Problems of administration and supervision in modern elementary schools; a syllabus in two volumes. vol. 1-2. Based on an analysis of 472 questionnaires obtained from active elementary school principals in the field,

Mode of access: Internet.

School-related stressors in adolescents

The aim of this study was to investigate high school students' perceptions of school-related problems. Some 1583 high school students responded to the 35 item High School Stressors Scale, published by Burnett and Fanshaw in 1997, which measures nine areas of problems experienced by adolescents in schools. These are teaching methods, student-teacher relationships, school workload, school environment, feeling vulnerable, personal organisation, achieving independence, anxiety about the future, and relationships with parents. The results and implications for educators, guidance officers and school psychologists working in high schools are presented.

Measuring school-related stressors in adolescents

Some 1620 high school students responded to 68 items that measure adolescent stressors. Thirty-five of the items were based on J. P. Kohn and G. H. Frazer's Academic Stress Scale [1(1986) An Academic Stress Scale: Identification and Rated Importance of Academic Stressors, Psychological Reports, Vol. 59, pp. 415–426] developed in the United States, while the remaining 33 items were developed from P. Strutynski's [(1985) A Survey of Queensland Year 10, 11 and 12 Student Attitudes to Schools and Schooling, State Planning Committee, International Youth Year, Brisbane] lists of the most frequently named problems of 2336 Australian high school students. Confirmatory Factor Analysis was used to test and develop a measurement model developed from an extensive review of previous scales. The High School Stressors Scale emerged from the analytic process and measures nine school-related stressors. For researchers focusing on school-related problems and stressors among adolescents, the HSSS promises to be a very useful instrument. It has sound construct and predictive validity and adequate reliability, as demonstrated by the goodness-of-fit indices the squared multiple correlations.

Psychotropic medication use in adolescents with intellectual disability living in the community

Purpose Information on the use of psychotropic medications in adolescents with intellectual disability is scant. Such information can guide interventions to improve psychotropic medication use in this population. We investigated the prevalence of, and factors associated with, psychotropic medication use in adolescents with intellectual disability in Australia who live in the community. Methods Cross-sectional data were obtained from adolescents with intellectual disability living in the community in South East Queensland, Australia, between February 2007 and September 2010. Self-reported information on medication use was extracted from a health screening tool. Demographic and medical data were collected through parent/caregiver surveys. Medications were classified according to the Anatomical Therapeutic Chemical classification system. Psychopathology was assessed using the Developmental Behaviour Checklist Short Form. Logistic regression analysis was used to assess the association of demographic and medical characteristics with psychotropic medication use. Results There were 176 participants (median age = 16 years, range = 11–19 years; 55% male). Psychotropics were used by 20% of participants. Psychostimulants were the commonest psychotropic class, used by 9% of participants. Multipsychotropic prescribing was not common with only seven participants using more than one psychotropic agent. After adjusting for potentially confounding variables, use of psychotropic medications was significantly associated with male gender (adjusted odds ratio = 3.6; 95% confidence interval = 1.3–9.5) and having major behaviour problems (3.1; 1.1–8.9). Conclusions Adolescents with intellectual disability use a wide range of psychotropic medications. Being male and having major behaviour problems are associated with the use of psychotropic medications. Research examining the rationale for psychotropic prescribing in this population is needed. Copyright © 2013 John Wiley & Sons, Ltd.

Threat vigilance in child witnesses of domestic violence: a pilot study utilizing the ambiguous situations paradigm

Research has found that children exposed to family violence exhibit higher rates of maladjustment. We review relevant literature on family violence, marital conflict, and cognitive factors implicated in child behaviour problems. A bias toward perceiving threat in ambiguous contexts has been identified as one factor mediating both aggressive and anxious behaviour disorders. We conducted a study utilizing the ambiguous situations paradigm to assess whether children exposed to violent spousal conflict were more likely than children not exposed to violence (divided into children with an externalizing behaviour disorder and non-clinic children) to perceive threat in two classes of ambiguous situations: Peer and Inter-Parental. The results indicated that children exposed to violent spousal conflict perceived more threat in parental situations than either of the other two groups. A number of considerations were taken into account given the exploratory nature of the study, particularly sample limitations. We conclude with suggestions for improvements to the research design and the further relevance of exploring cognitive factors involved in the adjustment of children from backgrounds of violence.

