The influence of personality traits and emotional and behavioral problems on repetitive nonsuicidal self-injury in a school sample

2017 ◽  
Vol 74 ◽  
pp. 214-223 ◽  
Author(s):  
Janine Lüdtke ◽  
Benedict Weizenegger ◽  
Rachel Rauber ◽  
Brigitte Contin ◽  
Tina In-Albon ◽  
...  
Keyword(s):  
Personality Traits ◽  
Behavioral Problems ◽  
Emotional And Behavioral Problems ◽  
Self Injury ◽  
School Sample ◽  
Nonsuicidal Self Injury

scholarly journals The Program of Correction of School Disadaptation of Primary School Children by Means

2020 ◽  
Vol 17 (4) ◽  
pp. 40-49
Author(s):  
T.P. Dunskaya
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Art Therapy ◽  
Behavioral Problems ◽  
Educational Institution ◽  
Psychosocial Adaptation ◽  
Educational Process ◽  
Emotional And Behavioral Problems ◽  
Primary School Children ◽  
School Anxiety

Recently, an increasingly urgent problem of the modern school, uniting the efforts of psychologists and teachers, is the problem of social disadaptation, as a phenomenon that prevents the full-fledged personal development of a student, his socialization and complicates the educational process. Everywhere there is an increase in the number of children in school with signs of social disadaptation, expressed in an inadequate form of orientation of the child in school life (in the position of a school-boy) and in educational activities, in unproductive cooperation with adults and peers, in a weak level of ability to self-regulation of their activities, school failure, a high level of school anxiety, aggressiveness and negative emotional attitude towards school. Along with the obvious manifestations of social disadaptation, its early signs are widespread, such as increased school anxiety, overestimated or low self-esteem, decreased learning motivation against the background of good academic performance and discipline, which, due to their “veiledness”, are often not attracted to themselves the attention of teachers and psychologists. Socially unadapted children seem lazy, undisciplined, intel-lectually undeveloped, dependent and stubborn, self-willed, poorly managed. At the same time, the child's behavior is distinguished by indecision, passivity, or negativism, stubbornness, aggression. It seems that children with such behavior do not want to behave constructively, deliberately violate discipline. However, this impression is wrong. The child is not really able to cope with his experiences. The presence of negative experiences and affects in a schoolchild inevitably leads to break-downs in behavior, serves as a pretext for the emergence of conflicts with adults and peers. Despite the close attention to this problem, the problem of finding pedagogically effective methods of up-bringing, types and forms of activity corresponding to the physical and mental development of younger students, contributing to the formation and development of social experience and personality traits, which would help the younger student to build ad-equate relationships with the environment, that is, would be factors of social adaptation. Today, in a number of developed countries, there is considerable experience in the use of art therapy in working with children and adolescents with various emotional and behavioral problems and developmental disorders. There are numerous confirmations of the effectiveness of using this technique in schools, where it acts as a means of not only healing and correction, but also development. The main goal of introducing art therapy into schools is to adapt children (including those suffering from emotional and behavioral disorders) to the conditions of an educational institution, and improve their academic performance. The art therapy program “I and We” allows at the early stages to identify children at risk, the development of emotional and behavioral problems, and contributes to the development of students’ mental qualities and personality traits that are of great importance for their successful psychosocial adaptation. The novelty of the program is associated with the adaptation of modern technologies for working with the child's personal sphere to the peculiarities and conditions of working with children with psychological problems in an educational institution.

scholarly journals SKIRTUMAI TARP LYČIŲ, PROGNOZUOJANT ELGESIO IR EMOCINIUS SUNKUMUS PAAUGLYSTĖJE PAGAL ASMENYBĖS BRUOŽUS IR TĖVŲ AUKLĖJIMO STILIŲ

Psichologija ◽  
2008 ◽  
Vol 38 ◽  
pp. 63-83 ◽  
Author(s):  
Rita Žukauskienė ◽  
Oksana Malinauskienė
Keyword(s):  
Gender Differences ◽  
Personality Traits ◽  
Behavioral Problems ◽  
Parental Behavior ◽  
Clinical Investigation ◽  
Externalizing Disorders ◽  
Emotional And Behavioral Problems ◽  
Parental Rejection ◽  
Adjustment Problems ◽  
Parental Rearing

