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Helpful and unhelpful factors in school-based counselling and pastoral care as usual: analysis of qualitative data from the experience of service questionnaire Emotional and Behavioural Difficulties Pub Date : 2024-03-15 Helen Raynham, Mick Cooper, Jacqueline Hayes, John Rae, Peter Pearce
The purpose of the present study was to explore and compare helpful and unhelpful factors reported by young people who received either schoolbased humanistic counselling and the school’s usual past...
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Developing social and emotional competencies in incarcerated young people in seven countries in Europe through the use of active games and sport Emotional and Behavioural Difficulties Pub Date : 2024-03-14 Adeela Ahmed Shafi, Jordan Wintle, Sian Templeton, Dan Clarke
Social and emotional competencies (self-regulation, coping with challenges, positive relationships) are related to positive life outcomes. Justice involved children and young people have not always...
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The place for diagnosis in the UK education system? Emotional and Behavioural Difficulties Pub Date : 2024-03-04 Kalum S. Bodfield, Aisling Culshaw
Currently, the number of students in the UK with diagnoses of mental health or psychiatric conditions is rising, as are the number of students categorised as having a special educational need or di...
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Psychological and pedagogical support technologies for children with anxiety manifestations in the conditions of a preschool organisation Emotional and Behavioural Difficulties Pub Date : 2024-02-14 Aliya Konysbayeva, Roza Bekmagambetova, Saira Zhiyenbayeva, Manshuk Kurmanbekova, Gulnur Kazakhbayeva
The purpose of the article is to analyse the psychological and pedagogical support technologies for children with anxiety manifestations in the educational process. Research methods: theoretical (a...
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Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement Emotional and Behavioural Difficulties Pub Date : 2023-12-02 Angeliki Kallitsoglou, Arif Mahmud
The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes tow...
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Editorial Emotional and Behavioural Difficulties Pub Date : 2023-11-21 Harry Daniels
Published in Emotional and Behavioural Difficulties (Vol. 28, No. 2-3, 2023)
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Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences Emotional and Behavioural Difficulties Pub Date : 2023-11-21 Rebecca Jones, Jana Kreppner, Fiona Marsh, Brettany Hartwell
Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of puni...
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Teachers’ relational competence: perceptions of teachers and students with and without ADHD and ASD Emotional and Behavioural Difficulties Pub Date : 2023-11-21 Linda Plantin Ewe, Mona Holmqvist, Sven Bölte
This study examined whether teachers’ professional development of their relational competence with students with attention deficit hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD...
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Breaking the culture of school suspension: alternatives to external suspension and exclusion for P-6 students Emotional and Behavioural Difficulties Pub Date : 2023-11-01 B. L. Avery-Overduin, S. Poed
Exclusionary school discipline practices have long been used to address challenging behaviours by students. However, a considerable body of research exists to refute that school disciplinary absenc...
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Bullying perpetration: the role of attachment, emotion regulation and empathy Emotional and Behavioural Difficulties Pub Date : 2023-10-29 Jule Eilts, Jessica Wilke, Ute von Düring, Neele Bäker
Empathy and emotion regulation are potential individual factors and attachment is a potential contextual factor influencing bullying perpetration. The joint consideration of these factors in an int...
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Investigating health behaviours and health beliefs in individuals with Social, Emotional, and Mental Health (SEMH) difficulties Emotional and Behavioural Difficulties Pub Date : 2023-09-12 Megan Bowes, Mark Forshaw, Rachel Tarling
Individuals with SEMH difficulties often perform negative health behaviours, yet little qualitative research aiming to understand why exists. The present study aimed to uncover reasons for poor hea...
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The feasibility of TOGETHER: a collaborative educator-parent programme for teaching social and emotional competence in young children Emotional and Behavioural Difficulties Pub Date : 2023-09-05 Joanna Grace Phillips, Gaye Tyler-Merrick, Sivanes Phillipson
The aim of this study was to explore the feasibility of the TOGETHER: Growing Children’s Social and Emotional Competence programme. This programme was designed to build a more collaborative relatio...
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Clinicians’ perceptions of the mental health needs of young people in alternative provision educational settings: An exploratory qualitative analysis Emotional and Behavioural Difficulties Pub Date : 2023-07-26 Sarah Kew-Simpson, Rebecca Williams, Dennis Kaip, Nigel Blackwood, Hannah Dickson
It is estimated that 1 in 2 young people who are educated in Alternative Provision (AP) educational settings have social, emotional and mental health difficulties. However, the extent to which the ...
