudes of primary school teachers (N = 20) and post-primary teachers (N = 20) towards typically-developing pupils. Results indicated that teachers possessed greater negative implicit and explicit attitudes towards pupils with EBD, when compared to typically-developing pupils.
{"title":"Attitudes to pupils with EBD: an implicit approach","authors":"Geraldine Scanlon, Ciara McEnteggart, Yvonne Barnes-Holmes","doi":"10.1080/13632752.2020.1729609","DOIUrl":"https://doi.org/10.1080/13632752.2020.1729609","url":null,"abstract":"ABSTRACT Research has shown that the attitudes of teachers towards pupils can influence their academic and social behaviour. In the context of special education needs (SEN), the same processes likely apply, and there is evidence that teachers’ attitudes influence the success of inclusive initiatives. While the literature on attitudes to pupils with SEN is limited, there is also a heavy reliance on self-reported methodologies that are susceptible to presentation bias. Across two studies, the current research employed the Implicit Relational Assessment Procedure (IRAP) to measure the implicit attitudes of teachers in training (N = 20), primary school teachers (N = 20), and post-primary teachers (N = 20) and a group of controls (N = 20) towards pupils with Emotional and Behavioural Difficulties (EBD), versus the implicit attitudes of primary school teachers (N = 20) and post-primary teachers (N = 20) towards typically-developing pupils. Results indicated that teachers possessed greater negative implicit and explicit attitudes towards pupils with EBD, when compared to typically-developing pupils.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"106 1","pages":"111 - 124"},"PeriodicalIF":1.0,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77719726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-21DOI: 10.1080/13632752.2020.1716514
Bairbre Tiernan, D. McDonagh, A. Casserly
ABSTRACT Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require additional teaching in self-management of behaviour from qualified teachers, rather than the care support provided by a Special Needs Assistant (SNA). This paper reports the findings of a review of APP, focusing on the types of interventions utilised with students with EBD that were found to be implemented the Irish mainstream post-primary schools involved in the project. Findings indicate that a range of different interventions is in place. However, schools require greater guidance and support, particularly in terms of planning and implementing bio-psychosocial approaches. Furthermore, a significant gap in the findings was the lack of evidence of multi-disciplinary interventions as reported by the participants.
{"title":"Supporting student with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision","authors":"Bairbre Tiernan, D. McDonagh, A. Casserly","doi":"10.1080/13632752.2020.1716514","DOIUrl":"https://doi.org/10.1080/13632752.2020.1716514","url":null,"abstract":"ABSTRACT Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require additional teaching in self-management of behaviour from qualified teachers, rather than the care support provided by a Special Needs Assistant (SNA). This paper reports the findings of a review of APP, focusing on the types of interventions utilised with students with EBD that were found to be implemented the Irish mainstream post-primary schools involved in the project. Findings indicate that a range of different interventions is in place. However, schools require greater guidance and support, particularly in terms of planning and implementing bio-psychosocial approaches. Furthermore, a significant gap in the findings was the lack of evidence of multi-disciplinary interventions as reported by the participants.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"27 1","pages":"169 - 182"},"PeriodicalIF":1.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83508367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13632752.2019.1687168
S. Hukkelberg, Terje Ogden
ABSTRACT The study investigates child social competence a three different measurement levels (overall level, factor level, and item level), in a sample of parents and children participating in interventions towards emerging or present child problem behaviours. Parents of 550 children aged 3–12 (71% boys) evaluated social competence using the Home and Community Social Behaviour Scales (HCSBS), which assess two aspects of the concept: peer relations and self-management/compliance. An additive index across all 32 items was made to examine how parents reported overall social competence across ages, whereas factor analysis was used to investigate their underlying latent structure. Network analysis was used to investigate how the social competence items connect and interact. Results showed that parents reported higher levels of overall social competence among the girls compared to the boys, but this difference vanished about age 12. Factor analyses showed that a bifactor-ESEM model obtained the best model fit to data, whereas the network analysis revealed differential clustering and strength centrality for the items. Implications of these results are discussed.
{"title":"What is social competence? An investigation into the concept among children with antisocial behaviours","authors":"S. Hukkelberg, Terje Ogden","doi":"10.1080/13632752.2019.1687168","DOIUrl":"https://doi.org/10.1080/13632752.2019.1687168","url":null,"abstract":"ABSTRACT The study investigates child social competence a three different measurement levels (overall level, factor level, and item level), in a sample of parents and children participating in interventions towards emerging or present child problem behaviours. Parents of 550 children aged 3–12 (71% boys) evaluated social competence using the Home and Community Social Behaviour Scales (HCSBS), which assess two aspects of the concept: peer relations and self-management/compliance. An additive index across all 32 items was made to examine how parents reported overall social competence across ages, whereas factor analysis was used to investigate their underlying latent structure. Network analysis was used to investigate how the social competence items connect and interact. Results showed that parents reported higher levels of overall social competence among the girls compared to the boys, but this difference vanished about age 12. Factor analyses showed that a bifactor-ESEM model obtained the best model fit to data, whereas the network analysis revealed differential clustering and strength centrality for the items. Implications of these results are discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"18 1","pages":"80 - 93"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73683053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13632752.2019.1672991
Bree Wagner, D. Cross, E. Adams, M. Symons, T. Mazzucchelli, Rochelle E. Watkins, Edie Wright, J. Latimer, J. Carapetis, J. Boulton, James P Fitzpatrick
ABSTRACT Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.
{"title":"RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools","authors":"Bree Wagner, D. Cross, E. Adams, M. Symons, T. Mazzucchelli, Rochelle E. Watkins, Edie Wright, J. Latimer, J. Carapetis, J. Boulton, James P Fitzpatrick","doi":"10.1080/13632752.2019.1672991","DOIUrl":"https://doi.org/10.1080/13632752.2019.1672991","url":null,"abstract":"ABSTRACT Studies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"12 1","pages":"42 - 58"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77274592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/13632752.2019.1695397
M. Heinonen, P. Pihlaja
ABSTRACT The aim of this study was to discover what kind of perceptions young children in need of social, emotional, and behavioural support have about themselves. The interest was especially in social and emotional self-perceptions. For this study, ten children attending Finnish early childhood education and care were interviewed in spring 2016 and the material was analysed by using thematic analysis. Several developmental characteristics, typical for children aged 4–7 years, were found in the analysis such as general positivity of self-perceptions. However, the children’s perceptions also included atypical and negative features which manifested in various ways. Based on these features, four self-perception types were formed to describe the levels of positivity and negativity as well as the different features typical for each child and for each self-perception type. The results and possible explanations of the findings are discussed.
{"title":"What do children with social, emotional and behavioural difficulties think about themselves in early childhood?","authors":"M. Heinonen, P. Pihlaja","doi":"10.1080/13632752.2019.1695397","DOIUrl":"https://doi.org/10.1080/13632752.2019.1695397","url":null,"abstract":"ABSTRACT The aim of this study was to discover what kind of perceptions young children in need of social, emotional, and behavioural support have about themselves. The interest was especially in social and emotional self-perceptions. For this study, ten children attending Finnish early childhood education and care were interviewed in spring 2016 and the material was analysed by using thematic analysis. Several developmental characteristics, typical for children aged 4–7 years, were found in the analysis such as general positivity of self-perceptions. However, the children’s perceptions also included atypical and negative features which manifested in various ways. Based on these features, four self-perception types were formed to describe the levels of positivity and negativity as well as the different features typical for each child and for each self-perception type. The results and possible explanations of the findings are discussed.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"17 1","pages":"107 - 94"},"PeriodicalIF":1.0,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76197352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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