Determine of Distruptive Behaviors Problems among Child Schools in Iraq
DOI:
https://doi.org/10.61841/0z2zej18Keywords:
Distruptive behaviors, Types of Child Behaviors, Child Juvenile, Risk factors for destructive behaviorsAbstract
Background: Disruptive behavior” refers to a wide range of harming acts that are seen at high rates among youth in the juvenile justice system. In fact, early psychoanalytically derived theories of delinquency posited that antisocial behavior itself was a form of destructiveness, driven by alienation, low self-regard, and perceived or actual rejection by others.
Goals: To Determine of disruptive behaviors among children at primary school in Al-Najafe city; to find out the relationship between their demographic data for child school and destructive behaviors.
Methodology: The study design a quantitative research by a descriptive study conducted to determine of destructive behaviors among child school in alnajafe city; to find out the relationship between their demographic data for child school and destructive behaviors. , the sampling it is non-Probability "purposive" sample was sample was conducted on 70 people with Thalassemia at the Women's and Children’s Hospital in Al-Muthanna City for the period from September 7, 2016 to February 16, 2017. A questionnaire it has used as a tool of data collection to fulfill the study, which consist of three parts, include demographic characteristics, medical history, and the health Protective behaviors. A content validity, which is carried out through 13 panel of experts. A panel of experts determines validity, while reliability use split half. A descriptive and inferential statistics are been used to analyze the data.
Results: The study results indicate for demographic data that indicate the majority of the study sample for gender is male (61.3%) and age is more than 9 years within age groups (54.9%). The study results depict most of the study samples of sequences are 1-3 (68.5%) and their most have father and mother are life (93%and 93.8%) respectively. Concerned with father and mother occupation are businessman and free business respectively (46.6% and 55.1%) respectively. The study results that there is different between male and female for disruptive behaviors that indicate high significance different between male and female at p. value equal or less than 0.001.
Conclusion: the study sample by their demographic data the majority of the study sample of gender is male and their age is more than 9 years within age groups. The overall assessment for distributive behaviors are their most do not suffer from distruptive behaviors after this study results are gradually elevate (mild, moderate, and sever) the distruptive behaviors among children in primary school. The study conclude that there is high a significance relationship between most of variable for demographic data and distruptive behaviors at p. value equal or less than 0.01
Recommendations: Provide training session for teachers to identified distruptive behaviors, use standardized measures to help determine whether behaviours fall within the normative, borderline or at-risk, or clinically significant range. Further, scientific research that increase Screening through can complement clinical assessment when determining the need for further evaluation or intervention to prevent distruptive behaviors. Cooperation between ministry education and ministry of health to evidence-based parent-training programs as a first-line intervention for children with significant disruptive behaviors. Provide anticipatory guidance and psycho-education to parents, including directed reading, when a child’s behaviors fall within the borderline/at-risk range that lead to distruptive behaviors.
Downloads
References
1. Abram, K. M., Choe, J. Y., Washburn, J. J., Teplin, L. A., King, D. C., Dulcan, M. K., & Bassett, E. D. (2015). Suicidal thoughts and behaviors among detained youth. Washington, DC: Office of Juvenile Justice and Delinquency Prevention, US Department of Justice.
2. Acoca, L. (2018). Outside/inside: The violation of American girls at home, on the streets, and in the juvenile justice system. Crime & Delinquency, 44(4), 561–589.
3. Azevedo, A. S., & Faria, L. (2015). A auto-estima no ensino secundário: validação da Rosenberg Self-Esteem Scale. In C. Machado, L. S. Almeida, M. Gonçalves, & V. Ramalho (Eds.), Avaliação psicológica: formas e contextos (Vol. 10, pp. 415–421). Braga: Psiqulibrios.
4. Cheng, Y., Tao, M., Riley, L., Kann, L., Tian, X., Hu, J., & Chen, D. (2009). Protective factors relating to decreased risks of adolescent suicidal behaviour. Child: Care, Health and Development, 35(3), 313–322.
5. Cruz, D., Narciso, I., Muñoz, M., Pereira, C. R., & Sampaio, D. (2013). Adolescents and self-destructive behaviours: An exploratory analysis of family and individual correlates. Behavioral Psychology/Psicología Conductual, 21, 271–288.
6. Emerson, E. (2017). Challenging behaviour: Analysis and intervention in people with learning disabilities (2nd ed., pp. 2–4). Cambridge University Press. https://doi.org/10.1017/CBO9780511543739
7. Esposito, C. L., & Clum, G. A. (2016). Social support and problem-solving as moderators of the relationship between childhood abuse and suicidality: Applications to a delinquent population. Journal of Traumatic Stress, 15(2), 137–146.
8. Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., ... & Rahman, A. (2016). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515–1525.
9. McDougall, T., Armstrong, M., & Trainor, G. (2016). Helping children and young people who self-harm: An introduction to self-harming and suicidal behaviours for health professionals. Routledge.
10. Gardner, D., & Gorman, D. A. (2015). The pharmacological management of oppositional behaviour. Ideal Journal of Education and Policy Studies, 2(2), 86–91.
11. World Health Organization. (2006). Suicide prevention and special programmes. Geneva: WHO.
12. Van Huynh, S. (2018). The reality of self-destruction levels of students at secondary schools in Vietnam. International Journal of Learning and Development, 8(3), 155.
13. McCoy, M. R., George, W., Cummings, E. M., & Davies, P. T. (2013). Constructive and destructive marital conflict, parenting, and children’s school and social adjustment. HHS Author Manuscripts.
14. Alatupa, S., Pulkki-Råback, L., & Hintsanen, M. (2011). Childhood disruptive behaviour and school performance: A prospective cohort study. Psychology, 2(6), 542–551.
15. Carmel, M., & Shavit, Y. (2016). The association between student reports of classmates’ disruptive behavior and student achievement. Journal of Education Studies, 2(3), 1–17.
16. Nkoli, E., & Doris, A. (2016). Disruptive classroom behaviours among primary school pupils: Intervention imperative. Ideal Journal of Education and Policy Studies, 2(2), 86–91.
17. O’Connor, E., Rodriguez, E., Cappella, E., Morris, J., & McClowry, S. (2012). Child disruptive behavior and parenting efficacy: A comparison of two models of insights. Journal of Community Psychology, 40(5), 555–572.
18. Justin, & Nicola. (2012). The relation of parent and child gender to parental tolerance of child disruptive behaviors. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-012-9632
19. Sandra, M. (2016). School discipline and disruptive classroom behavior: The moderating effects of student perceptions. The Sociological Quarterly, 52(3), 32.
20. Maaike, H., Marieke, E., Hoofdakker, H., & Pieter, J. (2017). Predictors of discrepancies between fathers and mothers in rating behaviors of preschool children with and without ADHD. European Child & Adolescent Psychiatry, 26(3), 365–376.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