Childhood atopic dermatitis : a cross-sectional study of relationships between child and parent factors, atopic dermatitis management, and disease severity

Background: Successful management of atopic dermatitis poses a significant and ongoing challenge to parents of affected children. Despite frequent reports of child behaviour problems and parenting difficulties, there is a paucity of literature examining relationships between child behaviour and parents' confidence and competence with treatment. Objectives: To examine relationships between child, parent, and family variables, parents' self-efficacy for managing atopic dermatitis, self-reported performance of management tasks, observed competence with providing treatment, and atopic dermatitis severity. Design: Cross-sectional study design. Participants A sample of 64 parent-child dyads was recruited from the dermatology clinic of a paediatric tertiary referral hospital in Brisbane, Australia. Methods: Parents completed self-report questionnaires examining child behaviour, parents' adjustment, parenting conflict, parents' relationship satisfaction, and parents' self-efficacy and self-reported performance of key management tasks. Severity of atopic dermatitis was assessed using the Scoring Atopic Dermatitis index. A routine home treatment session was observed, and parents' competence in carrying out the child's treatment assessed. Results: Pearson's and Spearman's correlations identified significant relationships (p< .05) between parents' self-efficacy and disease severity, child behaviour difficulties, parent depression and stress, parenting conflict, and relationship satisfaction. There were also significant relationships between each of these variables and parents' self-reported performance of management tasks. More profound child behaviour difficulties were associated with more severe atopic dermatitis and greater parent stress. Using multiple linear regressions, significant proportions of variation in parents' self-efficacy and self-reported task performance were explained by child behaviour difficulties and parents' formal education. Self-efficacy emerged as a likely mediator for relationships between both child behaviour and parents' education, and self-reported task performance. Direct observation of treatment sessions revealed strong relationships between parents' treatment competence and parents' self-efficacy, outcome expectations, and self-reported task performance. Less competent task performance was also associated with greater parent-reported child behaviour difficulties, parent depression and stress, parenting conflict, and relationship dissatisfaction. Conclusion: This study revealed the importance of child behaviour to parents' confidence and practices in the context of atopic dermatitis management. Children with more severe atopic dermatitis are at risk of presenting with challenging behaviour problems and their parents struggle to manage the condition successfully.

A theoretical approach to segmenting children’s walking behaviour

Childhood obesity is a leading public health concern globally. This study aimed to extend research applying the principle of market segmentation to gain insight into changing the physical activity behaviour of children, particularly their walk to/from school behaviour. It further examined the utility of employing theory, specifically the Theory of Planned Behaviour (TPB), for this purpose. The study demonstrates the usefulness of behavioural, geographic and psychographic variables, as measured by the TPB, in distinguishing segments, offering an important contrast to prior segmentation studies emphasising demographic variables. This result provides empirical evidence of the value of employing the four segmentation bases, extending beyond a demographic focus, and the importance of incorporating behavioural theory in market segmentation. In so doing, this research provides key insights into changing children’s walking behaviour.

Assessing the effectiveness of a DRA versus DRA with an activity schedule procedure on the reduction of problem behaviour

Differential Reinforcement of Alternative behaviour (DRA) (Athens & Vollmer, 2010; Cooper, Heron, & Heward, 2007) is a procedure that consists in withholding reinforcement for the targeted inappropriate behaviour while reinforcing behaviours, i.e., that have the same function, but socially more acceptable topographies. DRA has repeatedly proven to be effective in reducing problem behaviours in individuals with autism (Campbell, 2003). On the other hand, a number of single-subject research studies have provided evidence for the use of activity schedules as a means to decrease aggressive behaviour (Dooley et al., 2001; Flannery & Hemer, 1994; Lalli, Casey, Goh, & Merlinoet al., 1994). The purpose of the present study was to evaluate the effectiveness of DRA in combination with the use of an activity schedule. We compared the impact of the visual activities schedule used in combination with a DRA procedure versus the impact of the DRA procedure used alone on problem behaviour of a boy diagnosed with an Autism Spectrum Disorder. An alternating treatments design was used to compare the rate of behaviour problems in each of the two treatment conditions. DRA was delivered as treatment A, while the combination of the activities schedule and DRA was treatment B.