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‘Out of sight, out of mind’: an interpretative phenomenological analysis of young people’s experience of isolation rooms/booths in UK mainstream secondary schools Emotional and Behavioural Difficulties Pub Date : 2023-07-11 Emma Condliffe
Internal isolation has become a mainstay of behaviour management across UK schools. However, despite the extensive use of isolation rooms/booths (IRBs), the supporting evidence-base for such measur...
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Editorial Emotional and Behavioural Difficulties Pub Date : 2023-06-11 Harry Daniels
Published in Emotional and Behavioural Difficulties (Vol. 28, No. 1, 2023)
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Measuring self-disgust in adolescence: Adaptation and validation of a new instrument for the Portuguese adolescent population Emotional and Behavioural Difficulties Pub Date : 2023-06-02 Diogo Carreiras, Mariana Guilherme, Marina Cunha, Paula Castilho
Self-disgust is a complex emotion related to feeling aversion or revulsion about internal and personal physical attributes, personality, functioning and behaviours. The aim of the present study was...
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Parents’ experiences of parenting a preadolescent child with OCD: A qualitative study Emotional and Behavioural Difficulties Pub Date : 2023-05-29 Chloe Chessell, Kate Harvey, Brynjar Halldorsson, Alice Farrington, Cathy Creswell
ABSTRACT Obsessive Compulsive Disorder (OCD) has negative impacts on affected preadolescent children; however, little is known about parents’ experiences of parenting a preadolescent child with OCD, and limited provision exists to help parents to support their children. This study aimed to explore parents’ experiences of parenting a preadolescent child with OCD using semi-structured, qualitative interviews
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Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder Emotional and Behavioural Difficulties Pub Date : 2023-05-09 Shruti Taneja-Johansson
ABSTRACT The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication
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Self-debasing cognitive distortions as predictor of emotional disturbance among school bullying bystanders Emotional and Behavioural Difficulties Pub Date : 2023-04-27 Segun Emmanuel Adewoye, Nettie N Ndou
ABSTRACT The purpose of this study is to ascertain how the four domains of self-debasing cognitive distortions, namely personalisation, catastrophising, overgeneralisation and selective abstraction could predict or inform bullying bystanders’ emotional disturbance in reactions to witnessing bullying. A descriptive case study research design was adopted. Ten school bullying bystanders were purposefully
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Essentialist beliefs about attention-deficit/hyperactivity disorder (ADHD): an empirical study with preservice teachers Emotional and Behavioural Difficulties Pub Date : 2023-04-11 Timo Hennig, Klaus Michael Reininger, Marie-Luise Schütt, Jörg Doll, Gabi Ricken
ABSTRACT Attention-deficit/hyperactivity disorder (ADHD) is a frequent diagnosis among children with emotional and behavioural difficulties. However, it is unclear which specific beliefs teachers hold about the disorder and how these shape their expectations. Essentialist beliefs about ADHD (the assumption that individuals with ADHD are fundamentally different from others) are prevalent in scientific
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Editorial Emotional and Behavioural Difficulties Pub Date : 2023-04-09 Harry Daniels
Published in Emotional and Behavioural Difficulties (Vol. 27, No. 4, 2022)
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Australian teachers and school leaders’ use of differentiated learning experiences as responsive teaching for students with ADHD Emotional and Behavioural Difficulties Pub Date : 2023-03-23 Kathy Gibbs
ABSTRACT There is a paucity of research in Australia about educators’ use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on a small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD. Findings showed that teachers and school leaders
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ADHD symptoms and maladaptive achievement strategies: the reciprocal prediction of academic performance beyond the transition to middle school Emotional and Behavioural Difficulties Pub Date : 2023-03-15 Palmu Iines R., Määttä Sami J., Närhi Vesa M., Savolainen Hannu K.
