School Maladjustment Research Articles

Longitudinal associations between proactivity, rolefulness, and school maladjustment among Japanese high school students

Longitudinal associations between proactivity, rolefulness, and school maladjustment among Japanese high school students

Trend and predictive psychosocial factors of persistent depression/non-depression in Chinese adolescents: A three-year longitudinal study.

Depressive symptoms are common in adolescents, while its prevalence trend in adolescents is seldom reported. In addition, few studies focus on adolescents without depressive symptoms. This study aimed to reveal the trend and predictors of persistent depression/non-depression among Chinese adolescents over three-year period. Three-wave data were collected from T1 to T3 in a sample from six junior high schools in Shenzhen, China. The 20-item of Center for Epidemiologic Studies Depression Scale was used, with scoring ≥16 as depression. Of all 1301 adolescents, 33.4%, 15.5% and 9.0% reported depressive symptoms at baseline, T2 and T3 respectively, while 66.6%, 47.7% and 39.6% reported non-depressive symptoms at three time-points. At the individual level, baseline positive identity and general positive youth development significantly increased persistent non-depression at T2 and T3. At the family level, baseline family harmony and communication consistently prevented persistent depression at T2 and T3, while family communication consistently promoted non-depression. At the school level, baseline awareness of no expectation from teacher and poor interpersonal relationship consistently increased persistent depression and prevented non-depression. The incidence of depression in adolescents aged 11-15 is not high. The rate of persistent non-depression is approximately 30% higher than that of persistent depression, and both have a downward trend over years. Positive youth development and healthy family function are protective factors of depression, while school maladjustment decreases persistent non-depression. During early adolescence, more attention should be paid to family function and school maladjustment to promote non-depression in adolescents from a new broader view.

Тень родительского отношения: феноменологический взгляд на проблемы адаптации первоклассников

The article describes the experience of psychological and pedagogical diagnosis of the causes of difficulties in teaching a first-grader using the example of a particular case (parent-child triad). Based on phenomenological analysis, a conclusion is made about the primary role of parents in correcting the phenomenon of school maladjustment based on the identification of such parenting phenomena as authoritarian hypersocialization, dictate, rejection, conflict type of interaction, lack of quality communication, the study of which allows us to develop a strategy for improving family dynamics. A scheme of the consultation process based on a phenomenological approach is proposed, consisting of 10 sequentially implemented steps.

생태 체계론적 관점에서 본 청소년 자살위험 유발 변인

Objectives The purpose of this study was to explore the factors affecting adolescent suicide risk and to compare middle and high school students as a basis for developing targeted programs. Methods Based on the results of the safety perception survey of 527 adolescents in Ilgae-gun, Chungcheongnam-do, relevant variables were measured and used in the analysis. The suicide risk for individual system, environmental system, and social system factors were analyzed using t-test and analysis of variance. Hierarchical regression analysis was used to compare the risk factors in Model 1, Model 2, and Model 3. Results The risk factors for suicide among adolescents that included individual, environmental, and social system factors were depression, school maladjustment, experience of sexual violence, and experience of being victimized by violence. In middle school students, depression, sexual violence, victimization, and school maladjustment were the most important risk factors for suicide, followed by negative relationships with teachers. For high school students, depression, victimization of violence, school maladjustment, victimization of sexual violence, and negative peer relationships, in that order, and perpetration of school violence were negative predictors of suicide risk. Conclusions The environment and social relationships are more influential than individual deviance as risk factors for suicide in youth. Depression and sexual victimization were major risk factors for both middle and high school students, but were particularly strong in middle school. In high school, relationship conflicts at school were identified as a major risk factor for suicide, with victimization of school violence and school maladjustment being high, along with negative peer relationships. As sexual violence factors were high risk factors in both middle and high school students, it is suggested that gender sensitivity education for adolescents is necessary.