Moderating effects of gender on the relationships among substance use and school outcomes /

The following study was a secondary analysis of data drawn from adolescents in South Western Ontario. The purpose of the study was to: examine the relationships among substance use and school outcomes, explore the relationships between gender and school outcomes, examine the moderating potential of gender on the substance useschool outcomes relationship, and to provide researchers and educators further knowledge of adolescent substance use behaviours. Many previous studies have failed to include the three most common substances used by adolescents (i.e., alcohol, tobacco, and marijuana). Furthermore, many studies have included only one school outcome instead of comparing several outcome variables. Moderated hierarchical regression was used to determine if gender moderated the substance use-school outcomes relationships. The dependent variables consisted of alcohol use, binge drinking, tobacco use, and marijuana use. Five measure of school outcomes were used as independent variables, including Grade Point Average, Positive School-role Behaviour, Negative School Behaviour, School Withdrawal, and School Misbehaviour. The results for this study indicated that substance use and gender were both predictors of all school outcome variables. Furthermore, gender was found to moderate 5 of the 25 substance use-school outcome relationships.

The dual role of students with behavioural problems: an analysis of their experiences as bullies and victims /

The present study examined the bullying experiences of a group of students, age 10-14 years, identified as having behaviour problems. A total often students participated in a series of mixed methodology activities, including self-report questionnaires, story telling exercises, and interview style joumaling. The main research questions were related to the prevalence of bully/victims and the type of bullying experiences in this population. Questionnaires gathered information about their involvement in bullying, as well as about psychological risk factors including normative beliefs about antisocial acts, impulsivity, problem solving, and coping strategies. Journal questions expanded on these themes and allowed students to explain their personal experiences as bullies and victims as well as provide suggestions for intervention. The overall results indicated that all of the ten students in this sample have participated in bullying as both a bully and a victim. This high prevalence of bully/victim involvement in students from behavioural classrooms is in sharp contrast with the general population where the prevalence is about 33%. In addition, a common thread was found that indicated that these students who participated in this study demonstrate characteristics of emotionally dysregulated reactive bullies. Theoretical implication and educational practices are discussed.

L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école

La présente étude avait pour but de déterminer si un programme de prévention de la violence par l’entraînement aux habiletés en résolution de conflits et en médiation pouvait avoir une incidence sur la motivation scolaire et le sentiment d’appartenance à l’école. De par ses trois missions fondamentales (instruire, qualifier et socialiser), l’école québécoise est pour l’élève à la fois un milieu de vie et un milieu d’apprentissage. Toutefois, des problèmes de comportement et de motivation à apprendre peuvent freiner la réussite de certains jeunes. Pour remédier à la situation, des programmes visant à améliorer le comportement des élèves et à prévenir la violence à l’école ont été mis sur pied et évalués, indiquant une amélioration de certains comportements. Quelques études ont aussi noté une corrélation entre ces programmes et la motivation à apprendre. Sachant que l’adoption de buts de maîtrise et le sentiment d’appartenance à l’école sont des variables qui agissent positivement sur la motivation à apprendre, il est pertinent de se demander si un tel programme peut avoir une incidence sur ces variables. Des analyses secondaires de données issues du Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) ont été effectuées afin de vérifier si le programme Vers le Pacifique avait un impact sur les buts de maîtrise et le sentiment d’appartenance et déterminer quels comportements appris grâce au programme agissaient sur ces deux mêmes variables. De plus, le sexe des participants, ainsi que le niveau d’implantation du programme dans les écoles, ont été considérés dans les analyses. Les résultats aux analyses de variance ont révélé que le programme Vers le pacifique n’avait pas d’incidence sur les buts de maîtrise et le sentiment d’appartenance. Peu importe le groupe et le sexe, les buts de maîtrise et le sentiment d’appartenance ont diminué au deuxième temps de mesure. Toutefois, un des comportements appris grâce à Vers le pacifique, la gestion des émotions, agit positivement sur l’adoption de buts de maîtrise. À la lumière de ces résultats, qui cadrent avec certaines théories présentes dans la littérature, il est recommandé aux praticiens d’intégrer de manière plus explicite un volet motivationnel au programme Vers le pacifique, dans le but de contrer la diminution des buts de maîtrise et du sentiment d’appartenance et ainsi favoriser le développement de la motivation à apprendre et la réussite scolaire.

Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés

Le processus d’enseignement ne se limite pas à un ensemble de méthodes pédagogiques à appliquer et de contenus programmés à transmettre. Il se déploie également dans la construction par l’enseignant d’une relation pédagogique avec ses élèves. Cette relation est considérée comme étant optimale lorsqu’elle est caractérisée par un niveau élevé de chaleur et un faible niveau de conflits. Plusieurs études démontrent l’existence de liens significatifs entre la qualité de cette relation et les différents indicateurs d’adaptation à l’école. En général, les résultats des études démontrent l’influence positive d’une relation élève-enseignant chaleureuse sur le comportement des élèves, leur réussite scolaire ainsi que sur leurs sentiments et attitudes envers l’école. Certaines recherches soulignent également que l’incidence de la qualité de la relation élève-enseignant est particulièrement importante pour les élèves considérés à risque en raison de présence chez eux des certains facteurs de vulnérabilité tels que la pauvreté (facteurs sociaux), la relation parent-enfant difficile (facteurs familiaux) ou le manque d’habiletés sociales (facteurs individuels). La majorité de recherches ne permet toutefois pas de déterminer quels sont précisément les aspects de cette relation qui influencent significativement la qualité de la relation entre l’enseignant et ses élèves. Souhaitant pallier cette lacune, la présente étude poursuit deux objectifs : 1) examiner le lien entre les perceptions des élèves de niveau secondaire considérés à risque concernant les différents aspects de la qualité de la relation élève-enseignant et les problèmes de comportement extériorisés ; 2) vérifier si ce lien évolue avec le temps. Afin d’atteindre ces objectifs, nous avons pris en considération deux dimensions qui permettent de qualifier les profils de la relation élève-enseignant, soit la chaleur et les conflits (Pianta, 1992). La classification de ces deux dimensions en fonction de leur pôle positif et négatif permet de distinguer quatre profils relationnels que l’élève est susceptible d’établir avec ses enseignants soient le profil dit chaleureux, controversé, négligent ou conflictuel. II Cette étude repose sur un devis longitudinal grâce aux données recueillies dans le cadre de l’évaluation de la stratégie d’intervention Agir Autrement réalisée entre 2002 et 2008 (SIAA). Il s’agit donc ici d’analyses secondaires menées sur un échantillon aléatoire tiré de cette vaste recherche. Un échantillon de 563 élèves de 1re secondaire incluant 273 filles et 290 garçons a été constitué. Les analyses ont été effectuées auprès de ces élèves alors qu’ils étaient en premier et en cinquième année de secondaire ce qui a permis d’observer les changements dans le comportement des élèves à risque en fonction de la qualité de la relation élève-enseignant. De façon générale, les résultats obtenus montrent que les liens entre les différents profils de la relation élève-enseignant et les problèmes de comportement extériorisés sont fort complexes et loin d’être univoques. En particulier, ces résultats permettent de constater que le profil chaleureux représente le profil relationnel le moins associé aux problèmes de comportement extériorisés chez les élèves à risque et ce, autant en première qu’en cinquième secondaire. Selon nos résultats, les profils conflictuel et controversé sont significativement liés aux problèmes de comportement extériorisés chez les élèves à risque de 1re secondaire et de 5e secondaire. En ce qui a trait au profil négligent, les résultats de la présente recherche montrent l’existence d’un lien corrélationnel entre ce profil relationnel et les problèmes de comportement extériorisés. Toutefois, la force de l’association s’est avérée plus significative pour les élèves à risque en 5e secondaire secondaire comparativement aux mêmes élèves alors qu’ils étaient en 1re secondaire. Finalement, l’ensemble de résultats obtenus montre que les profils relationnels restent relativement stables dans le temps, tandis que la fréquence de comportements problématiques tels que le vol grave et la consommation de psychotropes augmentent d’une manière significative. De plus, les résultats que nous avons obtenus montrent l’existence d’un lien entre la dimension de conflits de la relation élève-enseignant et la consommation de substances psychotropes chez les élèves de notre échantillon. La présente recherche permet de constater que la dimension de conflits est aussi importante dans la relation élève-enseignant que la dimension de la chaleur, car les III conflits agiraient comme facteurs de risque pouvant augmenter la fréquence de problèmes de comportement extériorisés chez les élèves de secondaire considérés à risque. Ainsi, la réduction de niveau de conflits dans la relation entre les élèves et leurs enseignants peut jouer un rôle important en termes de prévention de ce type de problèmes chez les élèves de niveau secondaire.

