Conduct problems in young, school-going children in Ireland: prevalence and teacher response

Hyland, Lynda ORCID: https://orcid.org/0000-0001-5813-6400, NiMhaille, Grainne, Lodge, Anne and McGilloway, Sinead (2013) Conduct problems in young, school-going children in Ireland: prevalence and teacher response. School Psychology International, 35 (5) . pp. 516-529. ISSN 0143-0343 [Article] (doi:10.1177/0143034313515984)

PDF - Final accepted version (with author's formatting) Restricted to Middlesex University staff only Download (310kB)

Abstract

Conduct problems in school settings can pose significant challenges for both children and teachers. This study examined the teacher-reported prevalence of conduct problems in a sample of young children (n=445) in the first two years of formal education in South West Ireland. A secondary aim was to assess teachers’ perceptions of child behaviour and classroom management strategies. Children displayed positive socio-emotional and behavioural adjustment, although more than one quarter had difficulties outside the ‘normal’ range. Class size and gender were shown to play a role in the level of difficulties experienced. Teachers reported significant challenges in managing classroom behavioural problems. This study provides useful insights into the socio-emotional and behavioural needs of school-entry age children. The findings also have important implications for policy and practice of school /educational psychologists and other key personnel and, in particular, the need to develop and implement early intervention and prevention strategies in schools.

Actions (login required)

View Item

Statistics

Downloads

Export as CSVXMLJSON

Activity Overview

2Downloads

299Hits

Additional statistics are available via IRStats2.