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Bullying and victimization in students with emotional and behavioural disabilities: a systematic review and meta-analysis of prevalence rates, risk and protective factors 情感和行为残疾学生的欺凌和受害:患病率、风险和保护因素的系统回顾和荟萃分析
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2092055
Jule Eilts, Ute Koglin
ABSTRACT Bullying and victimisation are extremely damaging behaviours that are present in schools all over the world. However, there is little research on the involvement of students with emotional and behavioural disabilities in the bullying dynamic and their risk and protective factors. Following the PRISMA guidelines, the search terms were entered in bibliographic databases in February 2020. Articles needed to report on empirical studies that examined the association between EBD and bullying with primary data and be published in English in a peer-reviewed journal.Articles were excluded based on certain designs and no verifiable diagnosis. The narrative synthesis includes 12 articles, 8 are included in the meta-analysis. General trends indicate that students with EBD are more frequently victims and perpetrators of bullying. The meta-analysis reveals small to moderate significant effect sizes. Students with EBD are more often involved in the bullying dynamic. The heterogeneity of the studies is low to moderate. The funnel plots demonstrate evidence of publication for perpetration but none for victimisation . Limitations include the varying conceptualisations of bullying behaviour and the limited number of studies focusing on specific disabilities. Although more research is needed, the review provides indications of the significance of developing targeted interventions and preventions.
世界各地的学校都存在欺凌和伤害行为,这是一种极具破坏性的行为。然而,关于情感和行为障碍学生参与欺凌动态及其风险和保护因素的研究很少。根据PRISMA指南,检索词于2020年2月被输入书目数据库。文章需要报告实证研究,用原始数据检验EBD和欺凌之间的关系,并在同行评议的期刊上以英文发表。根据某些设计和无法验证的诊断排除了文章。叙事综合包括12篇文章,其中8篇纳入元分析。总体趋势表明,患有EBD的学生更容易成为欺凌的受害者和施暴者。荟萃分析显示小到中等显著效应。患有EBD的学生更容易受到欺凌。这些研究的异质性为低到中等。漏斗图显示了犯罪行为的出版证据,但没有受害者的出版证据。限制包括欺凌行为的不同概念以及关注特定残疾的研究数量有限。虽然还需要更多的研究,但这篇综述指出了制定有针对性的干预和预防措施的重要性。
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引用次数: 0
Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions 直觉反应还是理性解决问题?教师在应对课堂中断时的考虑
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2125210
Ronen Kasperski, Eliezer Yariv
ABSTRACT Classroom management and coping with disruptions are a primary source of stress for teachers. However, very little is known about teachers’ considerations when facing daily disruptions in their classes. To bridge this gap, seventy-one K-12 teachers were asked to recall such an incident and describe five alternate responses they considered. Did they respond emotionally or were they able to stay calm and adopt a problem-focused approach? Did they focus on the individual, the group, or both? Did they consider immediate or medium-to-long-term actions? Despite their stress, most teachers were able to adopt a problem-focused approach and refrain from expressing their anger towards disruptive students. They mostly directed their actions towards the interfering student and preferred short-term measures. An algorithm is proposed to illustrate their decision-making process and discuss its benefits for adhering to practical and social considerations.