ABSTRACT This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively
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Journeys of endurance: stories of exclusion from pupils, caregivers and school professionals Emotional and Behavioural Difficulties Pub Date : 2023-02-19 Victoria Feingold, Janet Rowley
ABSTRACT Permanent exclusion from primary school is an issue of national and local concern; previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aims to provide an in-depth exploration
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Editorial Emotional and Behavioural Difficulties Pub Date : 2023-02-13 Elizabeth J Done, Helen Knowler
Published in Emotional and Behavioural Difficulties (Vol. 27, No. 3, 2022)
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English schooling and little e and big E exclusion: what’s equity got to do with it? Emotional and Behavioural Difficulties Pub Date : 2023-02-13 Martin Mills, Pat Thomson
ABSTRACT It seems uncontentious that policy development should be informed by evidence, and that researchers should be engaged to assess available evidence. In this paper, we tell the story of a Rapid Evidence Assessment (REA) about school exclusion, a task intended to inform a ‘root and branch’ policy review. Drawing on Carol Bacchi’s ‘What’s the problem?’ approach, we use the project brief and the
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‘But what do the statistics say?’ An overview of permanent school exclusions in England Emotional and Behavioural Difficulties Pub Date : 2023-02-13 Alison Black
ABSTRACT This article explores and presents various statistics regarding permanent school exclusions in England. Publically available national data, e.g. Permanent and fixed-period exclusions in England (Department for Education, 2021a), are used to identify patterns and thus provide an overview of the number, profile and characteristics (considering variables such as gender, ethnicity) of the population
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Illegal school exclusion in English education policy Emotional and Behavioural Difficulties Pub Date : 2023-02-13 Megan Whitehouse
ABSTRACT This article draws upon legislation, policy, guidance and recently published research in order to explore why illegal exclusion, sometimes known as off rolling, is an under-researched area of education, and what the most significant barriers are to gaining a clearer understanding of the scale of, and reasons behind, the practice. In doing so, the article draws attention to policy obfuscation
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Disrupting unlawful exclusion from school of minoritised children and young people racialized as Black: using Critical Race Theory composite counter-storytelling Emotional and Behavioural Difficulties Pub Date : 2023-02-13 Zahra Bei, Helen Knowler
ABSTRACT Utilising Critical Race Theory (CRT) as the analytical lens and CRT composite counter-storytelling as the method, this paper seeks to illuminate the experiences of minoritised children and young people racialised as Black in relation to encounters with the exclusionary practice called ‘off-rolling’. We conceptualise off-rolling as a hidden process of exclusion in education, and the stories
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A content analysis of school leaders’ conversations about ‘off rolling’ on Twitter and its relevance to teacher education Emotional and Behavioural Difficulties Pub Date : 2023-02-13 Alice E Potter, Helen Knowler, Elizabeth J Done
ABSTRACT This article seeks to illustrate the usefulness to teacher educators of small-scale qualitative social media content analysis by reporting a study of online microblogs (tweets) posted by senior school leaders’ relating to ‘off rolling’ (practices that bypass legal permanent exclusion procedures in English mainstream schools). The outlined method enables analysis of social media content in
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The identity making of teachers, pupil assistants and the diagnosed pupil: discourses in the context of segregated special education units Emotional and Behavioural Difficulties Pub Date : 2023-02-10 Johan Edin
ABSTRACT This study aimed to explore how the perceptions held by pupil assistants (PAs) and teachers regarding their professions shaped the identities of PAs and teachers belonging to segregated special education units (SEUs), as well as pupils with neurodevelopmental diagnoses (NDs). A qualitative study consisting of semi-structured interviews and Critical Discourse Analysis inspired by Fairclough
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A cross-sectional study on the impact of parental educational level and gender differences on emotional and behavioural difficulties in adolescents in Qatar Emotional and Behavioural Difficulties Pub Date : 2023-02-02 Maha Al-Hendawi
ABSTRACT Heterogeneous findings on the prevalence of emotional and behavioural difficulties (EBD) have been reported in Middle Eastern countries. Moreover, the prevalence of EBD among adolescents in Qatar is unknown, making it difficult to implement the necessary educational or psychosocial programs. This study used a cross-sectional methodology to assess emotional and behavioural problems among 533
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Researching ‘off rolling’ as a sensitive topic: ‘Hard’ evidence and experiential accounts Emotional and Behavioural Difficulties Pub Date : 2022-11-30 Elizabeth J. Done
ABSTRACT This paper will explore the ways in which behaviour features in the accounts of ‘off rolling’ processes in schools in England volunteered by participants – senior school leaders, SENCos and parents, in an ongoing multi-stranded research project. In addition to analysing these accounts, this paper draws on contextual features and concepts such as parrhesia and authenticity in a probing of methodological