학교 부적응 청소년이 인식한 부모-자녀 의사소통에 관한 주관성 연구

Objectives The purpose of this study is to find out the types and characteristics of subjective perceptions of parent-child communication experiences perceived by school maladjusted adolescents using the Q methodology. Methods For this purpose, a Q population was formed through prior research and interviews, and 33 Q samples were confirmed. And for purposive sampling, a P sample was selected from 30 middle and high school students who were being educated at an entrusted educational institution due to school maladaptive behavior, and principal component factor analysis was conducted using the classification process of the Q sample and the PC-QUANL program. Results As a result of the study, by applying Satir's communication model, the characteristics of each type were classified into four types : Type 1 is ‘congruent type’, Type 2 is ‘blaming type’, Type 3 is ‘placating type’, and Type 4 is ‘super-reasonable type’. The characteristics could be examined from the perspective of maladjusted youth. Conclusions This study examined the types and characteristics of subjective perception from the perspective of children on the subject of parent-child communication through the Q methodology. If research subjects(parent's perspective, etc.) and research area(school, friends, etc.) are expanded in the future, and related research results are integrated and subdivided by type, it is expected to serve as basic data for solving practical problems of adolescents' school maladjustment and dysfunctional communication.

북한이탈청소년의 부정적 생애경험이 학교생활 적응에 미치는 영향

This study aimed to investigate the ways in which North Korean refugee studentsstruggle with adapting to school life due to adverse childhood experiences (ACE). For thispurpose, the study surveyed 194 North Korean refugee students regarding their childhoodadverse experiences and three main factors of school maladjustment: task avoidance behavior,lack of school activity participation, and truancy. The results showed that students whoexperienced four or more types of adverse experiences during childhood exhibited higher ratesof school maladjustment in all three areas compared to those with fewer experiences. Additionally, it was found that students born in third countries and older students facedgreater risks in all three sub-factors of school maladjustment. This research provides importantimplications for preventing or reducing the impact of adverse childhood and other traumaticexperiences among North Korean refugee students.

ОСОБЕННОСТИ МЫШЛЕНИЯ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА С ЗАДЕРЖКОЙ ПСИХИЧЕСКОГО РАЗВИТИЯ

The development of effective correctional education and the prevention of school maladjustment is one of the important problems for psychological and pedagogical sciences today. Mental retardation is a serious problem that affects various aspects of a child's life, including his cognitive abilities and thinking. The article presents the results of a study of the peculiarities of the formation of thinking in older preschool children with mental retardation. The aim of the study was to identify the features of thinking in preschool children with mental retardation and the determination of correctional tasks for their development. To achieve this aim, a theoretical analysis of scientific literature was conducted, as well as an empirical study using observations of a child's behavior in a situation of solving mental problems. Preschool children with mental retardation have peculiarities of thinking formation. In such children, there is an insufficient formation of a number of prerequisites for thinking: problematization, purposefulness, the operational component of thinking and speech mediation. These features are expressed in the behavior of the child, have an impact on the level of psychological readiness for school. The results and recommendations can be used by teachers, parents and specialists working with preschool children with mental retardation to create optimal learning and development conditions.This work contributes to the understanding of the peculiarities of the formation of thinking in children with mental retardation and promotes the development of individual correctional programs for this category of children.

Antecedents and consequences of student academic worries about the secondary school transition

This longitudinal study examined the possible antecedents and consequences of academic worries about the secondary school transition. It had two main goals. The first goal was to examine bidirectional links between student academic worries and their academic amotivation and test anxiety during the last two years of primary school (Grades 5 and 6). The second aim was to investigate the contribution of these factors to student school functioning after the transition. A sample of 341 students (49 % boys; Mage = 10.78) and one of their parents took part in the study. Results of structural equation modeling revealed that test anxiety positively predicted academic worries; academic worries positively predicted amotivation in Grade 6; academic worries and amotivation negatively predicted achievement and positively predicted academic maladjustment in secondary school; and test anxiety positively predicted academic maladjustment in secondary school. Implications for school-based interventions are discussed.

