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1.
Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender‐contrary behaviours more severely than gender‐consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.  相似文献   

2.
Drawing on early research on parental involvement and its effect on children's school functioning, it was hypothesized in this study that parents’ educational involvement is positively related to two indicators of school functioning: academic self‐competence and academic achievement. However, in light of research on the distinction between parents’ home‐ and school‐based educational involvement in terms of their different provisions of parents’ school‐related support, this study examined the relationship between each of these two bases and two adolescent outcomes: self‐evaluation (consisting of global self‐worth and scholastic self‐evaluation) and school‐reported academic achievement. Analyses using structural equation modeling (SEM) on data collected from 397 (187 girls) Israeli seventh‐graders (first year of junior high school) confirm the distinction between home‐ and school‐based parental involvement and their different links to adolescent outcomes. SEM analyses carried out separately for girls and boys showed positive links between home‐based parental involvement for girls and parent's volunteering for boys and global self‐worth. This analysis also showed direct negative links between school‐based parental involvement and academic achievement for boys. The discussion addresses these differences and their implication for the school experiences of young adolescents in the wake of the transition to junior high school.  相似文献   

3.
Schiff M  Zeira A 《Child abuse & neglect》2005,29(11):1249-1263
OBJECTIVE: This exploratory study examines the reported dating violence and its association with sexual risk behavior among Israeli adolescents, who are at risk for dropping out of school. METHODOLOGY: A convenience sample of 105 at-risk youth (51 boys and 54 girls) completed self-administered anonymous, questionnaires in small same-gender groups. The questionnaire included a Hebrew version of the Conflict in Adolescent Dating Relationships Inventory, a valid scale developed in the US especially for adolescents, the Hebrew version of the Conflict Tactics Scale and the Self-Efficacy to Refuse Sexual Behavior Scale. RESULTS: We found high rates of perpetration of verbal-emotional abuse for both girls and boys. Rates of reported victimization by physical abuse were higher among boys but that by sexual abuse were higher among girls. We found a moderate inverse association between victimization by dating violence and practicing safe sex among girls. There was a similar but much stronger association for boys who were victims of dating violence. CONCLUSIONS: The high rates of various types of dating violence in Israel, at least among at-risk adolescents, should raise concern and motivate designing and implementing specific prevention interventions. The high reported rates of victimization from dating violence among boys are somewhat surprising and call for special attention and more indepth studies.  相似文献   

4.
This study examined how one physical education (PE) teacher in a specialist school for pupils with social and emotional behavioural difficulties (SEBD) taught Year 9 pupils utilising the Teaching Games for Understanding (TGfU) model. The research identified factors that led to such instruction, and considered the influence of occupational socialisation on the pedagogical approaches of the teacher. Data collection methods were semi‐structured interviews and non‐participant lesson observations. The resultant data were inductively analysed. Observations revealed that the lessons emphasised problem‐solving and limited technical practice. Interviews detailed how the factors influencing this practice were other PE teachers and the nature of the pupils. This research makes two recommendations: first, SEBD schools wishing to utilise TGfU should examine the prior pedagogical experiences of potential employees; second, student teachers wishing to use TGfU in institutions for pupils with SEBD should consider gaining experience of SEBD education prior to higher education in order to put subsequent pedagogical experiences into relevant focus.  相似文献   

5.
Using a social constructionist approach, this study explores the self-perceptions of young men who, when at school, were classed as boys with social, emotional and behavioural difficulties (SEBD). The aim is to understand how these perceptions were forged throughout the young men's life-courses resulting in changing self-identities. The study also explores how, through the language that the participants employed, they made it possible for different aspects of their socialization to influence their ability to influence the development of their lives, especially when making decisions such as choosing a particular partner or deciding to stop taking drugs. This study indicates participants acting on their own appraisals of their identity in forging opportunities and highlights their perceptions of the influence of different agents of socialization on how they turned out as adults.  相似文献   

6.
Early adolescents (Grades 6-8) with multiple learning disabilities (LD; reading and math) in inclusive settings were compared to adolescents with single LD (reading or math) and typically achieving (TA) peers regarding their psychosocial functioning in two areas of adolescent well-being: emotional adjustment and school functioning. The Behavior Assessment System for Children (Reynolds & Kamphaus, 1998) Self-Report of Personality for adolescents was used to determine well-being. One hundred twenty middle school students-15 boys and 15 girls in each group-were included in the current study. The results confirmed that adolescents with multiple LD (reading and math) reported poorer functioning (i.e., higher T scores) on school maladjustment, clinical maladjustment, emotional symptoms index, attitude to school, atypicality, and depression when compared to TA peers but not when compared to peers with a single LD (reading or math). All three groups differed from the TA group (but not from each other) on sense of inadequacy, with the multiple LD group reporting the highest T scores. Additional analyses indicated significant differences between girls and boys, regardless of disability status. Girls reported higher T scores on the emotional symptoms index, social stress, and depression, but boys reported greater school maladjustment and sensation seeking. Implications for practice and recommendations for future research are discussed.  相似文献   

