Pub Date : 2021-07-03DOI: 10.1080/13632752.2021.1965342
Rebecca J. Ward, H. Kovshoff, J. Kreppner
ABSTRACT Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and use of behavioural strategies. Traditional training shows initial improvements which deteriorate over time necessitating a new approach. Staff perspectives identifying important factors in teaching children with ADHD and staff training are largely missing from the literature. Semi-structured interviews were conducted with 19 primary staff in England. Interviews were analysed using a reflexive thematic approach. Five themes are reported: being equipped to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; training and support which meets the needs of all school staff. Findings will enable ADHD training to be better tailored to meet school staff’s needs.
{"title":"School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff","authors":"Rebecca J. Ward, H. Kovshoff, J. Kreppner","doi":"10.1080/13632752.2021.1965342","DOIUrl":"https://doi.org/10.1080/13632752.2021.1965342","url":null,"abstract":"ABSTRACT Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and use of behavioural strategies. Traditional training shows initial improvements which deteriorate over time necessitating a new approach. Staff perspectives identifying important factors in teaching children with ADHD and staff training are largely missing from the literature. Semi-structured interviews were conducted with 19 primary staff in England. Interviews were analysed using a reflexive thematic approach. Five themes are reported: being equipped to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; training and support which meets the needs of all school staff. Findings will enable ADHD training to be better tailored to meet school staff’s needs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"44 1","pages":"306 - 321"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72688777","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 : 2021-07-03DOI: 10.1080/13632752.2021.1979316
Naska Goagoses, Neele Schipper
ABSTRACT Considering that externalising behaviour problems are one of the most prominent psychopathologies, it is important to investigate the interplay of individual and environmental factors that are associated with such behaviours. Although previous literature revealed associations between parenting dimensions, callous-unemotional traits, and externalising behaviour problems, only a few studies examined these simultaneously during adolescence. The current study investigated the association between parental warmth/coercion and aggression/rule-breaking behaviour, and to determine whether these associations are mediated by callous-unemotional trait dimensions. A sample of 462 adolescents completed a questionnaire assessing callous-unemotional traits and externalising behaviour problems, and their parents completed a parenting style questionnaire. A path model revealed that parental warmth had a negative direct effect on the dimensions callousness and uncaring, which in turn had a positive effect on aggression and rule-breaking behaviour. Parental coercion had a positive direct effect on unemotionality, which was not associated with aggression and rule-breaking behaviour. Only parental warmth had an indirect effect onto externalising behaviour problems via callous-unemotional traits. Our findings demonstrate that even during adolescence, parenting remains an important factor for callous-unemotional traits and externalising behaviour problems. The unique differences between the parenting dimensions and the callous-unemotional trait dimensions have interesting implications for future research.
{"title":"Concurrent Associations between Parenting Dimensions, Callous-Unemotional Traits, and Externalizing Behaviour Problems during Adolescence","authors":"Naska Goagoses, Neele Schipper","doi":"10.1080/13632752.2021.1979316","DOIUrl":"https://doi.org/10.1080/13632752.2021.1979316","url":null,"abstract":"ABSTRACT Considering that externalising behaviour problems are one of the most prominent psychopathologies, it is important to investigate the interplay of individual and environmental factors that are associated with such behaviours. Although previous literature revealed associations between parenting dimensions, callous-unemotional traits, and externalising behaviour problems, only a few studies examined these simultaneously during adolescence. The current study investigated the association between parental warmth/coercion and aggression/rule-breaking behaviour, and to determine whether these associations are mediated by callous-unemotional trait dimensions. A sample of 462 adolescents completed a questionnaire assessing callous-unemotional traits and externalising behaviour problems, and their parents completed a parenting style questionnaire. A path model revealed that parental warmth had a negative direct effect on the dimensions callousness and uncaring, which in turn had a positive effect on aggression and rule-breaking behaviour. Parental coercion had a positive direct effect on unemotionality, which was not associated with aggression and rule-breaking behaviour. Only parental warmth had an indirect effect onto externalising behaviour problems via callous-unemotional traits. Our findings demonstrate that even during adolescence, parenting remains an important factor for callous-unemotional traits and externalising behaviour problems. The unique differences between the parenting dimensions and the callous-unemotional trait dimensions have interesting implications for future research.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"23 1","pages":"293 - 305"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84263224","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 : 2021-07-03DOI: 10.1080/13632752.2021.1958498
Michael Bakhshesh-Boroujeni, Sepideh Farajpour-Niri, A. Karimi
ABSTRACT Child abuse victims often experience sleep problems, but the possible underlying mediators between them are not well known. This study aimed to investigate the relationship between sleep quality and child abuse through the mediation role of alexithymia in a sample of 200 students of Tabriz University. The results show that child abuse experience and its components (emotional, physical, sexual abuse, and neglect) were significantly associated with low sleep quality and greater level of alexithymia. Findings of the structural equation model unveiled that child abuse experience and its components directly predicted sleep quality. Alexithymia was also a good mediator for the relationship between sleep quality and child abuse. This result suggests that alexithymia might be one mechanism linking sleep quality and child abuse.
