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1.
Black, Betty, and Logan, Arliss. Links between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children's Social Status . Child Development, 1995, 66 , 255–271. In this study, we examined communication in the family and peer systems in relation to children's sociometric status. Codes measured turn-taking skills and utterance types for 43 children (ages 24–60 months) with mothers, fathers, and peers. Communication differences in the family and peer systems were strongest for popular versus rejected status children and their parents, but differences were also found for controversial and neglected status children and their parents. Rejected status children demonstrated turn-taking styles that included irrelevant turns, interruptions, simultaneous talking, and noncontingent responding. Parents of rejected children used higher proportions of requests than parents of popular children but failed to allow their children time to respond to the requests. Popular status children were more likely to alternate turns, provide explanations to peers, and participate in episodes of cohesive discourse. Interaction patterns were examined for potential mechanisms of transfer between family and peer systems. 相似文献
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Relational and Physical Aggression of Preschool-Age Children: Peer Status Linkages Across Informants 总被引：1，自引：0，他引：1
Little is known concerning how subtypes of aggression (relational and physical) might be differentially related to preschool-age children's classification in peer sociometric status groups (popular, average, rejected, neglected, and controversial). Furthermore, associations between aggression and sociometric status might vary according to the assessment tools utilized (e.g., peer report vs. teacher report). In this study, relational and physical aggression as well as sociable behavior of preschool-age children was assessed using peer reports and teacher reports. Peer nominations of acceptance and rejection (like and dislike nominations) were also collected and used to form sociometric status groups. Findings indicate that the behavioral differences between sociometric status group categories, obtained with older samples in previous research, is already evident as early as preschool. Furthermore, relational aggression is associated with controversial sociometric status in this age group (based on peer reports). These findings complement an emerging body of research indicating that the practice of relational aggression may be associated with greater peer status for some children. 相似文献
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A longitudinal study of the utility of social preference and social impact sociometric classification schemes 总被引：3，自引：0，他引：3
The stability of standard score and probability method sociometric group assignments was examined over a 2-year period with an initial group of 334 preadolescents. The popular, neglected, and controversial sociometric groups evidenced low stability of group membership over intervals of approximately 1, 6, 12, 18, and 24 months; the rejected group evidenced slightly higher short-term stability. These findings of limited stability were attributed to measurement error and to the failure of both classification systems to identify groups with homogeneous social reputation profiles. Social role scores contributed to the prediction of stable group membership in the rejected and controversial classification, although these scores added little to the prediction of stable popular and neglected group membership. Stability over short intervals could be used to enhance the prediction of stability over longer periods; however, this procedure resulted in the classification of numerous false positives and false negatives. The instability of sociometric group assignments completed with the standard score and probability methods indicates that researchers should be cautious about the use of classifications based on only one data collection and that the selection of children for both clinical intervention and further nomothetic research may require alternative assessment procedures. 相似文献
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Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed. 相似文献
5.
ABSTRACT A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining. 相似文献
6.
Sarah Shearman 《Emotional and Behavioural Difficulties》2013,18(1):53-76
Abstract Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive. 相似文献
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Abstract We compared adolescents identified as having mild mental retardation, learning disabilities, behavioral disorders, and no known handicaps on regular classroom sociometric status extended to include measures of social impact and social preference. Students attended regular classroom physical education classes in six high schools from two adjacent school districts. We administered a rating scale sociometric in physical education classes where students with mild handicaps were enrolled. Results indicated that not all students with mild handicaps were similar in social acceptance, rejection, and preference. Students with mild handicaps also differed in composition of subgroups labeled popular, rejected, neglected, controversial, and average. We discuss implications concerning social standing differences across types of mild handicaps and the value of examining sociometric status in the manner employed here. 相似文献
8.
Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD. 相似文献
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Rachel Pritchett Gail Nowek Cróna Neill Helen Minnis 《Educational Psychology in Practice》2014,30(3):307-320
Studies examining the well-being of British children find that about 5–10% are at risk of developing problems. This study aimed to examine the emotional and behavioural development of six to eight year olds in an area of socio-economic deprivation in Glasgow (Scotland) and compare this with UK norms. Furthermore, it aimed to look at overlap between the problems children had. It was a population-based survey involving parents and teachers of 1658 children. The study found that the overall emotional and behavioural development in this deprived population was surprisingly similar to UK norms. There was however a small group of children with overlapping problems. There is an emphasis within Glasgow on supporting young people's social, emotional and behavioural needs, particularly with regard to nurture and attachment. Implications of Glasgow initiatives are discussed, and their potential role in helping children from deprived backgrounds maintain levels of emotional and behavioural development in line with UK norms and, in particular, this group with overlapping problems is explored. 相似文献
11.
Cheryl A. Young-Pelton Samantha L. Bushman 《Emotional and Behavioural Difficulties》2013,18(3):277-288
Effectiveness of a video self-modelling (VSM) intervention was examined with primary schoolchildren who attended a full-time special education programme for pupils with social emotional and behavioural difficulties and who exhibited inappropriate behaviour during small-group reading instruction. A randomised multiple-probe baseline design was used in this study in four subjects with a follow-up phase 6 weeks after intervention. Four children aged 10 were videotaped during reading instruction to determine levels of active learning and behavioural difficulties. Intervention took place at the teacher’s desk or table 3–5 minutes immediately before the child’s designated time for reading group instruction. During intervention, the children were shown carefully selected brief segments of their own video that had been recorded during the previous session. Results indicated VSM was an effective intervention for increasing active learning responses and for reducing behavioural difficulties during reading instruction. Optimum results were maintained for more than 8 weeks after intervention. These results support VSM as an effective antecedent intervention and add to the growing body of evidence-based practices for elementary school pupils who have social emotional and mental health difficulties. 相似文献
12.
Brendan Kwiatkowski 《Educational Action Research》2019,27(4):613-630
ABSTRACTTo help a group of nine adolescent boys with behavioural needs improve their social-emotional skills, the researcher designed and conducted a longitudinal intervention at a public secondary school in British Columbia. In order to complete this task, the researcher drew on the various strengths of action research, lesson study and learning study. Together their distinct attributes acted as an organizational framework and were seen to provide an effective and robust approach to school-based research. The action research component of the study ensured that the intervention had a deep understanding of the problems facing male students with behavioural needs, that stakeholders’ voices were considered in the research and that the personal role of the researcher was acknowledged. Learning study established positive masculinity as the intervention’s primary object of learning; and it helped influence the content and approach of individual sessions. Finally, lesson study’s fluid and collaborative approach to assessment allowed for ongoing guidance and a more comprehensive and nuanced understanding of the study’s results. Although there are similarities between action research, learning and lesson studies, the research discussed in this article demonstrates the efficacy and benefit in allowing their distinctive strengths to be used in conjunction for a longitudinal intervention. 相似文献
13.
Rejected, neglected, popular, and average-status children were selected on the basis of positive and negative sociometric measures from a total sample of 870 8- and 11-year-old children. Teachers completed the School Behavior Checklist and parents completed the Child Behavior Checklist for selected children. No age or sex differences were found. On both scales, rejected children were found to exhibit more behavior problems than neglected, popular, or average children. Neglected children did not exhibit more behavior problems than children of average status. 相似文献
14.
Charlie Tellis-James 《Educational Psychology in Practice》2016,32(4):327-342
This research drew on positive psychology in order to offer an optimistic way of conceptualising the lives of young people who are often described as having ‘SEBD’ (social, emotional and behavioural difficulties), now SEMH (social, emotional, mental health) in the English 2014 Special Educational Needs and Disability (SEND) Code of Practice. Positive psychology places emphasis on: the future, strengths, resources and potential, and suggests that negative experiences can build positive qualities. The young people in this research identified a range of strengths and resources in their lives that they had built as a result of earlier negative experiences. Narrative Oriented Inquiry (NOI) was used to analyse the themes of potential and growth in their stories which reveal their hopes and aspirations for the future. By giving these young people the opportunity to tell their stories this research permitted them to focus on where they were going, rather than where they had been. 相似文献
15.
