School Behavior Problems Research Articles

Increased post-COVID-19 behavioral, emotional, and social problems in Taiwanese children

BackgroundCoronavirus disease 2019 (COVID-19), caused by the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), has remarkably impacted children's mental health. Investigating whether COVID-19-related behavioral changes persist after recovery from the acute phase of infection warrants investigation. The present study aimed to identify children's behavioral/emotional and social adjustment problems after SARS-CoV-2 infection. Methods84 children aged 6–16 received assessments within 6 months after being tested positive for COVID-19. Their parents reported observations about their children 3 months before SARS-CoV-2 infection (pre-COVID condition) and the most recent 2 weeks (post-COVID condition) on a wide range of psychopathologies and social functional impairments. A control group consisted of 84 age-, sex-, and IQ-matched healthy children, with the same measures as those employed in the COVID group. ResultsCompared with the control group, the COVID group in the post-COVID condition had more severe symptoms of inattention, hyperactivity-impulsivity, opposition, a wide range of emotional and behavioral problems, and poor school functions, school attitude, social interaction, school behavioral problems, and interaction problems with their parents. Compared with the pre-COVID condition, the COVID group had greater severity of inattention, somatic complaints, thought problems, internalizing problems, poor school functions, and interaction problems with their parents in the post-COVID condition. ConclusionsThe present study identified a significant link between SARS-CoV-2 infection and various post-COVID mental health sequelae in children, including behavioral/emotional and social adjustment challenges. Our results underline the importance of raising awareness about ongoing post-COVID mental health concerns in children.

Effect of growth trajectories in communication skills on juvenile recidivism

AbstractPurposeIncreasing numbers of children with behaviour problems in school are recognized as having language and communication difficulties. However, communication limitations have not been assessed adequately as a risk factor for juvenile recidivism. The aim of this study was to examine how changes in communication skills impacted subsequent engagement in crime among youth.MethodsFour waves of longitudinal data of youth who were placed in juvenile justice residential facilities were used for the study. Group‐based trajectory and multivariate regression analyses were used to investigate how the growth trajectories of communication skills impacted recidivism.ResultsGroup‐based trajectory analysis revealed heterogeneous growth in communication skills among residential youth. More interestingly, the scale of growth predicted recidivism.ConclusionsThis study extends an understanding of juvenile aggression and criminal offences by underlining communication limitation issues as a focal predictor of recidivism. Sufficient resources are needed for the development, evaluation and implementation of intervention programmes to help youth overcome limitations in communication.

Factors Classifying School Adjustment of Children With and Without Special Needs in Inclusive Preschools

Abstract This study investigated the factors predicting the school adjustment of Turkish preschool children with and without special needs by assessing the school adjustment, social skills, developmental functions, problem behaviors, and cognitive skills of 122 children from 53 preschool classes in 13 public preschools, as well as teacher-child and teacher-parent relationships. Multiple linear regression was used to analyze data to identify the main predictors of school adjustment. The children’s classification structure was then modeled using a Chi-squared automatic interaction detector (CHAID) analysis, considering both their important predictors and school adjustment levels. The findings revealed that the children’s social skills were the most critical predictor of school adjustment. The decision tree created based on the results of the CHAID analysis classified the levels of school adjustment of children with different levels of social skills in terms of parent-teacher relations, developmental functions, and problem behaviors.

Effectiveness of cognitive-behavioral group play therapy on anxiety-based school refusal and behavioral problems in elementary school boys: a preliminary randomized controlled trial

This study aimed to examine the effectiveness of cognitive-behavioral group play therapy on anxiety-based school refusal and behavioral issues in elementary school boys. A randomized controlled trial design (pretest-posttest with a control group) was utilized. Thirty elementary school boys with school refusal issues were randomly assigned to intervention (n = 15) and control (n = 15) groups. The intervention group received ten sessions of cognitive-behavioral group play therapy. The Screen for Child Anxiety-Related Emotional Disorders (SCARED) questionnaire and Rutter's Children's Behavior Questionnaire were used as assessment tools. Mean scores for anxiety-based school refusal and behavioral problems in the intervention group showed a significant decrease (p < 0.001). Cognitive-behavioral group play therapy is a practical approach to reducing anxiety levels and behavior problems in children with anxiety-based school refusal in primary school grades.