{"title":"Sleep quality and child abuse: the mediating role of alexithymia","authors":"Michael Bakhshesh-Boroujeni, Sepideh Farajpour-Niri, A. Karimi","doi":"10.1080/13632752.2021.1958498","DOIUrl":"https://doi.org/10.1080/13632752.2021.1958498","url":null,"abstract":"ABSTRACT Child abuse victims often experience sleep problems, but the possible underlying mediators between them are not well known. This study aimed to investigate the relationship between sleep quality and child abuse through the mediation role of alexithymia in a sample of 200 students of Tabriz University. The results show that child abuse experience and its components (emotional, physical, sexual abuse, and neglect) were significantly associated with low sleep quality and greater level of alexithymia. Findings of the structural equation model unveiled that child abuse experience and its components directly predicted sleep quality. Alexithymia was also a good mediator for the relationship between sleep quality and child abuse. This result suggests that alexithymia might be one mechanism linking sleep quality and child abuse.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"25 1","pages":"254 - 263"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87011643","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 : 2021-07-01DOI: 10.1080/13632752.2021.1945801
A. S. Gómez Tabares, D. Landínez-Martínez
ABSTRACT This study aims to analyse the relationship between moral disengagement mechanisms, aggression and bullying behaviour in 221 high school students between 11 and 17 years who took the Mechanisms of Moral Disengagement Questionnaire, The Aggression Questionnaire and the School Bullying Questionnaire. Findings suggest significant positive correlations (p < .001) between aggressive, bullying behaviour and moral disengagement. Structural equation modelling shows that moral disengagement explains 14% the variance in verbal aggression and 34% the variance in physical aggression. Moral disengagement and verbal aggression explain 10% the variance of negative symptoms related to anxiety, depression, post-traumatic stress and effects on self-esteem. Finally, moral disengagement, negative symptoms, physical and verbal aggression explain 65% the variance of bullying behaviour. These findings can support the development of new and effective educational interventions.
