EMOTIONAL AND BEHAVIOURAL DIFFICULTIES最新文献

{"title":"Helpful and unhelpful factors in school-based counselling and pastoral care as usual: analysis of qualitative data from the experience of service questionnaire","authors":"Helen Raynham, Mick Cooper, Jacqueline Hayes, John Rae, Peter Pearce","doi":"10.1080/13632752.2023.2276022","DOIUrl":"https://doi.org/10.1080/13632752.2023.2276022","url":null,"abstract":"The purpose of the present study was to explore and compare helpful and unhelpful factors reported by young people who received either schoolbased humanistic counselling and the school’s usual past...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154408","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}

{"title":"Developing social and emotional competencies in incarcerated young people in seven countries in Europe through the use of active games and sport","authors":"Adeela Ahmed Shafi, Jordan Wintle, Sian Templeton, Dan Clarke","doi":"10.1080/13632752.2024.2316397","DOIUrl":"https://doi.org/10.1080/13632752.2024.2316397","url":null,"abstract":"Social and emotional competencies (self-regulation, coping with challenges, positive relationships) are related to positive life outcomes. Justice involved children and young people have not always...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140154328","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}

{"title":"The place for diagnosis in the UK education system?","authors":"Kalum S. Bodfield, Aisling Culshaw","doi":"10.1080/13632752.2024.2316398","DOIUrl":"https://doi.org/10.1080/13632752.2024.2316398","url":null,"abstract":"Currently, the number of students in the UK with diagnoses of mental health or psychiatric conditions is rising, as are the number of students categorised as having a special educational need or di...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074159","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}

{"title":"Psychological and pedagogical support technologies for children with anxiety manifestations in the conditions of a preschool organisation","authors":"Aliya Konysbayeva, Roza Bekmagambetova, Saira Zhiyenbayeva, Manshuk Kurmanbekova, Gulnur Kazakhbayeva","doi":"10.1080/13632752.2024.2313815","DOIUrl":"https://doi.org/10.1080/13632752.2024.2313815","url":null,"abstract":"The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (a...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139758327","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}

{"title":"Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement","authors":"Angeliki Kallitsoglou, Arif Mahmud","doi":"10.1080/13632752.2023.2276024","DOIUrl":"https://doi.org/10.1080/13632752.2023.2276024","url":null,"abstract":"The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes tow...","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537551","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}

{"title":"Breaking the culture of school suspension: alternatives to external suspension and exclusion for P-6 students","authors":"B. L. Avery-Overduin, S. Poed","doi":"10.1080/13632752.2023.2276023","DOIUrl":"https://doi.org/10.1080/13632752.2023.2276023","url":null,"abstract":"ABSTRACTExclusionary school discipline practices have long been used to address challenging behaviours by students. However, a considerable body of research exists to refute that school disciplinary absences lead to improvements in student behaviour. Evidence suggests that exclusionary discipline has negative consequences for individuals, with suspensions and exclusions predicting involvement with the juvenile justice and criminal justice systems, known as the school-to-prison pipeline. Further evidence suggests that school disciplinary absences are disproportionately applied to Black, Indigenous and People of Colour (BIPOC) students and students with disability. We conducted a systematic literature review on alternatives to exclusionary discipline to determine their applicability to a P-6 context in Queensland, Australia. Three main alternative approaches emerged: socio-emotional learning (SEL) programs, the Positive Behaviour Interventions and Supports framework (PBIS), and Restorative Justice Practices (RJP). Limitations around the generalisability of the large body of international research to a Queensland, Australia context exist. The approach with the greatest potential in our specific context is PBIS, and recommendations around avenues for future research are made.KEYWORDS: School disciplinesuspensionexclusionalternativesstudent behaviour AcknowledgmentsWe acknowledge the Traditional Owners and Custodians of the lands on which we live and work. We recognise their continued custodianship and connection to the land, waters, and community. We pay our respects to them and their Elders past and present as our knowledge holders.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors received no funding to produce this article.Notes on contributorsB. L. Avery-OverduinBrooke Avery-Overduin is a high school teacher of over 17 years’ experience with a keen interest in student behaviour and addressing inequities in student behaviour and disciplinary approaches in primary schools. She has a Masters in Educational Studies (Behaviour Support) and is currently working towards alternative approaches to exclusionary discipline practices.S. PoedShiralee Poed is an Associate Professor within the School of Education at the University of Queensland. She is also the Chair of the Association for Positive Behaviour Support Australia. Her career spans more than 30 years, and includes working as a teacher and leader in Australian state, Catholic and independent primary, secondary and special schools.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135221667","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}