Homophobic cyberbullying involvement and academic outcomes among LGBTQIA adolescents: moderating effect of perceived social support from Gay-Straight Alliances

ABSTRACT This one-year longitudinal study examined the moderating effect of perceived social support from school-based Gay-Straight Alliances in the associations between homophobic cyberbullying involvement (i.e., victimization, bystanding) and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioural problems), measured one year later, among 470 adolescents (M age = 16.01 years; 56% female) who identified as LGBTQIA. Perceived social support from Gay-Straight Alliances moderated the relationship between homophobic cyberbullying victimization and Time 2 classroom misconduct, absenteeism, and school behavioural problem. Furthermore, perceived social support from Gay-Straight Alliances further moderated these associations for Time 2 academic performance, school readiness, and cyberbullying victimization. Similar patterns were found for homophobic cyberbullying bystanding and Time 2 academic performance and absenteeism. Our findings highlight the need for more research on homophobic cyberbullying, the crucial role Gay-Straight Alliances can play in mitigating negative outcomes associated with homophobic cyberbullying involvement, and the development of inclusive anti-cyberbullying prevention programmes that acknowledge the needs of LGBTQIA adolescents.

현장교사들이 생각하는 학교에서의 학생 문제행동에 대한 단계별 지도 매뉴얼 개발 연구

A purpose of this study is to identify teachers’ perceptions and demands for student problem behavior in schools, and to develop a problem behavior checklist, guide, and problem behavior dealing flow chart. For that, The study conducted need analysis to analyze teachers’ perceptions and needs using survey methodology. Based on the results of demand analysis and literature review, initial checklist, guide, and problem behavior dealing flow chart was developed. The usability evaluation of the developed field solution was conducted through the second questionnaire. As a result of the study, the checklist of the final problem behavior stage was classified into three stages of problem behavior according to words and actions, attitudes, risk and 3 stages by severity. The problem behavior guide introduced a problem behavior guidance method that can be used for students' problem behaviors divided into three stages depending on whether they are initially, middle, or continuous interference. Finally, through the problem behavior flow chart, the role of school administrators was emphasized when problem behavior occurred.

Relationship between Counselor’s Services Provision and Help-seeking Behavior among Secondary School Students in Laikipia County, Kenya

The purpose of this study was to examine the relationship between counselor’s services provision and help-seeking behavior among secondary school students in Laikipia County, Kenya. Fishbein and Ajzen’s theory of Reasoned Action anchored this research. The researcher utilized correlational research design. The target population of this study consisted of form three students only from three categories of schools (boys boarding, girls boarding and mixed day schools) which make a total of 28 public secondary schools. The sample size of the study was 310 form three students from 10 schools. The researcher used two instruments to collect data from form three students. A pilot study was carried out to ascertain the validity of the instrument. Quantitative data gathered through a questionnaire were analyzed using descriptive and inferential statistics. The results indicated that there was a moderate positive correlation between counselor’s services provision and help-seeking behavior among the students, r (290) = .29, p &lt; .05. The study recommends that teachers should sensitize students on the importance of counsellors to build a positive perception of school counselors to enhance help-seeking behavior among the students. There is a need for the students to be encouraged to seek help whenever they are faced with challenges to reduce cases of problem behavior in schools.

Riešenie problémového správania žiakov na základných školách: výskyt, prevencia a prístupy

This paper looks at problem behaviour in primary schools, its occurrence and prevention. We analyse the causes of problem behaviour and its different forms such as aggression, bullying, cyberbullying, truancy, addiction and substance abuse. We also look at the counselling and prevention system. The paper also focuses on the occurrence of problem behaviour in primary school level 1 in the Ružomberok district, where we map the current situation in schools.