{"title":"Moral disengagement mechanisms and its relationship with aggression and bullying behaviour among school children and youth at psychosocial risk","authors":"A. S. Gómez Tabares, D. Landínez-Martínez","doi":"10.1080/13632752.2021.1945801","DOIUrl":"https://doi.org/10.1080/13632752.2021.1945801","url":null,"abstract":"ABSTRACT This study aims to analyse the relationship between moral disengagement mechanisms, aggression and bullying behaviour in 221 high school students between 11 and 17 years who took the Mechanisms of Moral Disengagement Questionnaire, The Aggression Questionnaire and the School Bullying Questionnaire. Findings suggest significant positive correlations (p < .001) between aggressive, bullying behaviour and moral disengagement. Structural equation modelling shows that moral disengagement explains 14% the variance in verbal aggression and 34% the variance in physical aggression. Moral disengagement and verbal aggression explain 10% the variance of negative symptoms related to anxiety, depression, post-traumatic stress and effects on self-esteem. Finally, moral disengagement, negative symptoms, physical and verbal aggression explain 65% the variance of bullying behaviour. These findings can support the development of new and effective educational interventions.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"36 1","pages":"225 - 239"},"PeriodicalIF":1.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72589647","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 : 2021-06-29DOI: 10.1080/13632752.2021.1943176
Imma Balart, Marta Sadurní Brugué, Marc Pérez-Burriel
ABSTRACT The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive educational support due to the fact that they are experiencing difficulties with behavioural regulation. A theoretical revision is performed of the different ways of compression, in relation to the conduct disorders, the process of acquisition of the capacity of regulation among children, their relationship with adverse life experiences and finally their consequences in adult life. Age, gender, family socioeconomic status (SES), and clinical diagnosis were collected using a consecutive sampling on one hundred children and adolescents (N = 100) who were referred by the schools to two specialised psycho-educational teams. Risk factors such as the presence/absence of addiction in parents or caregivers, mental disorders, or family history in situations of abuse and lack of protection are also considered. The findings suggest that there exists far more demand for intensive support services among boys versus girls, in secondary schools and within socially disadvantaged families. Protection and risk factors that stand out above the others have been identified. The teachers’ awareness of the presence or absence of such factors among students, should allow early detections that might allow the planning of preventive actions in order to promote a full development of people from the point of view of wellbeing and health. The results are discussed in relation to the importance of adopting a socio-ecological and multisystemic approach to address the behavioural problems that in many cases are interpreted as symptoms or expressions of Adverse Childhood Experiences.
{"title":"Behavioural regulation difficulties at primary and secondary school: risk and protection factors","authors":"Imma Balart, Marta Sadurní Brugué, Marc Pérez-Burriel","doi":"10.1080/13632752.2021.1943176","DOIUrl":"https://doi.org/10.1080/13632752.2021.1943176","url":null,"abstract":"ABSTRACT The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive educational support due to the fact that they are experiencing difficulties with behavioural regulation. A theoretical revision is performed of the different ways of compression, in relation to the conduct disorders, the process of acquisition of the capacity of regulation among children, their relationship with adverse life experiences and finally their consequences in adult life. Age, gender, family socioeconomic status (SES), and clinical diagnosis were collected using a consecutive sampling on one hundred children and adolescents (N = 100) who were referred by the schools to two specialised psycho-educational teams. Risk factors such as the presence/absence of addiction in parents or caregivers, mental disorders, or family history in situations of abuse and lack of protection are also considered. The findings suggest that there exists far more demand for intensive support services among boys versus girls, in secondary schools and within socially disadvantaged families. Protection and risk factors that stand out above the others have been identified. The teachers’ awareness of the presence or absence of such factors among students, should allow early detections that might allow the planning of preventive actions in order to promote a full development of people from the point of view of wellbeing and health. The results are discussed in relation to the importance of adopting a socio-ecological and multisystemic approach to address the behavioural problems that in many cases are interpreted as symptoms or expressions of Adverse Childhood Experiences.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"1 1","pages":"264 - 279"},"PeriodicalIF":1.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89867581","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 : 2021-04-03DOI: 10.1080/13632752.2021.1939997
Michael Waite, C. Atkinson
ABSTRACT The mental health and wellbeing of children and young people is an area of great concern for those within education and health sectors, with young people reported to be especially at risk during adolescence. This has resulted in increasing demand for measures which can identify children and young people at risk of developing mental health difficulties, in order for appropriate and early intervention to be implemented. Previous literature highlights the large numbers of measures available, but guidance on which might be most appropriate for school use is limited. This review identified 10 measures which could be used for universal secondary school screening, from the Anna Freud National Centre for Children and Families (AFNCCF) and the Child Outcomes Research Consortium (CORC) toolkit. Measures were evaluated in relation to their implementation, psychometric properties and quality; and to how well items measured domains identified by the National Institute of Clinical Excellence (NICE) domains of mental health and wellbeing. Findings indicated that the Good Childhood Index, KIDSCREEN-27, Stirling Children’s Wellbeing Scale and the Warwick and Edinburgh Mental Health Scale are all suitable measures for universal secondary school screening of young people’s mental health and wellbeing, as defined by NICE.