7.
Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.  相似文献   

8.
The levels of drug use amongst school‐aged young people have risen over the past decade. Prevention initiatives have been developed using empirical evidence obtained from school‐based surveys. The empirical evidence base of drug use amongst young people with social, emotional and behavioural difficulties (SEBD) attending special education provision is very limited. The implications of this knowledge gap for addressing drug use amongst these young people are explored in this paper. Proposals for the way forward are suggested, for developing a framework for targeted evidence‐based interventions for young people attending emotional and behavioural difficulty units.  相似文献   

9.
Despite significant educational expansion, Mexico’s educational attainment rates are relatively low. Though primary school enrollment is at nearly 100%, less than half of young adults ages 18-29 have finished upper secondary school (USE). This article examines how family-level factors, particularly parental education and household wealth, are associated with the likelihood of children dropping out of USE early in Mexico – a shift away from the well-established focus on primary education. Using region fixed effects logistic regressions, I examine the role of both mother’s and father’s education in predicting children’s educational persistence – and how this varies for boys and girls. Data is derived from a nationally representative sample of USE-aged youth in Mexico (n = 8,235). Results indicate that increases in parental education decrease the likelihood of children dropping out in upper secondary school, even when controlling for financial resources and other family- and household-level characteristics. Notably, these results vary across boys and girls.  相似文献   

10.
The relationship between materialism and social-emotional behavioural difficulties (SEBDs) was assessed by comparing a sample of adolescents receiving in-school behavioural support with adolescents not receiving any support. All participants completed the Youth Materialism Scale and the Strengths and Difficulties Questionnaire. Binary logistic regression indicated that adolescents who reported higher levels of materialism were more likely to be classified into a group considered ‘at-risk’ for developing conduct and peer problems. Hierarchical logistic regression assessed the moderation of behavioural support and indicated that adolescents in receipt of behavioural support who reported higher levels of materialism were at a greater risk of hyperactivity in comparison to those who receive support but reported lower levels of materialism. For adolescents not receiving behavioural support, less materialistic attitudes placed them at a greater risk of hyperactivity. These findings highlight the importance of distinguishing between different SEBD typologies and the potential effects of materialism during adolescence.  相似文献   

11.
Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy. The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies. The article also reflects on a number of issues to consider when implementing such projects in special education contexts.  相似文献   

12.
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   

13.
Breakfast skipping is common in adolescents, but research on the effects of breakfast skipping on school performance is scarce. This current cross‐sectional survey study of 605 adolescents aged 11–18 years investigated whether adolescents who habitually skip breakfast have lower end‐of‐term grades than adolescents who eat breakfast daily. Additionally, the roles of sleep behavior, namely chronotype, and attention were explored. Results showed that breakfast skippers performed lower at school than breakfast eaters. The findings were similar for younger and older adolescents and for boys and girls. Adolescents with an evening chronotype were more likely to skip breakfast, but chronotype was unrelated to school performance. Furthermore, attention problems partially mediated the relation between breakfast skipping and school performance. This large‐scale study emphasizes the importance of breakfast as a determinant for school performance. The results give reason to investigate the mechanisms underlying the relation between skipping breakfast, attention, and school performance in more detail.  相似文献   

14.
This article draws on the Millennium Cohort Study (MCS) to examine parent ratings of social, emotional and behavioural difficulties and prosocial behaviour in pre‐ and mid‐adolescents. A series of mixed‐design ANOVAs yielded interesting results. Parent ratings of emotional difficulties in girls increased as they moved from pre‐ to mid‐adolescence whereas for boys the reverse was found. Peer problems were found to be on the rise, whereas prosocial skills decreased for 14‐year‐olds. Most importantly, significant associations were found between socio‐economic measures (that is, family income and parent education) and ratings across the domains of the Strengths and Difficulties Questionnaire, highlighting the socio‐economic specificity of behaviour and well‐being in adolescents. These findings have significant implications for understanding trends in young people's social behaviour and emotional well‐being from pre‐ to mid‐adolescence within their socio‐economic context.  相似文献   