PGR - 2 Demons In The Mirrors: A Childhood Case Report of 22q11.2 Deletion Syndrome First Addressed By Tele-Neuropsychological Evaluation During The COVID-19 Lockdown.

22q11.2 Deletion Syndrome (22q11DS) results in physical, cognitive, and behavioral issues. Although it is the most common microdeletion syndrome, there remains a high prevalence of delayed diagnosis. Its heterogeneous phenotypic presentation lead to differing considerations for early diagnostic identification. If initial symptomatology includes behavioral and cognitive disturbance, it is likely for such individuals to be referred first for neuropsychological testing before genetic testing. This case will expand upon diagnostic identification of 22q11DS. A 12-year-old, 5-years educated, white female was seen for tele-neuropsychological evaluation due to COVID-19 restrictions in December 2020. Patient's mother reported concern regarding sudden and worsening behavioral changes including hallucinations, unusual affects, odd beliefs, academic decline, illegible handwriting, attention and memory issues, and behavioral problems in school to the point of removal. Overall performance on the Meyers Neuropsychological Battery was severely impaired. See uploaded image file for specific test findings. Speech, affect, and behavior were notable during examination. Diagnoses included schizophrenia (provisional) and specific learning disorder with reading impairment (historical). Immediate neurology consultation was recommended. Later EEG, brain MRI, and CSF were unremarkable. Acute metabolic etiology was ruled out. Subsequent genetic testing revealed 22q11DS. Diagnostic identification of 22q11DS and resulting access to care management heavily depends on initial symptom presentation. In this specific case, the COVID-19 lockdown created barrier to sufficient services. This case expands upon knowledge of the cognitive profile of 22q11DS and calls upon increased awareness. Targeted improvement of neurocognition potentially protects against cognitive decline related to psychotic symptoms, and thus neuropsychologists play a vital role in referral to such resources.

X-Linked Adrenoleukodystrophy in an 11 Years Old Child: A Case Report

An 11-year-old boy was referred to the pediatric ward for regression in school performance and behavioral problems. The clinic has been evolving for two years. Given the clinical deterioration, the patient is treated at the pediatrician. A somatic assessment is performed and highlights lesions of the white matter evoking the diagnosis of X-linked adrenoleukodystrophy (X-ALD), confirmed by the metabolic assessment. No curative treatment will be proposed given the stage of the disease; the patient dies less than two years later. The X-ALD is a degenerative disease of the white matter having a prevalence estimated at 1/20.000 cases worldwide. The mutated gene, located on the long arm of chromosome X, encodes a peroxisomal membrane protein. Over 500 mutations are known and cause a disorder of fatty acids b-oxidation. Several phenotypes exist without phenotype-genotype relationship. The diagnosis of X-ALD is mainly based on brain magnetic resonance and blood very long chain fatty acids (VLCFA) blood level. Allogenic hematopoietic stem cell transplanta-tion, only known cure can be achieved in patients with asymptomatic (from screening) or early stage. Without treatment, the survival prognosis at diagnosis is an average of 3 years. Genetic counseling and screenings (pre-natal, neo-natal and family) are essentials to improve this diagnosis.

0103 Greater actigraphic sleep variability and later timing are associated with more school-related problems in adolescents

