The number of students in special schools has increased at a rapid rate in some Australian states, due in part to increased enrolment under the categories of emotional disturbance (ED) and behaviour disorder (BD). Nonetheless, diagnostic distinctions between ED and BD are unclear. Moreover, despite international findings that students with…

Following a biopsychosocial model, the study investigated the role of child factors (gender, IQ), maternal factors (psychological distress, maternal education and vocabulary, maternal distress) and environmental factors (SES) in the relationship between language impairment and behaviour problems in preschool children. Participants were drawn from…

Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246…

Considerable evidence supports the association between language learning difficulties and behaviour in young children and this is likely to be particularly true of children raised in social disadvantage. Less is known about the way that different aspects of language, specifically pragmatics, interact with behaviour. This study examines the extent…

In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and…

Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation…

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer…

Both Attention-Deficit/Hyperactivity Disorder (AD/HD) and divorce are very prevalent in western societies, and they may occur together. AD/HD is generally viewed as a neurobiological disorder, which has led to a commonly held belief that social-environmental factors play little role in the symptom profile of children diagnosed with the disorder.…

A number of Egyptian children experience psychiatric or mental health problems owing to a variety of internal and external qualities in their social context. These problems may mask strengths, particularly their social potential represented in their prosocial behaviour (PB). Research on emotional and behavioural difficulties (EBDs) should thus…

Cyberbullying is deliberate, aggressive activity carried out through digital means. Cybervictimisation in adolescence may be related to negative psychosocial variables such as loneliness and depressive mood. The purpose of the present study, the first of its kind in Israel, was to examine the association between adolescent cybervictimisation and…

Although many studies have reported on internalising and externalising problems related to cyberbullying roles, there is a lack of longitudinal research in this area. This study reports (1) cross-sectional data from 412 German middle-school students to examine differences between cyberbullies, cybervictims and cyberbully-victims compared to…

Cyberbullying is usually operationalised as a kind of bullying understood as peer aggression that is intentional and continuous, and involves an aspect of imbalance of power between a victim and a perpetrator or perpetrators. Despite the tool used (new media), cyberbullying often takes place within a traditional group (e.g. school class). However,…

Cyberbullying may sometimes be an extension of traditional bullying. However, some particular features of cyberbullying suggest that it may have a distinct causal pathway, due to the social context of a virtual environment within which peer social processes occur. Moreover, boys and girls may perceive and respond differentially to their social…

This study investigated whether secondary schools in Norway had deviant subcultures, which could be labelled "schoolyard corner society", and how gender and age were related to membership. We also studied levels of reactive and proactive aggressiveness in students, and the relationship between these types of aggressiveness and participation in…

The purpose of present study was to explore the perceptions of peers as socialization agents in school adjustment among upper secondary school students. The associations were studied in a sample of 564 Norwegian students. Results showed that perceptions of friends and classmates as socialization agents accounted for unique variances in various…