课堂管理和应对干扰是教师压力的主要来源。然而,很少有人知道教师在面对日常课堂干扰时的考虑。为了弥补这一差距,71名K-12教师被要求回忆起这样的事件,并描述他们认为的五种不同的反应。他们是情绪化地回应,还是能够保持冷静并采取以问题为中心的方法?他们关注的是个人,群体,还是两者都关注?他们是否考虑过近期或中长期的行动?尽管压力很大,但大多数老师都能够采取以问题为中心的方法,避免对捣乱的学生表达愤怒。他们的行动主要针对干扰学生,并倾向于短期措施。提出了一种算法来说明他们的决策过程,并讨论了坚持实际和社会考虑的好处。
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引用次数: 2
Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study 小学心理健康从业者对儿童精神障碍校本筛查和干预实施的看法:一项质性研究
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2110704
V. Williamson, M. Larkin, I. Macdonald, Fran Morgan, T. Ford, S. Spence, Tessa Reardon, C. Creswell
ABSTRACT Schools may be well-placed to identify signs of mental health (MH) problems in children; however, there has been little research into how school-based screening and intervention initiatives should be delivered. One-to-one in-depth interviews were carried out with 15 practitioners that support children’s MH within primary school settings. Data were analysed with template analysis. We explored practitioners’ perceptions of a school-based screening/intervention programme for childhood MH problems and views about potential barriers to uptake. Three themes were identified. First, practitioners described feeling overwhelmed by the volume of children requiring support and the limited capacity of their service. Second, practitioners identified potential barriers to engagement in a school screening/intervention programme, including familial concerns about stigma. Finally, practitioners were optimistic that a screening/intervention programme could have positive effects for children who might otherwise not be identified as potentially benefitting from support. This study highlights that a primary school-based screening/intervention programme designed in partnership with stakeholders would be well received by practitioners supporting MH within school settings.
学校可以很好地识别儿童心理健康(MH)问题的迹象;然而,关于如何实施以学校为基础的筛查和干预措施的研究却很少。与15名在小学环境中支持儿童健康护理的从业人员进行了一对一的深入访谈。采用模板分析法对数据进行分析。我们探讨了从业人员对以学校为基础的儿童MH问题筛查/干预计划的看法,以及对吸收潜在障碍的看法。确定了三个主题。首先,从业人员描述了他们对需要支持的儿童数量和有限的服务能力感到不堪重负。其次,从业者确定了参与学校筛查/干预计划的潜在障碍,包括家庭对耻辱的担忧。最后,从业人员乐观地认为,筛查/干预计划可以对儿童产生积极影响,否则这些儿童可能不会被确定为潜在的受益于支持。这项研究强调,与持份者合作设计的以小学为本的筛查/干预计划,会受到在学校环境中支持医院护理的从业员的欢迎。
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引用次数: 0
Domain-specific discrepancies between self- and caseworkers’ proxy- reports of emotional and behavioral difficulties in unaccompanied refugees 在无人陪伴的难民中,自我和个案工作者代理的情感和行为困难报告之间的领域特定差异
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-04-03 DOI: 10.1080/13632752.2022.2129369
Marco Walg, Florentine Löwer, Stephan Bender, G. Hapfelmeier
ABSTRACT The aim of this study is to assess adolescent refugees’ psychological distress and examine how reliably caseworkers can assess distress through a proxy-report instrument. The distress of 102 unaccompanied refugees between 16 and 21 years of age housed in youth welfare accommodations in Germany was assessed by self-report using the Brief Symptom Checklist and by proxy-report through the Child Behavior Checklist. Independent of residence status, the self and proxy ratings reveal that more than half of the refugees suffer from increased levels of psychological distress, particularly from anxiety and somatisation. There was a moderate positive correlation between the total scales of the two instruments. The high number of clinically meaningful distress poses a great challenge to caseworkers in facilities for unaccompanied refugees. The Child Behavior Checklist can be a suitable measure to detect clinically meaningful problems, but its validity seems to depend on a good relationship between caseworker and refugee.