학교 적응이 어려운 초등학교 6학년 남아의 인지 행동 놀이치료 사례연구 : 가상 현실(virtual Reality), 문제해결력(PSI), ‘양떼를 지켜라’ 문제 해결 스토리텔링을 중심으로

This study was to determine changes following a cognitive-behavioral play therapy intervention with two sixth grade boys with school maladjustment. Virtual Reality, Problem Solving Skills, and "Protect the Flock" were used to determine pre- and post-test changes, and the results showed, first, increases in the domains of attention, working memory, executive functioning, behavioral control, socialization, and impulse control as measured by VR, and second, increases in all domains of PSI except for Client A's problem-solving confidence. Third, the "Protect the Flock" revealed new strategies and responses in the sixth-grade boy and a change in his willingness to use them to actively solve problems. The study attempted to measure new outcomes of pre- and post-change, including a traditional screening tool, the Problem Solving Skills Scale, and a new screening tool, Virtual Reality and "Protect the Flock" and found positive changes following the intervention of a cognitive behavioral play therapy program.

학교부적응 다문화청소년의 심리적 지원방안

The purpose of this study is to establish a policy for psychological support measures for multicultural youth by identifying the factors of school maladjustment of adolescents from multicultural families. As children from multicultural families enter school age, they suffer from mental difficulties such as depression and anxiety due to language, cultural differences, and social discrimination, leading to school maladjustment due to low self-esteem and interpersonal avoidance. Multicultural youth's school maladjustment is a very important part of Korean society and can develop into a social problem later, and multicultural youth's psychological support can play an important role in preventing and solving school maladjustment problems for various psychological reasons, such as family conflicts due to different values and cultural discrimination, and the formation of relationships with peers. Furthermore, it is important to create an environment to promote self-esteem and grow healthy with a positive self-image of multicultural youth, and to present policies for psychological support measures to solve school maladjustment problems in cooperation with families, educational institutions, and local communities.

부모의 양육방식이 아동의 학교 부적응에 미치는 영향

This study is a case study in which a mother requested counseling for her child who was struggling with school maladjustment and intervened. The families who participated in this study were parents and children, and counseling was conducted 20 times from August to December 2022. In this study, the matrix method was used to analyze the notes recorded during counseling and the contents of 20 counseling sessions. As a result of the analysis, the factor affecting difficulties in school maladjustment was found to be parents' negative parenting style. The counselor intervened to improve family relationships by suggesting new child-rearing methods to the parents. Based on these counselor intervention methods, practical implications and suggestions for follow-up research were made to alleviate children's school maladaptive problem behavior and lead to changes in family relationships.

예술적 감성 양성을 통한 세계시민 양성과 음악교육 연구

After the Covid-19 pandemic, our society has gradually become more diverse in terms of culture, race, language, and religion. In the globalization phenomenon where interconnectivity is increasing at the level of different countries and individuals, the pandemic has brought the problem of ‘hatred’ to our society. We researched the search and formation of civic identity and capabilities amidst the globalization trend of change inside and outside the country. In this research paper, we conducted research focusing on philosophical discussions and important linking keywords such as music, emotional development and global citizenship, and attempted to understand the specific and essential purpose and meaning of global citizenship education, which is somewhat ambiguous but broad. I tried for it. So, this study asks: Why is music education necessary? What is music education based on artistic fusion? What is the relationship between music education and nurturing global citizens? Is it possible to cultivate global citizens through music education? I started with the question: Art education explores various possibilities to solve the social and cultural challenges facing the world today, and the purpose of art education is said to be to bring about culturally desirable results as well as individual aesthetic development. Music aims to naturally understand oneself within the socio-cultural flow and atmosphere based on a practical perspective and to find a philosophy of life within it, but in our school, education through education centered on academic performance and entrance exams is character education. is missing. There is no denying the fact that there are many problems in such educational settings, such as verbal and physical violence, group bullying, suicide, school maladjustment, peer relationship problems, and sexual morality disorder. We must cultivate emotions and sensibilities through music and strive to understand ourselves, others, society, and the world through aesthetic exploration, insight, and reflection in music..