Abstract Introduction Adolescents often obtain short sleep duration, which has been linked to poor grades and greater behavioral issues at school. There is limited research on the association between other dimensions of sleep and school-related outcomes, and few studies use objective measures of sleep. The current study examined associations of multiple actigraphic sleep dimensions with school-related outcomes among adolescents. Methods Data were collected from a sub-study of the age 15 wave of the Fragile Families and Child Wellbeing Study (N=774-782 depending on the outcome), a national sample of diverse teens. Adolescents wore a wrist-actigraphy device for approximately one week (mean=6.6 nights) and completed a survey reporting current grades and current or past problems at school. Separate linear and logistic regression models assessed whether actigraphic sleep duration, timing, maintenance efficiency, variability (SD) in duration and timing, and sleep regularity index (SRI) were associated with grades and behavioral issues at school. Analyses adjusted for demographic and household characteristics, depressive symptoms, and anxious symptoms. Results Greater variability in sleep onset was associated with higher odds of receiving a D or F in any course (OR=1.29, p=.040) and of ever failing a course (OR=1.26, p=.038). Later sleep onset (β=−.07, p=.029) and offset (β=−.08, p=.014) and greater variability in sleep duration (β=−.07, p=.035) were associated with fewer A grades. Later sleep offset was also associated with lower average GPA (β=−.07, p=.033). Later sleep onset (OR=.91, p=.049) and offset (OR=.91, p=.035) and greater variability in sleep offset (OR=.83, p=.029) were associated with lower odds of ever taking an honors course. Later sleep offset (OR=1.11, p=.034) and greater variability in sleep duration (OR=1.31, p=.012) and onset (OR=1.42, p=.004) were associated with higher odds of ever being suspended or expelled in the past two years. Greater variability in sleep duration was associated with greater behavioral problems in school (β=.13, p&amp;lt;.001). Sleep duration, maintenance efficiency, and SRI were not associated with school-related outcomes (p≥.05). Conclusion Later sleep timing and greater sleep variability are risk factors for school-related problems among adolescents. Promoting earlier sleep timing and reducing sleep variability across the week may improve academic and behavioral outcomes among adolescents in school. Support (if any) R01HD073352

Associations Between Gender Nonconformity, School Environments, Family Conflict, and Emotional and Behavioral Health Among Children Ages 10–11

PurposeIn youth, gender nonconformity (GNC; gender expression that differs from stereotypes based on assigned sex at birth) is associated with a higher likelihood of peer and caregiver victimization and rejection. However, few studies have examined the relationship between GNC, overall family conflict, perceptions of school environment, and emotional and behavioral health problems among children ages 10–11. MethodsThe Adolescent Brain Cognitive Development Study data release 3.0 was used (n = 11,068; 47.9% female). A path analysis was used to examine whether school environment and family conflict, mediated the relationship between GNC and behavioral and emotional health outcomes. ResultsWe found significant mediation of the relationship between GNC and behavioral and emotional health by school environment a2b2 = .20, 95% CI [0.13, 0.27] and family conflict a1b1 = 0.34, 95% CI [0.25, 0.42]. DiscussionOur results suggest that youth who present as gender nonconforming experience elevated family conflict, poorer perceptions of their school environment and elevated behavioral and emotional health problems. Further, the relationship between GNC and elevated emotional and behavioral health problems was mediated by perceptions of school environment and family conflict. Clinical and policy suggestions to improve environments and outcomes for youth who present as gender nonconforming are discussed.

긍정적행동지원(PBS)은 왜 일반학교에서 실행되기 어려운가?

Objectives Positive Behavior Support (PBS) is an evidence-based practice. When PBS is implemented for all students at the school level, it contributes to the creation of a safe school culture reducing serious school violence and behavioral problems. This study explored the reason why PBS is difficult to implement in general public schools in Korea. Methods In-depth interviews were conducted and analyzed for five general teachers from two public elementary schools in the Seoul metropolitan area who had experience in implementing grade-level PBS at the recommendation of their fellow teachers in the school, not as part of a project supported by external experts or by the Office of Education. Results Data analysis revealed that the participants started PBS with the idea of consistent life guidance to all students at the grade level, and the effect was very fast and powerful. In order for universal support for PBS to spread in general schools, it was necessary to correct the misunderstanding that PBS is a cumbersome process only for students with disabilities and that it adjusts students' behavior through compensation based on behaviorism. Conclusions Discussions and suggestions were made for life guidance to be an active preventive approach to improving social relations and creating a positive school atmosphere as well as coping with students' problematic behavior.

