ABSTRACT

Problematic and disruptive behaviours continue to be a pervasive problem in elementary school classrooms across the globe, with recent reports indicating rising trends. The present study seeks to describe a unique sample of children who are seeking mental health services and present with specific problematic school behaviours. Preliminary analyses were conducted to provide a descriptive understanding of the demographic characteristics of the sample of children. Comparative analyses were conducted to investigate the social and emotional functioning of children who engage in minimal problematic school behaviours and children who engage in more severe and frequent problematic school behaviours. Findings indicate significant between-group differences for conduct problems, hyperactivity-inattention, and peer relationship problems. Implications and possible suggestions are discussed regarding how key stakeholders can make use of these findings within their school contexts.

摘要

在全球的小学教室中，有问题的行为和破坏性行为仍然是普遍存在的问题，最近的报告表明趋势呈上升趋势。本研究旨在描述正在寻求心理健康服务并表现出特殊问题学校行为的儿童的独特样本。进行了初步分析，以提供对儿童样本的人口统计学特征的描述性理解。进行了比较分析，以调查从事极少有问题的学校行为的儿童和从事较严重和频繁有问题的学校行为的儿童的社会和情感功能。研究结果表明，群体之间在行为问题，多动症-注意力不集中和同伴关系问题上存在显着差异。