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Perceived Social Support and Alcohol Consumption during Adolescence: A Path-Analysis with Internalizing and Externalizing Behaviour Problems Emotional and Behavioural Difficulties Pub Date : 2022-11-27 Alissa Schüürmann, Naska Goagoses
ABSTRACT The aim of the current study was to investigate the relationship between adolescents’ social support, their internalising and externalising behaviour problems, and their alcohol consumption. Adolescents attending Grade 7–10 (N = 329), answered questionnaires regarding their perceived social support (from parents, teachers, classmates, and friends), internalising (emotional and peer problems)
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First steps towards a mental health and neurodevelopmental screening of secondary school children following two fixed-term school exclusions in the UK Emotional and Behavioural Difficulties Pub Date : 2022-11-17 Caron Lawson, Kate Prentice, Janine Jennings, Kate Johnston
ABSTRACT Children excluded from school often have a range of unidentified needs that may directly contribute to their behaviour. Research and policy highlight the absence of screening for difficulties in children at risk of exclusion. This study aimed to assess and explore the feasibility and acceptability of neurodevelopmental and mental health screening of secondary school children with two or more
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Introduction Emotional and Behavioural Difficulties Pub Date : 2022-11-06 Harry Daniels
Published in Emotional and Behavioural Difficulties (Vol. 27, No. 2, 2022)
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Person-centred planning in education: an exploration of staff perceptions of using a person-centred framework in an alternative provision Emotional and Behavioural Difficulties Pub Date : 2022-11-06 Anthony Gray, Kevin Woods, Clare Nuttall
ABSTRACT Opportunities for children to be involved in the decisions made about them are part of current statutory educational legislation. Person-centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements to gather pupil views. However, young people within alternative provisions (APs) may lack opportunities to be heard. This paper reports on an action research
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Primary school-based screening for childhood mental health problems and intervention delivery: a qualitative study of parents in challenging circumstances Emotional and Behavioural Difficulties Pub Date : 2022-10-31 Victoria Williamson, Michael Larkin, Tessa Reardon, Tamsin Ford, Susan H. Spence, Fran Morgan, Cathy Creswell
ABSTRACT Few children with mental health problems access evidence-based interventions. Primary schools may be an ideal setting to improve access to treatment through screening and intervention programmes, but some families’ circumstances and experiences may increase barriers to benefiting from this approach. Interviews were carried out with parents of children living in potentially challenging circumstances
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Domain-specific discrepancies between self- and caseworkers’ proxy- reports of emotional and behavioral difficulties in unaccompanied refugees Emotional and Behavioural Difficulties Pub Date : 2022-10-15 Marco Walg, Florentine Löwer, Stephan Bender, Gerhard 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
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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 Emotional and Behavioural Difficulties Pub Date : 2022-10-11 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
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Primary school based mental health practitioners’ perspectives of school-based screening for childhood mental disorders and intervention delivery: A qualitative study Emotional and Behavioural Difficulties Pub Date : 2022-09-27 Victoria Williamson, Michael Larkin, Ian MacDonald, Fran Morgan, Tamsin Ford, Susan H. Spence, Tessa Reardon, Cathy 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
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Gut reaction or rational problem-solving? Teachers’ considerations when coping with classroom disruptions Emotional and Behavioural Difficulties Pub Date : 2022-09-20 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
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Editorial Emotional and Behavioural Difficulties Pub Date : 2022-07-18 Harry Daniels
Published in Emotional and Behavioural Difficulties (Vol. 27, No. 1, 2022)
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Animation based instructional approach for learning attainment and cognitive functioning of Indian children with ADHD during COVID-19 crisis Emotional and Behavioural Difficulties Pub Date : 2022-05-11 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
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School staffs’ experiences of supporting children with school attendance difficulties in primary school: a qualitative study Emotional and Behavioural Difficulties Pub Date : 2022-05-01 Amethyst Cunningham, Kate 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
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Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties Emotional and Behavioural Difficulties Pub Date : 2022-03-29 Vincent Bernier, Nancy Gaudreau, Line 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
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Sustaining Post-16 destinations from Alternative Provision: a review of the data and the perspectives of heads from low, mid and high performing schools Emotional and Behavioural Difficulties Pub Date : 2022-01-11 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
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Editorial Emotional and Behavioural Difficulties Pub Date : 2021-12-06 Harry Daniels
(2021). Editorial. Emotional and Behavioural Difficulties: Vol. 26, No. 4, pp. 339-340.