Stress and self-esteem in young high school students

IntroductionThe course of adolescence is marked by feelings of insecurity, vulnerability and can be accompanied by the emergence of several mental health problems.Having a good self-esteem brings many benefits such as security, well-being and a strong sense of confidence. Low self-esteem is often accompanied by psychological distress such as stress.ObjectivesTo assess the level of stress and self-esteem in young high school students and to identify the risk factors associated with low self-esteem in these adolescents.MethodsThis was a cross-sectional, descriptive and analytical study conducted among a sample of adolescents randomly collected in 6 schools in the region of Sfax-Tunisia, during the month of February 2022. The level of stress was assessed using the Lovibond Depression Anxiety Stress Scale (DASS-21) and self-esteem by the Rosenberg Self-Esteem Scale, both scales are validated in Arabic.ResultsWe collected 396 adolescents. The mean age was 16.65+/-0.897 years and the sex ratio was 0.82.Of these adolescents, 102 had stress symptoms according to the DASS-21 scale, i.e. 26% of the sample. Stress was severe to extremely severe in 37.2% of cases.Low to very low self-esteem was found in 65.7% of cases compared to 14.7% with high self-esteem.In addition to the association with high levels of stress in these adolescents (p=0.002), low self-esteem was associated with other psycho-social factors such as intra-family relationship problems (p=0.014), a history of repeating a year (p=0.026), low to average school performance (p=0.027) and behavioural problems in the school environment (p=0.032).ConclusionsThese results suggest that the association of stress with certain psycho-social factors helps the deterioration of self-esteem in adolescents and vice versa.Having high self-esteem may protect the individual from psychological vulnerabilities such as stress and help him/her to cope with them.Disclosure of InterestNone Declared

Growing concern; the relationship between screen time and behavior problems in digital era

Although the physical and psychological effects of digital screens have been shown in studies, its relationship with the behavior of children is still unclear. When, how, and at what ages screen time is associated with behavioral problems continues to be investigated. The study aimed to evaluate the relationship between screen time and behavioral problems. 378 children (preschooler:64, schooler:206, adolescent:108) were included in our study. The Strengths and Difficulties Questionnaire, screen and sociodemographic data were filled in by the mothers. An increase in the SDQ score (except for the social score) indicates an increase in behavioral problems. In each group, &lt;25p screen time was evaluated as low, 25-75p as medium, &gt;75p as high screen time. The median screen time of the preschool, school and adolescent groups was calculated as 3.00hrs.(25p-75p:1.125-5.00), 3.00hrs.(25p-75p:2.00-6.00), 5.00hrs.(25p-75p:3.00-8.00), respectively. The hyperactivity/inattention score of preschoolers who watched screen ≤1hr was significantly lower compared to those with &gt;1hr screen time (p=0.02); In the schooler group, the social score was statistically higher and the scores of the other subscales were lower in those who watch screen ≤2hrs. While high screen time was found to be associated with behavioral problems in school and adolescents, it was found to be associated with less hyperactivity problems in preschool period in regression analysis. It was determined that low-screen time was associated with less hyperactivity in preschool period and more behavioral problems in adolescents. While moderate screen time had a positive effect on behaviors in adolescents in paired analyzes, no effect was observed in multiple regressions. Parental screen time was associated with emotional/behavioral problems of preschool and school age children. Child’s screen time and parental screen time should be evaluated for intervention of behavioral problems. Large-scale studies are needed to compare the effect of low and medium-screen time on children's well-being.

Characteristics of Occupational Therapists' Advice in School Consultations: Content Analysis of Advice for Consultation on Problem Behavior in a Special Needs School for Intellectual Disability

Characteristics of Occupational Therapists' Advice in School Consultations: Content Analysis of Advice for Consultation on Problem Behavior in a Special Needs School for Intellectual Disability

School resources, self-control and problem behaviors in Chinese adolescents: a longitudinal study in the post-pandemic era.