{"title":"A review of mental health and wellbeing measures for universal secondary school screening","authors":"Michael Waite, C. Atkinson","doi":"10.1080/13632752.2021.1939997","DOIUrl":"https://doi.org/10.1080/13632752.2021.1939997","url":null,"abstract":"ABSTRACT The mental health and wellbeing of children and young people is an area of great concern for those within education and health sectors, with young people reported to be especially at risk during adolescence. This has resulted in increasing demand for measures which can identify children and young people at risk of developing mental health difficulties, in order for appropriate and early intervention to be implemented. Previous literature highlights the large numbers of measures available, but guidance on which might be most appropriate for school use is limited. This review identified 10 measures which could be used for universal secondary school screening, from the Anna Freud National Centre for Children and Families (AFNCCF) and the Child Outcomes Research Consortium (CORC) toolkit. Measures were evaluated in relation to their implementation, psychometric properties and quality; and to how well items measured domains identified by the National Institute of Clinical Excellence (NICE) domains of mental health and wellbeing. Findings indicated that the Good Childhood Index, KIDSCREEN-27, Stirling Children’s Wellbeing Scale and the Warwick and Edinburgh Mental Health Scale are all suitable measures for universal secondary school screening of young people’s mental health and wellbeing, as defined by NICE.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"23 1","pages":"206 - 222"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90541595","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 : 2021-04-03DOI: 10.1080/13632752.2021.1930904
Shruti Taneja Johansson
ABSTRACT Relegated to the margins of the large body of research on ADHD and school is individuals’ own retrospective accounts of schooling. Drawing on multiple narrative interviews with nine young adults with ADHD in Sweden, the present study explores their experiences and reflections concerning their years in compulsory school. Despite variations in the gradient of decline, time in school was described as a slippery slope, with rapid deterioration in secondary school. Participation in sports and cultural activities outside school emerged as strong supportive factors. The expectations placed on the individual in the school context and relationships with teachers were described as key hurdles. In hindsight, school was perceived as a meaningless phase of their lives. The present findings nuance the skewed diagnosis focus in contemporary research, raising questions about timing of support in school and offering important insights concerning girls with ADHD.
{"title":"Looking back on compulsory school: narratives of young adults with ADHD in Sweden","authors":"Shruti Taneja Johansson","doi":"10.1080/13632752.2021.1930904","DOIUrl":"https://doi.org/10.1080/13632752.2021.1930904","url":null,"abstract":"ABSTRACT Relegated to the margins of the large body of research on ADHD and school is individuals’ own retrospective accounts of schooling. Drawing on multiple narrative interviews with nine young adults with ADHD in Sweden, the present study explores their experiences and reflections concerning their years in compulsory school. Despite variations in the gradient of decline, time in school was described as a slippery slope, with rapid deterioration in secondary school. Participation in sports and cultural activities outside school emerged as strong supportive factors. The expectations placed on the individual in the school context and relationships with teachers were described as key hurdles. In hindsight, school was perceived as a meaningless phase of their lives. The present findings nuance the skewed diagnosis focus in contemporary research, raising questions about timing of support in school and offering important insights concerning girls with ADHD.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"2 1","pages":"163 - 175"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74543930","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 : 2021-04-03DOI: 10.1080/13632752.2021.1930909
Sarah Martin‐Denham
ABSTRACT In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.