학교 부적응으로 위기를 경험하는 청소년의 강점 관점 해결중심상담 사례연구

The purpose of this study is to apply strengths-based solution-focused counseling to adolescents who experience a crisis due to maladaptation at school, and to investigate the change process through a case study. In this study, strengths-perspective solution-focused counseling targets at-risk youth who are experiencing negative emotions related to deviant and delinquent behavior, due to maladjustment to school. The study was conducted through a process in which participants discovered their own strengths, resources, and support systems, and utilized them for change. The strengths-based solution-oriented counseling process was conducted a total of six times, from May 2023 to July 2023. Study participants experienced negative emotions in relationships with others due to school maladjustment, deviance, and delinquent behavior, and thus their self-esteem and sense of efficacy decreased. The purpose of this study was to focus on the changes desired by participants, and to discover their strengths and resources through solutions-oriented counseling from a strengths-based perspective. Participants made efforts to explore and act on the changes they desired. In the follow-up counseling, the participant was confident and was continuously taking action to achieve the changes discussed with the researcher. Strengths-based solution-focused counseling helps at-risk youth discover their strengths and resources, and assists in making desired changes in a short period of time. Finally at-risk youth were able to explore the changes they desired, and improve their positive self-image and sense of efficacy.

학교 부적응 청소년에 대한 정서 지원방안에 관한 연구

The goal of this study is to provide a comprehensive understanding of emotional support measures for school maladjusted youth and to provide actionable insights to educators, policy makers, and educational practitioners for improvements to create nurturing educational environments in which all students can thrive. The goal is to provide. It is most important to provide effective emotional support to school maladjusted youth. School maladjustment encompasses a variety of problems faced by students, including emotional and behavioral difficulties that impede academic and social development. School maladjustment encompasses a variety of problems faced by students, including emotional and behavioral difficulties that impede academic and social development. Above all, the importance of emotional support in alleviating the root causes, psychological and social factors, and effects of adolescents' maladjustment to school is emphasized. Schools must pave the way for a brighter future for maladjusted youth, providing them with the support they need to overcome emotional challenges and reach their full potential both academically and in their personal lives.

Development and Verification of a Mother-child Group Counseling Program Integrating Positive Psychotherapy and Emotional Coaching: Focusing on School Maladjusted Children

This study developed a mother-child group counseling program that integrates positive psychotherapy and emotional coaching and verified its effectiveness. Nine pairs participated in the experimental group and 10 pairs in the comparative group. Repeated measurement variance analysis was performed to verify program effectiveness. The program effect of children was significantly higher in self-esteem and interpersonal skills after participating in the program than that of children in the comparative group, and this effect was maintained until further tests. As for the effect of the mother program, the audit tendency and conflict coping ability of mothers in the experimental group significantly increased after participating in the program. In the case of communication skills, there was no significant difference between the experimental group and the comparative group. These results show that this program not only induced positive changes to school maladjusted children, but also was effective in causing positive changes in their mothers.

문제해결 인형치료에 나타난 학교 부적응 아동의 특성 -‘양떼를 지켜라’ 스토리텔링의 활용

문제해결 인형치료에 나타난 학교 부적응 아동의 특성 -‘양떼를 지켜라’ 스토리텔링의 활용

Evaluating the effectiveness of a social and emotional learning program among preschool children in Japan: an experimental cohort study