15.
This article presents a study of academic procrastination and associated motivation variables in 508 adolescents from a general secondary school in central Turkey. Girls reported higher levels of self‐efficacy for self‐regulation and predicted higher Turkish grades than boys, but there was no difference in levels of procrastination. Academic self‐efficacy was a stronger predictor of procrastination for girls than for boys, but for both groups self‐efficacy for self‐regulation was the strongest predictor of procrastination. Most participants (83%) reported spending one hour or more procrastinating per day, with writing tasks the most prone to procrastination for boys and girls. When procrastinating, Turkish adolescent boys were more likely to spend time with electronic media (watching TV, emailing, going on‐line, and, in particular, playing computer games), whereas girls were most likely to read books, magazines, and newspapers. The article concludes with implications for researchers, and also for parents and educators of adolescents.  相似文献   

16.
The present study examined the role that adolescents’ dyslexia plays in their educational expectations, as well as their parents’ expectations concerning their offspring’s future education. To investigate this, 170 adolescents were asked to report their educational expectations on two occasions while they were still attending comprehensive school (in 7th and 9th grade). Forty-five of the 170 adolescents were diagnosed as having dyslexia. The adolescents’ mothers and fathers also filled in questionnaires concerning their educational expectations for their offspring. The results showed that parents of boys with dyslexia had lower expectations about their sons’ future education than parents of typically reading boys. However, parents of girls with dyslexia and parents of typically reading girls did not differ in this respect. Parents’ expectations also predicted the adolescents’ own educational expectations. Moreover, dyslexia was associated with boys’ academic achievement (GPA), which further predicted their educational expectations.  相似文献   

17.
FIONA LEACH 《Compare》2003,33(3):385-400
This paper examines the role of the school, and of the peer group culture in particular, in constructing male and female identity among adolescents within the context of high levels of gender violence. It draws on a DfID-funded study into the abuse of girls in schools in three African countries (Zimbabwe, Malawi and Ghana). This study documents incidents of male teachers and older male pupils aggressively propositioning female pupils for sex, 'sugar daddies' preying on schoolgirls in the vicinity of the school, and generally high levels of corporal punishment and bullying. The abusive behaviour of boys towards girls (and also towards younger or more vulnerable boys) in school is in part the product of a peer culture which stresses male competition and sexual prowess as part of the process of learning to 'be a man'. Alongside other studies (Wood & Jewkes, 1998; Leach & Machakanja, 2000; Human Rights Watch, 2001) it reveals a worrying sexual socialisation process in which male violence is accepted as the norm in adolescent relationships while obedience and tolerance continue to be expected of girls. This can lead to aggressive male behaviour being normalised and perpetuated in adulthood. Schools and education authorities are guilty of contributing to this socialisation as long as they fail to take vigorous measures to stamp out all forms of violent behaviour and to actively promote constructive adolescent relationships. Lessons can be learnt from those few innovative programmes with adolescents which provide genuine examples of the promotion of equal gender relations, personal responsibility, respect for others and cooperation between individuals. It is part of the school's mission not just to foster academic learning but to teach life skills which include supporting adolescents in developing constructive relationships.  相似文献   

18.
Drawing on survey data, this paper explores the association between early adolescents’ gender‐role identity and sense of peer group acceptance, and how this association may vary as a function of the gender context of the school. Two indicators of gender‐role identity were included in the analysis: in one measure the items reflect features of masculine and feminine stereotypes, while the other measures assertiveness in classroom situations. Support for the context framework was provided for boys only and then solely with regard to the first indicator; that is, boys highly endorsing feminine‐typed behaviours were found to experience lower levels of acceptance from peers in single‐sex schools but not in coeducational schools. As for assertiveness, it was found that highly assertive girls as well as boys report higher levels of peer acceptance, regardless of the gender context of the school.  相似文献   

19.
The Adaptive/Maladaptive Perfectionism Scale (AMPS; K.G. Rice & K.J. Preusser, 2002) was developed on samples of 9‐ to 11‐year‐old children. A primary purpose of the current research was to examine whether the AMPS could be useful in studies of adolescents, and in particular, studies of adolescent depression. This study of 145 early adolescents revealed (1) a somewhat different AMPS factor structure than has been evident in studies of younger children; (2) no significant mean differences between boys and girls on perfectionism, although girls were significantly more depressed than boys; (3) a pattern of perfectionism‐depression correlations that differed somewhat between boys and girls; and (4) several interactions of different dimensions of perfectionism in accounting for depression. Results are discussed by addressing differences between children and adolescents in school cultures, physical and psychological changes from childhood to adolescence, and the importance of considering the positive as well as the negative aspects of perfectionism among school‐age children. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 139–156, 2007.  相似文献   

20.
Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc.  相似文献   

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