Group Intervention with Second Graders at Risk for Behavioral Problems: A Pilot Study

1997 ◽  
Vol 80 (2) ◽  
pp. 415-418 ◽  
Author(s):  
Sara C. Castillo ◽  
George R. Holmes ◽  
Michael L. Cuccaro ◽  
Kathy Gardner
Keyword(s):  
At Risk ◽  
Pilot Study ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Group Intervention ◽  
Second Graders ◽  
Target Children

A 7-session-group intervention with four successfully adapting children and two with emerging behavior problems was conducted. Pre-posttest data showed reductions in teachers' ratings of externalizing behavior for each of the target children.

scholarly journals As Time Goes by: Understanding Child and Family Factors Shaping Behavioral Outcomes After Traumatic Brain Injury

2021 ◽  
Vol 12 ◽  
Author(s):  
Linda Ewing-Cobbs ◽  
Janelle J. Montroy ◽  
Amy E. Clark ◽  
Richard Holubkov ◽  
Charles S. Cox ◽  
...  
Keyword(s):  
Behavior Problems ◽  
Conduct Problems ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Executive Dysfunction ◽  
Emotional Symptoms ◽  
Factors Associated ◽  
Severe Tbi ◽  
Internalizing And Externalizing

Objective: To model pre-injury child and family factors associated with the trajectory of internalizing and externalizing behavior problems across the first 3 years in children with pediatric traumatic brain injury (TBI) relative to children with orthopedic injuries (OI). Parent-reported emotional symptoms and conduct problems were expected to have unique and shared predictors. We hypothesized that TBI, female sex, greater pre-injury executive dysfunction, adjustment problems, lower income, and family dysfunction would be associated with less favorable outcomes.Methods: In a prospective longitudinal cohort study, we examined the level of behavior problems at 12 months after injury and rate of change from pre-injury to 12 months and from 12 to 36 months in children ages 4–15 years with mild to severe TBI relative to children with OI. A structural equation model framework incorporated injury characteristics, child demographic variables, as well as pre-injury child reserve and family attributes. Internalizing and externalizing behavior problems were indexed using the parent-rated Emotional Symptoms and Conduct Problems scales from the Strengths and Difficulties questionnaire.Results: The analysis cohort of 534 children [64% boys, M (SD) 8.8 (4.3) years of age] included 395 with mild to severe TBI and 139 with OI. Behavior ratings were higher after TBI than OI but did not differ by TBI severity. TBI, higher pre-injury executive dysfunction, and lower income predicted the level and trajectory of both Emotional Symptoms and Conduct Problems at 12 months. Female sex and poorer family functioning were vulnerability factors associated with greater increase and change in Emotional Symptoms by 12 months after injury; unique predictors of Conduct Problems included younger age and prior emotional/behavioral problems. Across the long-term follow-up from 12 to 36 months, Emotional Symptoms increased significantly and Conduct Problems stabilized. TBI was not a significant predictor of change during the chronic stage of recovery.Conclusions: After TBI, Emotional Symptoms and Conduct Problem scores were elevated, had different trajectories of change, increased or stayed elevated from 12 to 36 months after TBI, and did not return to pre-injury levels across the 3 year follow-up. These findings highlight the importance of addressing behavioral problems after TBI across an extended time frame.

Nonshared experiences within the family: Correlates of behavioral problems in middle childhood

1990 ◽  
Vol 2 (2) ◽  
pp. 113-126 ◽  
Author(s):  
Judy Dunn ◽  
Clare Stocker ◽  
Robert Plomin
Keyword(s):  
Behavior Problems ◽  
Maternal Behavior ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Environmental Influences ◽  
Genetic Research ◽  
Externalizing Behavior Problems ◽  
Internalizing Behavior ◽  
Internalizing And Externalizing ◽  
Older Siblings