BackgroundResearch on school maladjustment has increasingly focused on social skills, such as the ability to control emotions, collaborate with others, and achieve goals. Social and emotional learning (SEL) is one approach to nurturing social skills. However, few preventive interventions to promote SEL have been conducted among young children, particularly in Asian countries, including Japan. Therefore, this study examined the effectiveness of an SEL program—Fun FRIENDS—among children in Japan.MethodsIn mid-2022, the Fun FRIENDS program was administered to 115 children aged 4–5 years, who were enrolled in two kindergartens. The program was administered to the entire class as part of their kindergarten activities. The control group included 93 children in three kindergartens. This study included 94 participants (81.7%) in the intervention group and 66 (71.0%) in the control group, whose parents agreed with the assessment of their skills. Fun FRIENDS is a support program based on a cognitive–behavioral approach. The program aims to teach children how to cope with anxiety and stress and develop resilience and confidence to face difficulties. The program includes 10 sessions, each lasting approximately 1 h and conducted once per week. To examine the program’s effectiveness, teachers evaluated these children’s social skills before and after program implementation using the Social Skill Scale.ResultsResults showed significant post-intervention improvements in self-control and cooperation scores among children in the intervention group, compared with pre-intervention. Further, post-intervention self-control and cooperation scores were significantly higher among children in the intervention group than the control group.ConclusionsSEL implemented on a class-wide basis could be effective in early childhood. An early approach targeting preschool-aged children is necessary to prevent school maladjustment. A universal approach implemented on a whole-class basis could contribute to improving children’s social skills.

School medicine: relevance, problems, and development prospects (literature review)

The article reveals the main trends in the decline in the health of modern children and adolescents studying in educational institutions, describes signs of violations in the pace and quality of growth and development of children, an increase in the signs of chronic pathologies over schooling. Literature data on the importance of modern school factors in reducing health are revealed, first of all, we are talking about the suboptimal educational environment, mental and emotional overload, physical inactivity, low motivation for a healthy lifestyle. The authors reveal the psychophysiological concept of health as a generalized property of a person to adequately adapt to a wide range of factors of various nature.
 The purpose of the study was to analyze current problems and prospects for ensuring the health of children in the context of educational institutions. Particular attention is paid to the School as a complex factor that determines the tension of the child’s regulatory systems, significantly changing his entire lifestyle, making special demands on the “school-significant” properties of the child. There are very common cases of “school maladjustment”, which determine a significant decrease in health parameters by the type of stress disorders. Life determines the importance of a constant increase in the intensity of learning, volume of necessary knowledge and competencies, both formed and implemented in an ever more complex society, including in the context of global computerization and informatization. In the course of receiving schooling experiences the child makes a draft on an ever-increasing influence of socio-psychological stress. An important component of the educational environment is the Teacher, who can both increase the pressure of negative factors and make the learning environment more comfortable, solving the problems of teaching and educating children by adequate and effective means.

School Maladjustment, Depression, and Self-esteem: A Short-term Longitudinal Study of High School Students

School Maladjustment, Depression, and Self-esteem: A Short-term Longitudinal Study of High School Students

초등학교 고학년이 지각하는 부모감독과 교사지지가 학교적응에 미치는 영향

Objectives The purpose of this study was to investigate the effect of parental monitoring and teacher support variables perceived by upper elementary school students on their school adjustment, and to examine whether parental monitoring and teacher support variables have an interaction effect on school adjustment in upper elementary grades.
 Methods For this purpose, data were collected from 223 elementary school students from 4th to 6th grade. Finally, 196 data were analyzed for the final analysis. The collected data were processed with the reliability analysis, Pearson correlation analysis, normality test and two-way ANOVA by using the SPSS 28.0 statistics program.
 Results The results of the study were as follows: First, each variable showed a statistically significant correlations. Second, When parental monitoring and teacher support affect school adjustment, the interaction effect between the two variables was also confirmed.
 Conclusions Based on the results of this study, in establishing an intervention plan to improve school adjustment of elementary school students, schools and families are first connected to create a home and school environment so that students can perceive a high level of parental monitoring and teacher support. If it is possible, it is possible to expect that it can provide meaningful help in improving school adjustment. And for teachers who are concerned about school maladjustment due to low parental monitoring and parents who are concerned about school maladjustment due to low teacher support, either high teacher support or high parental monitoring mediates the negative effects of low parental monitoring and low teacher support. It is meaningful in that it suggests that the expectation that there is an effect is also possible.