本研究的目的是评估青少年难民的心理困扰,并检验个案工作者通过代理报告工具评估压力的可靠性。对102名16 - 21岁的德国青年福利收容所里的无人陪伴难民的痛苦进行了评估,采用简要症状检查表进行自我报告,并通过儿童行为检查表进行代理报告。与居住身份无关,自我和代理评级显示,超过一半的难民遭受着越来越严重的心理困扰,尤其是焦虑和躯体化。两种仪器的总量表之间存在适度的正相关。大量临床意义上的痛苦对无人陪伴难民设施的个案工作者构成了巨大的挑战。儿童行为检查表可以是一个合适的措施,以发现临床有意义的问题,但其有效性似乎取决于社会工作者和难民之间的良好关系。
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引用次数: 0
Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis COVID-19危机期间印度ADHD儿童学习成绩和认知功能的基于动画的教学方法
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2074103
Jaishree Devi, Ananta Kumar Jena
ABSTRACT Animation based online instructional sessions were organised for enhancing learning attainment and cognitive functioning skills for children diagnosed with ADHD symptoms. The study aimed to examine the effectiveness of animation-based instruction for the empowerment of learning attainment in relation to the cognitive functioning in students with ADHD during COVID-19 crisis. Quasi-experimental design was done on students with ADHD (n = 75, 11–12 years) from three different schools of Assam, India. The mean performance of animated cartoon-based instruction and static cartoon-based instruction was found better over the comparison group. Moreover, the ANCOVA result reveals a significant effect of animation and static cartoon-based intervention in learning attainment and cognitive functioning of the participants. Overall, the animation-based instructional approach was particularly effective in favouring development of memory and reasoning capacity in participants. Results demonstrated that as the study used small sample size and lacked proper observation effect, thereby more research is required to come to conclusion about the application of animation-based intervention at different levels of education.
组织基于动画的在线教学课程,以提高诊断为ADHD症状的儿童的学习成就和认知功能技能。该研究旨在研究基于动画的教学对COVID-19危机期间ADHD学生认知功能的学习成就赋权的有效性。准实验设计对来自印度阿萨姆邦三所不同学校的ADHD学生(n = 75, 11-12岁)进行。以动画为基础的教学和以静态为基础的教学的平均表现优于对照组。此外,ANCOVA结果显示,动画和静态卡通干预对参与者的学习成就和认知功能有显著影响。总的来说,基于动画的教学方法对参与者的记忆和推理能力的发展特别有效。结果表明,由于本研究样本量较小,缺乏适当的观察效果,因此需要更多的研究来得出基于动画的干预在不同教育水平上的应用结论。
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引用次数: 0
Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools 从替代条款中维持16年级后的目的地:对低、中、高表现学校校长的数据和观点的回顾
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2025646
Andrew Malcolm
ABSTRACT This study set out to explore which practices in alternative provision (AP) settings in England made a difference to post-16 transition success into further education, training or employment. APs provide education for pupils who have been permanently excluded from mainstream schools and those directed there to improve their behaviour. In 2016, 56% of young people transitioning from AP maintained a stable placement in the following year. This study took an approach which combined the analysis of official statistics, freedom of information requests and targeted semi-structured interviews. Findings suggest that practices which increased sustained transitions included; effective and ongoing tracking of ex-students; a high-quality, core academic offer; and opportunities for students to increase their independence by taking well-measured steps outside of their main placement. Additionally, the views of staff and their involvement in, or awareness of, the broader context within which they worked were found to be important. This study evidences the value of comparing outcomes across similar types of setting to improve our understanding of effective practice.
摘要:本研究旨在探讨在英国的替代条款(AP)设置中,哪些做法对16岁后成功过渡到继续教育、培训或就业产生了影响。ap为那些被主流学校永久排除在外的学生提供教育,并指导他们改善行为。2016年,56%的从AP过渡的年轻人在接下来的一年里保持了稳定的安置。本研究采用了官方统计数据分析、信息自由要求和有针对性的半结构化访谈相结合的方法。研究结果表明,增加持续转型的做法包括;有效和持续的跟踪前学生;高质量的核心学术offer;学生们也有机会在他们的主要岗位之外采取适当的步骤来提高他们的独立性。此外,工作人员的意见以及他们对其工作的更广泛背景的参与或认识也很重要。这项研究证明了在类似类型的设置中比较结果的价值,以提高我们对有效实践的理解。
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引用次数: 2
School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study 学校教职员支持小学就学困难儿童的经验:一项质性研究
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2067704
Amethyst Cunningham, K. Harvey, Polly Waite
ABSTRACT Children’s absence from primary school is associated with lower attainment and social difficulties, and persistent absence at this age often continues or worsens as children progress into secondary education. It is therefore important to intervene early to interrupt this negative trajectory. This study used individual semi-structured interviews to explore the perspectives of eight members of primary school staff, who had experience supporting children with difficulty regularly attending school, from both mainstream and special primary schools in England. Data were analysed using thematic analysis. Participants perceive school non-attendance to be a complex and challenging issue that can have a significant negative impact, and can be caused and maintained by multiple factors related to the child, family and school/education. Participants believe prevention is key and identify several different social/emotional and learning-focused interventions they have used to support children to attend school regularly, with varying degrees of success. Participants emphasise that success of any intervention relies strongly on collaboration between parents, school staff and other agencies involved. Findings from this study suggest that sufficient resource, early intervention, development of a school community, collaboration with families, liaison with other professionals and targeted evidence-based strategies are all important in improving attendance in this age range.