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Role of education settings in transition from child to adult health services for young people with ADHD Emotional and Behavioural Difficulties Pub Date : 2021-10-27 Simon Benham-Clarke, Tamsin Ford, Siobhan B Mitchell, Anna Price, Tamsin Newlove-Delgado, Sharon Blake, Helen Eke, Darren A Moore, Abigail Emma Russell, Astrid Janssens
ABSTRACT Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition. As such most schools, Further Education colleges, vocational training and Higher Education settings will need to support affected children and young people. When young people who require ongoing treatment for ADHD are around 18 years of age, they must transition from child to adult mental health services
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A randomised-controlled pilot study of the one-to-one delivery of Tuning in to Kids: impact on emotion socialisation, reflective functioning, and childhood behaviour problems Emotional and Behavioural Difficulties Pub Date : 2021-10-27 Bianca K. Mastromanno, Christiane E. Kehoe, Catherine E. Wood, Sophie S. Havighurst
ABSTRACT This pilot study provides a preliminary evaluation of the newly adapted one-to-one version of Tuning in to Kids (TIK), using a randomised-controlled design. One hundred and seven parents of a child aged between four and ten with parent-identified behaviour problems participated. Parent emotion socialisation, parental reflective functioning (PRF), parent and teacher-reported externalising behaviour
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Alternatives to school exclusion: interviews with headteachers in England Emotional and Behavioural Difficulties Pub Date : 2021-11-23 Sarah Martin-Denham
ABSTRACT In England, there is a lack of qualitative data exploring the approaches used across age phases and types of schools seeking to provide alternatives to school exclusion. The study used thematic analysis and semi-structured 1:1 interviews with 46 headteachers to determine the strategies employed in their contexts. Three themes were identified: exclusionary systems, processes, and practices;
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‘A little whisper in the ear’: how developing relationships between pupils with attachment difficulties and key adults can improve the former’s social, emotional and behavioural skills and support inclusion Emotional and Behavioural Difficulties Pub Date : 2021-10-13 Sarah Wall
ABSTRACT Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member of staff who is not the teacher (1:1), as an
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Learner-teacher targeted bullying in South African high schools Emotional and Behavioural Difficulties Pub Date : 2021-11-23 Adeniran Gregory Adewusi
ABSTRACT Studies about workplace bullying recognise that teaching is becoming a high-risk profession. Despite the global concern about teacher-targeted bullying by learners, a dearth of studies remain regarding the bullying of teachers. This study aims at contributing towards the limited corpus of knowledge on the preponderance of the phenomenon within the South African schooling contexts. A phenomenological
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Identifying preschool children’s social emotional and mental health difficulties: validation of the Early Years Boxall Profile (EYBP) Emotional and Behavioural Difficulties Pub Date : 2021-11-15 Florence J. M. Ruby
ABSTRACT Social and emotional development in early childhood has been shown to predict long-term outcomes, including school readiness and academic achievement. Early years practitioners need robust assessment tools to adequately identify early signs of social, emotional, behavioural and mental health (SEMH) difficulties. The current study aimed to develop and validate the Early Years Boxall Profile
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Attachment disorganisation and poor maternal discipline in early childhood: independent contributions to symptoms of conduct problems Emotional and Behavioural Difficulties Pub Date : 2021-10-15 Angeliki Kallitsoglou, Vasiliki Repana
ABSTRACT Conduct problems (CP) are common behaviour difficulties in young children. Poor parenting and caregiver-child attachment relationships are important risk factors of CP, but more research is required to understand their concurrent contribution to CP in the early childhood years. We examined the association of maternal-reported conduct problems (CP) (Strengths and Difficulties Questionnaire)
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How children make sense of their permanent exclusion: a thematic analysis from semi-structured interviews Emotional and Behavioural Difficulties Pub Date : 2021-12-06 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)
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Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder Emotional and Behavioural Difficulties Pub Date : 2021-11-25 Sofia Kouvava, Katerina Antonopoulou, Constantinos M. Kokkinos, Asimina M. Ralli, Katerina 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
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Editorial Emotional and Behavioural Difficulties Pub Date : 2021-11-18 Harry Daniels
(2021). Editorial. Emotional and Behavioural Difficulties: Vol. 26, No. 3, pp. 223-224.
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The experience of panic attacks in adolescents: an interpretative phenomenological analysis study Emotional and Behavioural Difficulties Pub Date : 2021-09-10 Olivia Mary Hewitt, Alice Tomlin, Polly Waite
ABSTRACT Panic attacks are common in adolescents and are experienced in several mental health difficulties. In adults, cognitions during panic attacks comprise mental images as well as thoughts. No qualitative research into panic attacks has been conducted with adolescents. Better understanding of the experience of panic attacks, including the presence and nature of mental images, may improve treatments
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Concurrent Associations between Parenting Dimensions, Callous-Unemotional Traits, and Externalizing Behaviour Problems during Adolescence Emotional and Behavioural Difficulties Pub Date : 2021-09-27 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