{"title":"Defining, identifying, and recognising underlying causes of social, emotional and mental health difficulties: thematic analysis of interviews with headteachers in England","authors":"Sarah Martin‐Denham","doi":"10.1080/13632752.2021.1930909","DOIUrl":"https://doi.org/10.1080/13632752.2021.1930909","url":null,"abstract":"ABSTRACT In the UK, there is growing concern regarding the increasing prevalence of social, emotional and mental health (SEMH) difficulties experienced by children and young people. Using thematic analysis, this study sought ‘to determine how a sample of headteachers (HTs) define, identify and recognise underlying causes of SEMH difficulties’. The analysis found no consensus among the HTs regarding a definition for SEMH, but identified three themes: common characteristics used to define SEMH difficulties; information seeking to identify SEMH difficulties; and how HTs recognise origins and outcomes of SEMH difficulties. The results suggest that headteachers identify behavioural ‘problems and difficulties’ as a SEN, despite this not being a category within the SEND code of practice. To improve identification and response to SEMH difficulties, it is recommended that the Department for Education revises language in statutory guidance from ‘should’ and ‘could’ to ‘must’, to enforce a legal duty on schools for prompt identification of needs.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"1 1","pages":"187 - 205"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84535717","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 : 2021-04-03DOI: 10.1080/13632752.2021.1930907
Gerardo Moreno
ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.
{"title":"Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices","authors":"Gerardo Moreno","doi":"10.1080/13632752.2021.1930907","DOIUrl":"https://doi.org/10.1080/13632752.2021.1930907","url":null,"abstract":"ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"37 3 1","pages":"176 - 186"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80600578","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 : 2021-04-03DOI: 10.1080/13632752.2021.1923649
Toni Maglica, Katija Kalebić Jakupčević, Ina Reić Ercegovac
ABSTRACT This research aimed to explore the role of parental characteristics and mindful parenting in risk behaviour of adolescents. A total of 604 participants took part in the study, out of which N = 361 were adolescents aged 13 to 18, N = 158 were their mothers, and N = 85 fathers. To achieve the aim of the research, the following questionnaires were used: The General Data Questionnaire for Adolescents and Parents, The Adolescent Risk Behaviour Questionnaire, The Family Satisfaction Scale, and The Mindful Parenting Questionnaire. The results indicated that male adolescents report more often on violent behaviour, while girls report symptoms of eating disorders and they are less satisfied with their life. Related to age, older adolescents report lower life and family satisfaction and more often normative undesirable behaviour. The family satisfaction of adolescents, as well as mindful parenting, are negatively associated with risk behaviour, while the focus of attention on the child, self-efficacy, and empathy is positively related to the satisfaction of adolescents. The results support existing knowledge in this field and have strong practical implications for prevention and treatment interventions targeting family context.
{"title":"Risk behaviours in adolescence: predictive role of mindful parenting","authors":"Toni Maglica, Katija Kalebić Jakupčević, Ina Reić Ercegovac","doi":"10.1080/13632752.2021.1923649","DOIUrl":"https://doi.org/10.1080/13632752.2021.1923649","url":null,"abstract":"ABSTRACT This research aimed to explore the role of parental characteristics and mindful parenting in risk behaviour of adolescents. A total of 604 participants took part in the study, out of which N = 361 were adolescents aged 13 to 18, N = 158 were their mothers, and N = 85 fathers. To achieve the aim of the research, the following questionnaires were used: The General Data Questionnaire for Adolescents and Parents, The Adolescent Risk Behaviour Questionnaire, The Family Satisfaction Scale, and The Mindful Parenting Questionnaire. The results indicated that male adolescents report more often on violent behaviour, while girls report symptoms of eating disorders and they are less satisfied with their life. Related to age, older adolescents report lower life and family satisfaction and more often normative undesirable behaviour. The family satisfaction of adolescents, as well as mindful parenting, are negatively associated with risk behaviour, while the focus of attention on the child, self-efficacy, and empathy is positively related to the satisfaction of adolescents. The results support existing knowledge in this field and have strong practical implications for prevention and treatment interventions targeting family context.","PeriodicalId":46308,"journal":{"name":"EMOTIONAL AND BEHAVIOURAL DIFFICULTIES","volume":"32 4 1","pages":"151 - 162"},"PeriodicalIF":1.0,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77363263","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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