《Emotional and Behavioural Difficulties》2013,18(2):137-160
Abstract The study explored prospective teachers’ concerns about KEYW ORDS pupils’ emotional and behavioural difficulties, their perceptions of self-efficacy in dealing with them and their coping strategies. The modification of prospective teachers’ perceptions across four levels of teacher training was also examined. Two hundred and eighty-four Greek prospective teachers completed an inventory presenting vignettes on pupils’ behaviour problems. It was found that prospective teachers were concerned about conduct and mixed difficulties, felt efficient in dealing with emotional difficulties, and suggested supportive coping strategies to handle them. These findings were consistent across the four levels of teacher training. The study is discussed in terms of its contribution to understanding prospective teachers’ decisions about emotional and behavioural difficulties, with regard to teacher training programmes. 相似文献
16.
Abstract This article examines the issues which are particular to the KEYWORDS development and improvement of schools for children and young people with emotional and behavioural difficulties. Key issues such as team formation and teamwork, cooperation, problem solving capabilities and the school’s capacity to take ownership of the change process are analysed against the background of a case study of one EBD school. The process of change in this school is tracked through the evolution of the ownership of change and the dynamics involved in that process. 相似文献
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Corinne Syrnyk 《British Journal of Special Education》2012,39(3):146-155
The nurture approach is a form of educational intervention for children with social, emotional and behavioural difficulties (SEBD). Utilising a unique example of a state‐run, special ‘nurturing’ primary school, Corinne Syrnyk, of St Mary's University College, Calgary, presents a case study of the experience of being a ‘nurture teacher’ in this distinctive environment. Findings suggest that nurture teachers value their role and are fulfilled by the challenge it presents. Nurture teachers tended to define their role according to personal qualities and described experiential learning as tantamount to the training process. This study illustrates the holistic approach adopted by nurture teachers and sheds light on the distinguishing features and experiences of nurture teachers. Implications for best practice concerning the support and training of existing and potential nurture teachers are discussed. 相似文献
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Ritva Koivusaari 《教育心理学》2004,24(3):359-374
This study analyzed what kind of role sociometric status has in non‐real time computer conversations. Computer‐supported conversations were investigated by using two local area networks. Participants were 52 9 to 10‐year‐old schoolchildren selected from three sociometric strata: rejected, average, and popular. Children's preferred friends, school project companions, and spare time companions were considered separately. Furthermore, the role of achievement was studied. Results show that boys participate in conversations more actively than girls do. Rejected children are not at a disadvantage compared to popular children. Moreover, boys in the average popularity group engage in more active computer conversations than children in other groups. Most of the diversities are obtained when sociometric grouping is based on school project companions. This study shows that group working skills are more important for boys than for girls. 相似文献
20.
Perceptions of sleep duration,patterns and emotional and behavioural difficulties: a study of Greek adolescents 
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下载免费PDF全文 The study investigated adolescent students’ perceptions of sleep duration and patterns, and the way they relate to emotional and behavioural difficulties. Five hundred and two students from public schools in Greece completed the Sleep Questionnaire and the Strengths and Difficulties Questionnaire (SDQ). It was demonstrated that consistency in sleep duration and quality in sleep patterns were associated with a reduction in adolescents’ reports of emotional and behavioural difficulties. Sleep duration was similarly distributed across gender, while sleep patterns were gender‐specific. Distinct differential effects of gender, sleep duration and patterns to adolescents’ emotional and behavioural difficulties were also found. These findings and their implications for research and practice are discussed, within the scope of the biopsychosocial framework in education. 相似文献