{"title":"Bullying perpetration: the role of attachment, emotion regulation and empathy","authors":"Jule Eilts, Jessica Wilke, Ute von Düring, Neele Bäker","doi":"10.1080/13632752.2023.2267230","DOIUrl":"https://doi.org/10.1080/13632752.2023.2267230","url":null,"abstract":"","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157681","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}

{"title":"Teachers’ relational competence: perceptions of teachers and students with and without ADHD and ASD","authors":"Linda Plantin Ewe, Mona Holmqvist, Sven Bölte","doi":"10.1080/13632752.2023.2255426","DOIUrl":"https://doi.org/10.1080/13632752.2023.2255426","url":null,"abstract":"This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) modifies teachers’ and students’ perceptions of their teacher-student relationships (TSR). Participants comprised teachers (n = 33) and students (n = 232) from two elementary schools: one intervention school (InS) and one control school (CoS). InS teachers reported significant TSR improvements, regardless of student group or gender (p = .03). Among InS students, significant results were driven by female neurodiverse (ND) students and neurotypical (NT) male students (p = .03). Nevertheless, positive effects were solely observed among ND female students, while NT male students, conversely, reported decreased TSR during follow-up tests. No significant effects were found at the CoS irrespective of teacher or student ratings. The findings suggest that enhancing teachers’ understanding of relational competence concerning ND students will not only improve their own perceptions of their TSR but also those of ND female students. Nonetheless, directing teachers’ focus towards one student group (ND students) risks diminishing teachers’ attention towards other student groups, potentially explaining the poorer follow-up results among NT boys. The finding warrants further investigation, as it indicates a challenge for teachers to establish sufficient relational engagement with all students.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729734","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}

{"title":"Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences","authors":"Rebecca Jones, Jana Kreppner, Fiona Marsh, Brettany Hartwell","doi":"10.1080/13632752.2023.2255403","DOIUrl":"https://doi.org/10.1080/13632752.2023.2255403","url":null,"abstract":"Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885573","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}

{"title":"Investigating health behaviours and health beliefs in individuals with Social, Emotional, and Mental Health (SEMH) difficulties","authors":"Megan Bowes, Mark Forshaw, Rachel Tarling","doi":"10.1080/13632752.2023.2230708","DOIUrl":"https://doi.org/10.1080/13632752.2023.2230708","url":null,"abstract":"ABSTRACT Individuals with SEMH difficulties often perform negative health behaviours, yet little qualitative research aiming to understand why exists. The present study aimed to uncover reasons for poor health behaviours in individuals at an SEMH college. Eight students attending a specialist SEMH college were interviewed about their health behaviours and health beliefs. IPA was utilised to analyse the datasets. Participants seemed aware of the potential severity of ill-health following negative health behaviours, yet this only appeared to influence behaviour when they believed themselves as susceptible to the illness. Coping with adversity and social influence were key barriers in reducing unhealthy behaviours, with perceived barriers outweighing any potential health benefits. Participants expressed good mental wellbeing as key in being physically healthy, both directly and as mediated through health behaviours. Finally, participants engaging in unhealthy behaviours appeared to minimise the potential risks associated with each behaviour. Students with SEMH difficulties perform negative health behaviours for various reasons including social influence, enjoyment and coping with adversity. Addressing these factors may help to improve the health behaviours of this cohort.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135878318","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}