AbstractOne of the most dramatic findings from quantitative genetic research is that environmental influences shared by siblings in a family do not make the siblings similar in terms of psychopathology. Sibling resemblance for psychopathology appears to be genetic rather than environmental in origin; environmental influences that affect the development of psychopathology must be nonshared and make children in the same family different rather than similar. This study sets out to identify environmental factors that differ for young siblings and to assess associations between such nonshared factors and differences in the older siblings' outcome in two domains: internalizing and externalizing behavior problems. Maternal interview and observations of differential maternal and sibling behavior were compared within 67 sibling dyads (younger and older siblings aged 4 and 7 years, respectively, on average), and differential experiences were related to the adjustment of the older sibling, as assessed by mother and teacher. Differential maternal behavior appeared to be particularly important as a predictor of adjustment problems. Older siblings showed internalizing problems in families in which mothers were less affectionate to the older than to the younger sibling. Greater maternal control toward the older than the younger sibling predicted both internalizing and externalizing problems. Differential maternal behavior explained 34% of the variance of internalizing behavior and 27% of the variance of externalizing behavior problems, independent of variance explained by family structure variables. Although the sample was unselected for psychopathology and was too small to permit analyses of the diagnosable extremes of internalizing and externalizing dimensions, these results are encouraging in relation to the goal of identifying systematic sources of nonshared environment that affect the development of psychopathology.

Drugs—Not Here!—Model of Group Intervention as Preventative Therapeutic Tool for Children of Drug Addicts

2002 ◽  
Vol 32 (3) ◽  
pp. 245-259 ◽  
Author(s):  
Neta Peleg-Oren
Keyword(s):  
At Risk ◽  
Behavioral Problems ◽  
Therapeutic Intervention ◽  
Group Intervention ◽  
Drug Addicts ◽  
Intervention Model ◽  
Therapeutic Tool ◽  
Population At Risk ◽  
Positive Effects ◽  
Therapeutic Tools

Children of addicts suffer from emotional, cognitive, social, and behavioral problems. In view of the problems the children face, they are undoubtedly “a population at risk,” in need of preventive and therapeutic intervention. The purpose of this article is to describe a model of group intervention as one of the preventive therapeutic tools for children of addicts. The project was conducted over 18 months of weekly meetings. The article will deal with the characteristics of children of addicts, the group intervention model with reference to the group framework, and the work carried out with the group, as well as its evaluation. The evaluation indicated positive effects on several psychosocial variables.

scholarly journals Delineating the maladaptive pathways of child maltreatment: A mediated moderation analysis of the roles of self-perception and social support

2010 ◽  
Vol 22 (2) ◽  
pp. 337-352 ◽  
Author(s):  
Karen Appleyard ◽  
Chongming Yang ◽  
Desmond K. Runyan
Keyword(s):  
Social Support ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Externalizing Behavior ◽  
Self Esteem ◽  
Externalizing Behavior Problems ◽  
Emotional And Behavioral Problems ◽  
Self Perception ◽  
Mediated Moderation ◽  
Internalizing And Externalizing

AbstractThe current study investigated concurrent and longitudinal mediated and mediated moderation pathways among maltreatment, self-perception (i.e., loneliness and self-esteem), social support, and internalizing and externalizing behavior problems. For both genders, early childhood maltreatment (i.e., ages 0–6) was related directly to internalizing and externalizing behavior problems at age 6, and later maltreatment (i.e., ages 6–8) was directly related to internalizing and externalizing behavior problems at age 8. Results of concurrent mediation and mediated moderation indicated that early maltreatment was significantly related to internalizing and externalizing behavior problems at age 6 indirectly both through age 6 loneliness and self-esteem for boys and through age 6 loneliness for girls. Significant moderation of the pathway from early maltreatment to self-esteem, and for boys, significant mediated moderation to emotional and behavioral problems were found, such that the mediated effect through self-esteem varied across levels of social support, though in an unexpected direction. No significant longitudinal mediation or mediated moderation was found, however, between the age 6 mediators and moderator and internalizing or externalizing problems at age 8. The roles of the hypothesized mediating and moderating mechanisms are discussed, with implications for designing intervention and prevention programs.

scholarly journals A structured group intervention (TüTASS) with focus on self-perception and mindfulness for children with autism spectrum disorder, ASD. A pilot study

2021 ◽  
Author(s):  
Laura Drüsedau ◽  
Anja Schoba ◽  
Annette Conzelmann ◽  
Alexander Sokolov ◽  
Martin Hautzinger ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Pilot Study ◽  
Externalizing Behavior ◽  
Group Intervention ◽  
Autism Spectrum ◽  
Therapeutic Interventions ◽  
Social Responsiveness ◽  
Behavioral Disturbances ◽  
Spectrum Disorders

