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Barbarin, Oscar; Hitti, Aline; Brown, Jeffrey – Journal of Emotional and Behavioral Disorders, 2020
Discerning the seriousness of socioemotional symptoms in young children can be difficult. To address this issue, the Attention, Behavior, Language, and Emotions (ABLE) universal behavioral health screener uses a rubric for severity that includes indicators of problem duration, impairment, generalizability, exacerbation, persistence, peer…
Descriptors: Symptoms (Individual Disorders), Severity (of Disability), Preschool Children, Self Control
Lionetti, Francesca; Aron, Elaine N.; Aron, Arthur; Klein, Daniel N.; Pluess, Michael – Developmental Psychology, 2019
According to several developmental theories some children are more sensitive to the quality of their environment than others, but most supporting empirical evidence is based on relatively distal markers of hypothesized sensitivity. This study provides evidence for the validity of behaviorally observed Environmental Sensitivity as a moderator of…
Descriptors: Parent Child Relationship, Personality Traits, Parenting Styles, Child Rearing
Li, Zhi; Liu, Siwei; Hartman, Sarah; Belsky, Jay – Developmental Psychology, 2018
This research investigates whether and how two fundamental environmental factors--harshness and unpredictability--interact in regulating child and adolescent development, informed by life-history theory and drawing on data from the National Institute of Child Health & Human Development Study of Early Child Care and Youth Development (N =…
Descriptors: Early Experience, Family Income, Kindergarten, Young Children
Mowat, Joan Gaynor – Emotional & Behavioural Difficulties, 2019
Transitions represent an important milestone for children and are experienced differentially. For some children, transitions represent a critical period that can have a long-term impact on their lives. This paper examines the socio-emotional aspects of the transition through an exploration of the findings derived from an evaluative case study of a…
Descriptors: Transitional Programs, Elementary Secondary Education, Adolescents, Males
Francisco Dussan – ProQuest LLC, 2021
Our children come to school every day to learn, participate, and prepare for what the future will bring. Others come to school to find refuge and help from those who dedicate their lives to ensure they are well and safe. They come with their minds filled with hopes and dreams, while others walk around the hallways with their hearts filled with…
Descriptors: Special Education, Resilience (Psychology), Trauma, Posttraumatic Stress Disorder
Nemer, Shannon L.; Sutherland, Kevin S.; Chow, Jason C.; Kunemund, Rachel L. – Education and Treatment of Children, 2019
Children frequently enter elementary school unprepared for its academic and socioemotional challenges. This can lead to challenging behaviors that negatively affect students' educational experiences, put them at risk for emotional and behavioral disorders (EBD), and impact relationships with teachers. Despite a large research base on student…
Descriptors: Teacher Attitudes, Behavior Problems, Student Behavior, Elementary School Students
Nurmi, Jari-Erik; Kiuru, Noona – International Journal of Behavioral Development, 2015
Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…
Descriptors: Teacher Student Relationship, Student Characteristics, Student Behavior, Teaching Methods
Chan, Christian S.; Rhodes, Jean E.; Howard, Waylon J.; Lowe, Sarah R.; Schwartz, Sarah E. O.; Herrera, Carla – Journal of School Psychology, 2013
This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N = 526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all…
Descriptors: Parent Child Relationship, Measures (Individuals), Self Esteem, Mentors
Hippolyte, L.; Iglesias, K.; Van der Linden, M.; Barisnikov, K. – Journal of Intellectual Disability Research, 2010
Background: Although the prevalence of mental illness and behaviour problems is lower in adults with Down syndrome (DS) than in other populations with intellectual disabilities, they do present emotional and relational problems, as well as social integration difficulties. However, studies reporting on specific competences known to be central in…
Descriptors: Control Groups, Social Integration, Mental Disorders, Attention
Erath, Stephen A.; El-Sheikh, Mona; Cummings, E. Mark – Child Development, 2009
Skin conductance level reactivity (SCLR) was examined as a moderator of the association between harsh parenting and child externalizing behavior. Participants were 251 boys and girls (8-9 years). Mothers and fathers provided reports of harsh parenting and their children's externalizing behavior; children also provided reports of harsh parenting.…
Descriptors: Antisocial Behavior, Females, Parenting Styles, Child Rearing
Peer reviewed
Eamon, Mary Keegan – Social Work, 2001
Bronfenbrenner's process-person-context-time model is used to examine theories that explain adverse effects of economic deprivation on children's socioemotional development. Processes of not only the family, but also those of the peer group and school, and in other levels of the ecological environment may also explain the relation between economic…
Descriptors: Behavior Problems, Children, Emotional Development, Family Relationship
Peer reviewed
Redmond, Sean M.; Rice, Mabel L. – Journal of Speech, Language, and Hearing Research, 1998
The socioemotional integrity of 17 children with specific language impairment (SLI) and 20 age-matched unaffected children was examined at kindergarten and first grade. Significant differences between groups were found for internalizing, social, and attention problems with little congruence or stability over time in clinical ratings. Results…
Descriptors: Behavior Problems, Child Development, Comparative Analysis, Emotional Problems
Keefer, Laura Reynolds – Early Childhood Education Journal, 2005
Defiant behavior in two- and three-year-olds is a natural expression of a young child's growing autonomy, and, although frustrating to adults, is a natural phase of a child's socio-emotional growth. L.S. Vygotsky's socio-historical theory of the development included a discussion of "crisis" periods, one of which he felt occurred at age three. The…
Descriptors: Young Children, Behavior Problems, Social Structure, Play
Pracana, Clara, Ed.; Silva, Liliana, Ed. – Online Submission, 2013
We are delighted to welcome you to the International Psychological Applications Conference and Trends 2013, taking place in Madrid, Spain, from 26 to 28 of April. Our efforts and active engagement can now be rewarded with these three days of exciting new developments about what we are passionate about: Psychology and its connections. We take pride…
Descriptors: Educational Psychology, Psychoeducational Methods, Elementary School Students, Student Attitudes
Whitman, Thomas L.; Borkowski, John G.; Keogh, Deborah A.; Weed, Keri – 2001
This monograph details the Notre Dame Parenting Project, a comprehensive longitudinal study of the lives of adolescent mothers and their children from pregnancy through the first 8 years of life, describing how their respective developmental trajectories are interwoven and linked to the social contexts in which they live. A total of 281…
Descriptors: Academic Achievement, Adjustment (to Environment), Adolescent Development, Adolescents
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