儿童缺学与较低的学习成绩和社会困难有关,并且在这个年龄段持续缺学通常会随着儿童进入中学教育而继续或恶化。因此,及早干预以中断这一消极轨迹是很重要的。本研究采用独立的半结构化访谈来探讨来自英国主流小学和特殊小学的八名小学工作人员的观点,他们都有帮助有困难的儿童正常上学的经验。采用专题分析对数据进行分析。参与者认为旷课是一个复杂而具有挑战性的问题,可能会产生重大的负面影响,并且可能由与孩子,家庭和学校/教育相关的多种因素引起和维持。参与者认为预防是关键,并确定了几种不同的社会/情感和以学习为重点的干预措施,以支持儿童定期上学,取得了不同程度的成功。与会者强调,任何干预措施的成功在很大程度上取决于家长、学校工作人员和其他相关机构之间的合作。这项研究的结果表明,充足的资源、早期干预、学校社区的发展、与家庭的合作、与其他专业人士的联系以及有针对性的循证策略对于提高这个年龄段的出勤率都很重要。
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引用次数: 2
Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties 有社交、情绪及行为困难的学生对教师课堂管理态度的看法
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2022-01-02 DOI: 10.1080/13632752.2022.2058561
Vincent Bernier, Nancy Gaudreau, L. Massé
ABSTRACT Studies have extensively presented a range of best practices for teachers to develop adequate classroom management skills. Yet, to date the connected attitudes that teachers would require to capably execute classroom management have received scarce attention in scientific literature. Accordingly, this article documents teachers’ classroom management attitudes (TCMA) from the perspective of pupils presenting with social, emotional and behavioural difficulties (SEBD). Individual interviews were conducted with fourteen SEBD pupils attending secondary-school special education programmes. Using thematic analysis, emergent themes were then identified and categorised, resulting in seventeen teacher attitudes which then fell into four overarching dimensions: 1) Respect; 2) Authority; 3) Supportiveness; and 4) Differentiation. The connection between the teacher attitudes, as voiced by the pupils, and the pupils’ perception of their teachers’ classroom management skill and proficiency is described at length. In light of these findings, avenues for better classroom intervention outcomes and for further research have been proposed.