The outbreak of COVID-19 has brought many challenges to youth development. During this specific period, adolescents have suffered from numerous behavioral problems, which will lead to more maladaptive consequences. It is necessary to explore several protective factors to prevent or reduce the occurrence of problem behaviors in adolescence. The current study combined school resources and self-control to evaluate the multiple protective effects on adolescents' problematic behaviors in a two-wave longitudinal study. A sample of 789 Chinese adolescents (Mage = 14.00 years, SD = 2.05, 418 boys) were recruited via the random cluster sampling method to participate in the survey. The results confirmed the assumptions about the multiple protective effects of school resources and self-control on adolescents' problem behaviors. Specifically, school resources could negatively predict IGD and victimization, and self-control mediated these associations. Moreover, one problematic behavior could also mediate the associations between self-control and another problematic behavior. This is the first study to focus on the multiple protective effects of positive factors on adolescents' problem behaviors during the post-pandemic period, which has made several contributions to the literature and practice.

Effect of yoga on the social responsiveness and problem behaviors of children with ASD in special schools: A randomized controlled trial

ContextAutism spectrum disorder (ASD) is the most common neurodevelopmental disorder and is increasingly reported among school-age children in India. Many children with ASD attend special schools which extend support for learning basic functional and academic skills. Problem behaviors and lack of social responsiveness are frequently associated with children with ASD in a school environment. Many evidence-based studies have explored various interventions in mitigating the lack of social responsiveness and problem behaviors in children. Few studies have examined the impact of yoga on social responsiveness and problem behaviors in special schools. ObjectiveThe objective of the study was to highlight the effect of school-based yoga on the social responsiveness and problem behaviors of children with ASD in special schools. Forty-three children with ASD from four special schools participated in the study. DesignA randomized controlled trial (RCT) design was employed for the study. Children with ASD (n = 43) from four special schools were assessed by their teachers for social responsiveness and problem behaviors with the Social Responsiveness Scale-2 (SRS-2) and Aberrant Behavior Checklist-2 (ABC-2) at the baseline and after the yoga intervention. InterventionStructured yoga of 45 min for 12 weeks was conducted across four special schools with simple yoga practices conducive to children with ASD. ResultsSignificant changes were observed post-intervention in the mean scores of the social communication aspect in social responsiveness (p = .021), irritability (p = .041), and social withdrawal (p = .047) aspects of problem behaviors.

Parental Warmth and Parent Involvement: Their Relationships to Academic Achievement and Behavior Problems in School and Related Gender Effects

Parent involvement and parental warmth have been extensively studied in the global literature. However, limited research has been conducted on parent involvement and parental warmth in India. This study examined parental warmth and parent involvement as predictors of academic achievement and behavior problems. Because behavior problems scores differed gender, gender differences om these relationships were explored. Study questions were framed in terms of Epstein’s theory of school, family, and community partnerships and Rohner’s parental acceptance-rejection theory. A sample of Indian seventh through tenth graders gave ratings of parental warmth and parent involvement. Their teachers gave ratings of academic achievement and behavior problems. Results showed that parental warmth and parent involvement were significant predictors of academic achievement and behavior problems for boys. Parental warmth was a significant predictor of academic achievement and behavior problems for girls. The results regarding parental warmth supported parental acceptance-rejection theory. Results suggested the need to increase the awareness of the importance of parent involvement for children in India and to continue to support parents in maintaining warm and accepting relationships with their children.

Wpływ COVID-19 i traumy na zachowanie uczniów oraz rozważania dotyczące strategii wspierania uczniów przez pedagoga

COVID-19 has been difficult on children, and there has been an increase in anxiety, depression, and behavioral problems in schools. This article summarizes the recent literature on the effects of the pandemic on the mental and behavioral health of children and provides an overview of the root causes of the behaviors that may be exhibited by students. The impact of trauma and health on learning are well documented and supported by brain science. Schools are in a position to buffer and support students so that the negative effects of trauma can be mitigated. Recommendations on strategies that schools can take to support students are also included.