Straipsnyje analizuojamos vaikinų ir merginų emocinių ir elgesio sunkumų, asmenybės bruožų bei tėvų auklėjimo stilių sąsajos, bandoma nustatyti lyčių skirtumus, aiškinantis emocinių ir elgesio sunkumų numatymo galimybes. Tyrime naudojami ilgalaikio tyrimo, kuriame analizuojama prisitaikymo sunkumų raida nuo vaikystės iki paauglystės, duomenys. Tiriamųjų imtį sudarė 16–17 metų paaugliai (N = 467): 251 mergina ir 216 vaikinų. Tėvų auklėjimo stiliams nustatyti buvo naudojami EMBU (Arrindell et al., 1999), paauglių emociniams ir elgesio sunkumams – YSR 11/18 (Achenbach et al., 1991), asmenybės bruožams – NEO-FFI (Costa and McCrae, 1992) klausimynai. Rezultatų analizė atskleidė, kad merginos pasižymi aukštesniais emocinių (bet ne elgesio) sunkumų įverčiais nei vaikinai, o tėvai emocinę šilumą labiau naudoja dukterų, o ne sūnų atžvilgiu. Paaiškėjo, kad tėvų auklėjimo stilius bei paauglių asmenybės bruožai yra labiau susiję su merginų, o ne su vaikinų emociniais ir elgesio sunkumais. Regresinės analizės rezultatai parodė, kad ir vaikinų, ir merginų emociniams bei elgesio sunkumams tėvų auklėjimo stilius turi mažiau, o paauglių asmenybės bruožai (ir ypač neurotizmas) – daugiau prognostinės vertės. Remiantis tėvų auklėjimo stiliumi bei paauglių asmenybės bruožais, merginų emocinius ir elgesio sunkumus galima geriau numatyti nei vaikinų.Pagrindiniai žodžiai: paaugliai, emociniai ir elgesio sunkumai, asmenybės bruožai, tėvų auklėjimo stilius. Personality and Parental Rearing Practices as Predictors of Adolescent Emotional and Behavioral Problems: Gender Differences in Predictive AccuracyRita Žukauskienė, Oksana MalinauskienėSummary Many models of psychological development are based on the assumption that parent’s actions are linked to, or the cause of, a child’s behavior. Information about childhood experiences, particularly parental rearing behaviour, is of importance in the clinical investigation of adjustment problems in adolescence. It has been well documented that adolescents run a heightened risk for emotional and behavioral problems when they feel rejected or overprotected by their parents and that parental rejection and overprotection has different effects for gender in developing emotional and behavioral problems. In general, the perceptions of early negative parental behavior are found to be connected to maladjustment and problem behaviors with internalizing as well as externalizing symptoms in adolescence. High perceived parental overinvolvment, rejection, and low emotional warmth correlates with low adjustment and low selfesteem, externalizing disorders, childhood depression, obsession-compulsion, and psychosomatic complaints, and parental control and absence of autonomy is connected with anxiety disorders. Adolescent delinquents perceived their parents as more rejecting, overprotecting, and less emotionally warm than normal adolescents. The perceptions of parental rejection and overprotection in the group of adolescent delinquents also correlated with attention and social problems and somatic complaints. Whether personality in combination with gender plays a role in the association between parental rejection and overprotection and emotional and behavioral problems has not yet received much attention. This study focuses on assessment of personality and parental rearing practices as predictors of adolescent emotional and behavioral problems and gender differences in predictive accuracy of emotional and behavioral problems. Data is used from longitudinal study on development of adjustment problems from childhood to adolescence. A total of 467 adolescent (251 girls and 216 boys), ages 16–17, completed questionnaires about parental rearing practices EMBU (The Egna Minnen Betraffande Uppfostran for Children, Arrindell et al., 1999). EMBU is a short 34-item questionnaire that intends to measure children and adolescents’ perception of three main aspects of parental rearing behaviour: Emotional Warmth, Rejection and Overprotection. Adolescents also completed questionnaires about their emotional and behavioral problems (YSR 11/18, Achenbach, 1991), and personality traits (NEO-FFI, Costa and McCrae, 1992). Girls scored higher on emotional problems (but not on behavioral problems) than boys. Parental behavior was more strongly associated with girls’ emotional and behavioral problems, in comparison to boys. Regression analysis revealed that parental rearing behavior is less significant predictors of emotional and behavioral problems in adolescence, than personality traits. Furthermore, parental rearing behavior and personality traits (namely, neuroticizm) were stronger predictors of emotional and behavioral problems for girls in comparison to boys. Overall, parental rearing practices and personality traits of adolescents are better predictors for emotional and behavioral problems of girls in comparison to boys.Keywords: adolescents, emotional and behavioral problems, personality traits, parental rearing behavior.

Nonsuicidal Self-Injury and Its Relation to Personality Traits in Medical Students

2014 ◽  
Vol 202 (4) ◽  
pp. 300-304 ◽  
Author(s):  
Marc Allroggen ◽  
Rita Kleinrahm ◽  
Thea A.D. Rau ◽  
Laura Weninger ◽  
Andrea G. Ludolph ◽  
...  
Keyword(s):  
Medical Students ◽  
Personality Traits ◽  
Self Injury ◽  
Nonsuicidal Self Injury
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