研究广泛提出了教师培养足够课堂管理技能的一系列最佳实践。然而,迄今为止,在科学文献中,教师需要有能力执行课堂管理的相关态度很少受到关注。因此,本文从出现社会、情感和行为困难(SEBD)的学生的角度记录教师的课堂管理态度(TCMA)。对14名参加中学特殊教育课程的SEBD学生进行了个别访谈。使用主题分析,然后确定和分类突发主题,得出17种教师态度,然后分为四个总体维度:1)尊重;2)权威;3)支持力;4)差异化。学生所表达的教师态度与学生对教师课堂管理技能和熟练程度的看法之间的联系被详细描述。根据这些发现,提出了更好的课堂干预结果和进一步研究的途径。
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引用次数: 2
How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews 儿童如何理解他们的永久排斥:半结构化访谈的主题分析
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-12-06 DOI: 10.1080/13632752.2021.2012962
Rick Murphy
ABSTRACT A rising number of children are permanently excluded from school each year in England. Children’s experiences of exclusion are underrepresented in the literature, effectively giving prominence to the views and interpretations of researchers. This qualitative study uses semi-structured interviews to explore the ways in which excluded children story their experience of school exclusion (N = 18). Thematic analysis was used to identify trends in the children’s data, integrating key themes to develop an understanding of how children make sense of the exclusion situation. The main findings from this study are that excluded children tend to experience schools as misreading symptoms of social injustice, bullying, and special educational needs as misbehaviour and non-compliance. The children reported that exclusion behaviours were a communication of personal and social problems that were amplified by punitive school measures. Ways in which schools can implement these findings are discussed with key recommendations for employing these findings within schools and educational settings.
在英国,每年有越来越多的孩子被永久拒之门外。儿童被排斥的经历在文献中代表性不足,有效地突出了研究人员的观点和解释。本定性研究采用半结构化访谈来探讨被排斥儿童讲述其学校排斥经历的方式(N = 18)。专题分析用于确定儿童数据的趋势,整合关键主题,以了解儿童如何理解被排斥的情况。这项研究的主要发现是,被排除在外的儿童往往会在学校经历社会不公正、欺凌的误读症状,以及行为不端和不合规的特殊教育需求。孩子们报告说,排斥行为是个人和社会问题的一种表现,而学校的惩罚性措施又放大了这些问题。讨论了学校实施这些发现的方法,并提出了在学校和教育机构中应用这些发现的主要建议。
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引用次数: 3
Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder 有和没有注意缺陷/多动障碍或特殊学习障碍儿童的友谊质量、情绪理解和情绪调节
IF 1 Q3 PSYCHOLOGY, EDUCATIONAL Pub Date : 2021-11-25 DOI: 10.1080/13632752.2021.2001923
S. Kouvava, K. Antonopoulou, Constantinos M. Kokkinos, A. Ralli, K. Maridaki-Kassotaki
ABSTRACT Understanding and regulating emotions influence children’s friendships. Children with Attention Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) have difficulties in understanding emotions and in controlling themselves. Τhe present study examines how children’s friendships and their quality may be affected by emotion understanding and regulation skills. Participants were 64 children with ADHD, 64 children with SLD, and 64 typically developing (TD) children (Mage = 9.77 years, SD = 1.22) who answered questionnaires about their friendships, and their emotion understanding and regulation. Results showed that ADHD children had less friends, lower friendship qualities, worse understanding of emotions and control of their impulsivity, and used less cognitive reappraisals to regulate emotions, followed by SLD children and finally by TD children. Children with SLD reported using more expressive suppressions for regulating emotions. For all children, emotion understanding and regulation predicted higher friendship quality. The results support the significance of understanding and regulating emotions upon the quality of children’s best friendships.
理解和调节情绪影响着儿童的友谊。患有注意缺陷/多动障碍(ADHD)和特殊学习障碍(SLD)的儿童在理解情绪和控制自己方面存在困难。Τhe目前的研究考察了儿童的友谊及其质量如何受到情感理解和调节技能的影响。参与者是64名ADHD儿童、64名SLD儿童和64名典型发育(TD)儿童(Mage = 9.77岁,SD = 1.22),他们回答了关于他们的友谊、情绪理解和调节的问卷。结果表明,ADHD儿童的朋友较少,友谊品质较低,对情绪的理解和冲动控制较差,使用认知重评价来调节情绪的能力较差,其次是SLD儿童,最后是TD儿童。据报道,患有特殊障碍的儿童使用更多的表达性抑制来调节情绪。对于所有的孩子来说,情感理解和调节预示着更高的友谊质量。结果支持理解和调节情绪对儿童最好的友谊质量的重要性。
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引用次数: 5
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