AbstractAutism spectrum disorders (ASD) represent a set of long-lasting severe neurodevelopmental conditions and effective therapeutic interventions are needed. Recent research points to the importance of including mindfulness-based elements to improve emotion and body perception in the psychotherapy of patients with ASD. Therefore, we developed a structured group psychotherapy program The Tübinger Training for Autism Spectrum Disorders (Tübinger Training für Autismus-Spektrum-Störungen; TüTASS) which focuses on mindfulness-based training elements. This pilot study accompanying the TüTASS reports the first results on the feasibility of the program with a pre-post comparison of 25 treated children with ASD. The psychometric assessment comprised five standardized questionnaires/ scales evaluating on the basis of parents and patients self-reports the child’s social responsiveness, behavior, strengths and difficulties, quality of life, and depressive symptoms before and after training completion. The results indicated that upon training completion, symptoms with respect to emotional and social problems, externalizing behavior, and attentional and schizoid-compulsive behavior substantially declined. In a questionnaire assessing feasibility and quality of the group training, patients and parents found the therapy highly beneficial, especially as to the focus on emotions and body, and strengths and failures. This training program was developed to bridge the gap of lacking mindfulness-based interventions with the aim to optimize the course of ASD, especially with respect to behavioral disturbances and social-emotional problems.

scholarly journals Using Drama Therapy to Enhance Maternal Insightfulness and Reduce Children’s Behavior Problems

2021 ◽  
Vol 11 ◽  
Author(s):  
Rinat Feniger-Schaal ◽  
Nina Koren-Karie
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Intervention Program ◽  
Therapy Group ◽  
Drama Therapy ◽  
Children At Risk ◽  
Children's Behavior ◽  
Children’S Behavior Problems

Maternal insightfulness or the capacity to see things from the child’s point of view, is considered to be a crucial construct for therapeutic change. In the present study, we aimed to implement the knowledge gleaned from the studies on attachment theory and maternal insightfulness into clinical practice to create an intervention program for mothers of children-at-risk due to inadequate parental care. We used drama therapy to “practice” maternal insightfulness in more “experiential” ways, because the use of creative expressive means may be accessible and effective for the target population of the study and help improve maternal care. We used a manualized 10-week drama therapy-group intervention, focusing on the core concepts of maternal insightfulness: insightfulness, separateness, complexity, and acceptance. We used various dramatic means to explore and experience these components of maternal insightfulness. Forty mothers of children-at-risk took part in eight groups of parental insightfulness drama therapy (PIDT). To evaluate the efficacy of the intervention, we used the Insightfulness Assessment (IA) interview, which produces 10 scales and a final classification of PI and non-PI. The Child Behavior Check List (CBCL) was used to evaluate a change in children’s behavior problems. The assessment took place at three time points: before the intervention (T1), right after the end of the intervention (T2), and 6 months following the intervention (T3). Results at T2 showed a significant improvement compared to T1 in some of the maternal insightfulness scales, but not in the maternal insightfulness categorical classification. At T3, there was a significant change in the classification of the mothers, from non-insightful to positively insightful. At T3, there was also a significant decline in the children’s externalized and general behavioral problems. The results of this study contribute to an evidence-based practice of using drama therapy in the treatment of mothers and children at risk.

An Activity Group Intervention for School Children With Behavioral Problems

1987 ◽  
Vol 3 (1) ◽  
pp. 47-56 ◽  
Author(s):  
A. Lynne Beal
Keyword(s):  
Behavior Problems ◽  
School Children ◽  
Behavioral Problems ◽  
Group Intervention ◽  
Considerable Progress ◽  
Control Group ◽  
Inappropriate Behaviors ◽  
Activity Group ◽  
Age Appropriate ◽  
Willingness To Engage

Latency-aged children with behavior problems participated in a lunch activity group at school. Members were given responsibility for designing the format of the sessions and performing the duties entailed in preparing and serving lunch, and cleaning up. The group chose a format which suggested their willingness to engage co-operatively in age-appropriate tasks. Themes that emerged during the sessions suggest that these children were aware of, and disapproved of their inappropriate behaviors. They made considerable progress in defining more appropriate behaviors and strategies for managing conflicts with peers. Teachers' ratings of their behavior show generalized gains in the development of more appropriate behaviors observed in the classroom. Comparison with a control group shows similar gains made by classmates included in the control group.

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