Efficacy of three screening instruments in the identification of autistic-spectrum disorders

Background Screening instruments for autistic-spectrum disorders have not been compared in the same sample. Aims To compare the Social Communication Questionnaire (SCQ), the Social Responsiveness Scale (SRS) and the Children's Communication Checklist (CCC). Method Screen and diagnostic assessments on 119 children between 9 and 13 years of age with special educational needs with and without autistic-spectrum disorders were weighted to estimate screen characteristics for a realistic target population. Results The SCQ performed best (area under receiver operating characteristic curve (AUC)=0.90; sensitivity. 6; specificity 0.78). The SRS had a lower AUC (0.77) with high sensitivity (0.78) and moderate specificity (0.67). The CCC had a high sensitivity but lower specificity (AUC=0.79; sensitivity 0.93; specificity 0.46). The AUC of the SRS and CCC was lower for children with IQ < 70. Behaviour problems reduced specificity for all three instruments. Conclusions The SCQ, SRS and CCC showed strong to moderate ability to identify autistic-spectrum disorder in this at-risk sample of school-age children with special educational needs.

Family Anomie and Juvenile Deliquency in Post-Communist Romania

The sensitivity of crime rates to social, economic and political influences has long aroused the interest of sociologists who have attempted to explain what kind of relationships might be associated with variations in crime rates between different social groups at different times. The earliest views were put forward by Emil Durkheim, and while later writers have developed (R.K. Merton, L. Srole, A, K. Cohen, etc.) have developed some aspects of his ideas further, his basic ideas of the divorce of the individual from normative standards and the lack of social integration are still valid. Ms. Voicu-Minea looked at the theoretical background in detail but then limited it to a specific social group, the family, asking first why certain individual within vulnerable families and/or negative social influences commit offences while others do not. In modern times the family has undergone massive structural and functional changes. Its former economic function, which once endowed it with a great capacity for social inclusion, has generally vanished, while its formerly crucial role in children's education has been massively reduced. These changes, which are still not complete, can lead to dysfunction and in certain social contexts such as that in post-communist Romanian society, this risk of dysfunction is still greater as unfavourably social circumstances more easily affect such families. The number of cases of juvenile delinquency in Romania has increased sharply ever since the end of the communist system and in 1996 reached the level of 18,317 cases. The sample examined included 1012 juvenile delinquents aged between 14 and 18, taken from all areas of Bucharest. Over 80% of charges related to theft, with more serious offences being relatively rare. The children underwent a series of psychological tests, accompanied by a questionnaire relating to family situation. The results showed that juvenile delinquency in Romania is overwhelmingly male, with 91.8% of offences being committed by boys. Two thirds of the research group were under the age of 16 and only just over one third attended school, with over half having left school before the legal age. While the majority of subjects had a lower than average level of education, they did not always recognise this, with two thirds seeing their level of education as being as good as or better than average. Nearly half the children (43%) did not live with both natural parents and majority came from families with three or more children. This applied both to their original families and to the families in which they were living at the time of the survey. The overwhelming majority of families were living in or around Bucharest, but under one third originated from there. Almost 25% of parents were under-schooled and around one third were unqualified workers. At least 30% of families lived in inadequate accommodation and family incomes were generally low. Ms. Voicu-Minea does however point out that over half the minors from the sample saw their family income as satisfactory or even more than satisfactory. When factors such as bad relationships between parents, corporal punishment, alcohol consumption and criminal records of family members were taken into account, the picture was bleak, making it understandable why over 36% of subjects had run away from home at least once, and in many cases repeatedly and for longer periods. The overwhelming majority of offences (80.8%) were committed in groups of between 2 and 11 persons, usually "friends" but in about 10% of cases member's of the family. IQ tests put about 75% of the sample at slightly under average, the difference being too slight to account for the behaviour problems of the majority. Personality tests, however, showed a different picture. Over 70% of those tested manifested an acute need of tenderness and a similar number a high level of potential aggressiveness. Almost half of the minors expressed such feelings as intolerance or a desire for revenge, and Ms. Voicu-Minea found a clear weakness of the Self. Around half the sample expressed sentiments of abandonment, renunciation and solitude.