Universal Coping Power for pre-schoolers: Effects on children's behavioral difficulties and pre-academic skills

Muratori, Pietro; Lochman, John E.; Bertacchi, Iacopo; Giuli, Consuelo; Guarguagli, Elena; Pisano, Simone; Gallani, Anna; Mammarella, Irene C.

doi:10.1177/0143034318814587

Cited by 10 publications

(10 citation statements)

References 26 publications

(32 reference statements)

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“…While the evidence for specific intervention strategies to reduce either the levels of children's behavioral difficulties, or the levels of children's learning difficulties is convergent, the most appropriate intervention strategy for children who have high levels of both behavioral and learning difficulties is unclear [46][47][48][49]. There is some evidence that providing social-emotional learning intervention could impact both behavioral problems and learning difficulties [46,47]; however, existing empirical evidence addressing this issue is sparse.…”

Section: Discussionmentioning

confidence: 99%

Associations between Learning and Behavioral Difficulties in Second-Grade Children

et al. 2020

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Learning and behavioral difficulties often emerge during the first years of primary school and are one of the most important issues of concern for families and schools. The study was aimed at investigating the co-occurrence of difficulties between academic learning and emotional-behavioral control in typically developing school children and the moderating role of sex. A sample of 640 second-grade school children participated in the study. This study used the Strengths and Difficulties Questionnaire to measure the emotional and behavioral difficulties and a battery of objective and standardized tests to evaluate the learning skills in children. In this sample 7% to 16% of children performed below the normal range in reading and/or arithmetic tests. Mixed models showed that children’s hyperactive behaviors were positively related to both reading and math difficulties, and emotional problems correlated negatively with reading accuracy. The more children displayed behavioral difficulties, the more they were exposed to the risk of worsening reading and math performance, especially for girls. The result that among different emotional-behavioral problems within the school setting, hyperactivity behaviors and emotional difficulties are related to learning difficulties with a moderate effect of sex, needs to be taken into account in screening and prevention programs for learning difficulties in order to not disregard the complexity of the associated profiles.

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Section: Discussionmentioning

confidence: 99%

Associations between Learning and Behavioral Difficulties in Second-Grade Children

et al. 2020

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“…Internal consistency and correlations with other behavioural questionnaires (CBCL/YSR) have been evaluated as sufficient in previous studies (Goodman 2001;Van Widenfelt et al 2003). Evidence indicates that the SDQ is sensitive in detecting changes over time (Mason, Chmelka, and Thompson 2012) and in measuring intervention effects (Muratori et al 2012).…”

Section: Externalising and Social-emotional Problem Behavioursmentioning

confidence: 99%

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

Hoogendijk

Tick

Holland

et al. 2020

Emotional and Behavioural Difficulties

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Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

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“…The so-called behavior difficulties of adolescents has been the subject of research in psychology and pedagogy for a very long time [1][2][3]. Problem behavior does not have a clear, unambiguously recognized definition, but most studies recognize it as such in the case when a teenager violates the rules of social behavior, social norms of behavior accepted in his environment, shows increased aggression or nervousness [4].…”

Section: Introductionmentioning

confidence: 99%

“…Mobile applications as well as specialized mobile devices are successfully used for both medical and psychological monitoring and prevention of excessive conditions. The opportunity to receive regular help and support in itself eliminates most of the excesses and helps stabilize the personality of a teenager or young person who has manifestations of behavior difficulties [4].…”

Section: Introductionmentioning

confidence: 99%

Mobile and Web-Based Support in Overcoming Behavioral Difficulties of Adolescents

Kassen

Kudaibergenova

Mukasheva

et al. 2021

Int. J. Emerg. Technol. Learn.

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A significant proportion of adolescents and young adults experience behavioral difficalties as they grow up. Minor disorders without control and relief can cause significant psychological problems and disorders or form dangerous life paths for a teenager. Mobile devices and applications have been actively used for over a decade to monitor and provide psychological assistance to adolescents. The aim of this study was to identify the level of effectiveness of the impact of mobile and online support for adolescents on the assessment of changes in problem behavior and psychological state of adolescents. The study involved 672 adolescents aged 13 to 15 years from one of the schools in Almaty (Kazakhstan). The participants were divided into three groups, one of which received online and mobile regular psychological support and information, the second, the support group, received support in face-to-face communication with teachers, parents and psychologists, and the third, the control group, received support only upon request from the teenager. or his parents. According to the results of the study, a survey was con-ducted on the Likert scale, in which adolescents, parents and teachers assessed the level of behavioral changes associated with the condition and behavior diffi-culties. In the experimental group, the assessment of behavioral changes reached a maximum of 4.028 on a 5-point scale of positive changes, while the other two groups lagged significantly (2.402 for the support group and 2.12 for the control group). The practical significance of the study lies in the possibility of effective implementation of a support system for adolescents at school based on existing mobile devices and instant messengers without significant costs.

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Universal Coping Power for pre-schoolers: Effects on children's behavioral difficulties and pre-academic skills

Cited by 10 publications

References 26 publications

Associations between Learning and Behavioral Difficulties in Second-Grade Children

Associations between Learning and Behavioral Difficulties in Second-Grade Children

Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship

Mobile and Web-Based Support in Overcoming Behavioral Difficulties of Adolescents

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