Hostname: page-component-8448b6f56d-dnltx Total loading time: 0 Render date: 2024-04-24T18:50:02.628Z Has data issue: false hasContentIssue false
  • English
  • Français

Behaviour problems in the school: Incidence and interpretation

Published online by Cambridge University Press:  29 October 2015

Peter Mertin  and
George Wasyluk
Peter Mertin*
Affiliation:
Child and Adolescent, Mental Health Service, Adelaide
George Wasyluk
Affiliation:
Adolescent Day Service, Adelaide
*
CAMHS Eastern Region Paradise Office, Box 2, 5 Darley Road, Paradise, South Australia 5075, 08 207 8999
Get access

Abstract

Australian studies of teacher-rated levels of behaviour problems in schools are reviewed. Survey methodology and instrumentation affects incidence. The significance of these results is discussed in the light of two major considerations: the nature of “problem” and who defines it, and the need for a developmental perspective when interpreting data relating to childhood behaviour. The implications of teacher perceptions for system resource planning, referral and interagency networking, and intervention priority are considered,

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 11 , Issue 2 , November 1994 , pp. 32 - 39
Copyright
Copyright © Australian Psychological Society 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T., & Edelbrock, C. (1978). The classification of child psychopathology: A review and analysis of empirical efforts. Psychological Bulletin, 85, 1275–1301.CrossRefGoogle ScholarPubMed
Achenbach, T., & Edelbrock, C. (1983). Manual for the child behaviour checklist and revised child behaviour profile. Burlington VT: University of Vermont, Department of Psychiatry.Google Scholar
Achenbach, T., & Edelbrock, C. (1986). Manual for the youth self-report and profile. Burlington VT: University of Vermont, Department of Psychiatry.Google Scholar
Achenbach, T., & Edelbrock, C. (1986). Manual for the teachers’ report form and teacher version of the child behaviour profile. Burlington VT: University of Vermont, Department of Psychiatry.Google Scholar
Achenbach, T., McConaughy, S., & Howell, C. (1987). Child/adolescent behavioural and emotional problems: Implications of cross-informant correlations for situation specificity. Psychological Bulletin, 101, 213–232.CrossRefGoogle Scholar
American Psychiatric Association (1987). Diagnostic and statistical manual of mental disorders (3rd ed. rev.). Washington, DC.Google Scholar
Beck, A., Ward, C., Mendelson, M, Mock, J., & Erbaugh, J. (1961). An inventory for measuring depression. Archives of General Psychiatry, 4, 561–571.CrossRefGoogle ScholarPubMed
Brody, G., & Forehand, R. (1986). Maternal perceptions of child maladjustment as a function of the combined influence of child behaviour and maternal depression. Journal of Consulting and Clinical Psychology, 2, 237–240.CrossRefGoogle Scholar
Buckle, D. (1971). The changing tasks of child psychiatry. Australian and New Zealand Journal of Psychiatry 5, 167–172.CrossRefGoogle ScholarPubMed
Ehrenberg, M., Cox, D., & Koopman, R. (1990). The prevalence of depression in high school students. Adolescence, 25, 905–912.Google ScholarPubMed
Friedlander, S., Weiss, D. & Taylor, J. (1986). Assessing the influence of maternal depression on the validity of the child behaviour checklist. Journal of Abnormal Child Psychology, 14, 123–133.CrossRefGoogle Scholar
Hinshaw, S. (1992). Externalizing behaviour problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin, 111, 127–155.CrossRefGoogle Scholar
Hocking, H. (1984). The incidence and management of alienated, disturbed and/or disruptive students in high and district high schools. Hobart: Education Department, Tasmania.Google Scholar
Hutton, J., & Roberts, T. (1986). Social-Emotional Dimension Scale. Austin, Texas: Pro-Ed.Google Scholar
Jacob, T., Grounds, L., & Haley, R. (1982). Correspondence between parents’ reports on the behaviour problem checklist. Journal of Abnormal Child Psychology, 10, 593–608.CrossRefGoogle ScholarPubMed
Kazdin, A. (1992). Child and adolescent dysfunction and paths toward maladjustment: Targets for intervention. Clinical Psychology Review, 12, 795–817.CrossRefGoogle Scholar
Kelly, T., Bullock, L., & Dykes, M. (1977). Behavioural disorders: Teachers’ perceptions. Exceptional Children, 43, 316–318.CrossRefGoogle ScholarPubMed
Martin, G., Kuller, N., & Hazell, P. (1992, Autumn). Adolescent suicide 1 : The effect on school students of the suicide of another student. Youth Studies Australia, pp. 20–23.Google Scholar
McGee, R., Silva, P., & Williams, S. (1984). Behaviour problems in a population of seven year old children: Prevalence, stability and types of disorder – A research report. Journal of Child Psychology and Psychiatry, 25, 251–259.CrossRefGoogle Scholar
Mertin, P., & Wasyluk, G. (1990). Incidence of behavioural and emotional problems amongst primary school children. The Australian Educational and Developmental Psychologist, 7, 13–15.CrossRefGoogle Scholar
Muller, J., & Holbeck, J. (1990). The incidence and nature of behaviour problems experienced by primary school students in the south coast region of Queensland. Brisbane: Centre for Learning and Adjustment Difficulties, Department of Education.Google Scholar
Nelson, J. (1987). Survey of children in the west metropolitan region with a conduct disorder. Brisbane: Department of Education.Google Scholar
Quay, H. (1977). Measuring dimensions of deviant behaviour: The behaviour problem checklist. Journal of Abnormal Child Psychology, 5, 277–287.CrossRefGoogle Scholar
Quay, H. (1983). A dimensional approach to behaviour disorder: Revised behaviour problem checklist. School Psychology Review, 12, 244–249.CrossRefGoogle Scholar
Richman, E., Eyberg, S., & Ross, A. (1980). The standardisation of an inventory of child conduct problem behaviours. Journal of Clinical Child Psychology, 9, 22–28.Google Scholar
Rutter, M., Tizard, J., & Whitmore, K. (Eds.). (1970). Education, health and behaviour. London: Longman.Google Scholar
Sawyer, M., Sards, A., Baghurst, P., Cornish, C., & Kalucy, R. (1990). The prevalence of emotional and behaviour disorders and patterns of service utilisation in children and adolescents. Australian and New Zealand Journal of Psychiatry, 24, 323–330.CrossRefGoogle ScholarPubMed
Shepherd, M., Oppenheim, B., & Mitchell, S. (1971). Childhood behaviour and mental health. London: University of London Press.Google Scholar
Stallard, P. (1993). The behaviour of 3 year old children: Prevalence and parental perception of problem behaviour: A research note. Journal of Child Psychology and Psychiatry. 34, 413–421.CrossRefGoogle ScholarPubMed
Stratmann, P. (Chairperson) (1988). Interagency responses to school children with social and behavioural problems. Adelaide: Department of Premier and Cabinet of South Australia.Google Scholar
Szaday, C. (Ed.). (1989). Addressing behaviour problems in Australian schools. Melbourne: ACER.Google Scholar
Webster-Slratton, C. (1988). Mothers’ and fathers’ perception of child deviance: Roles of parent and child behaviours and parent adjustment. Journal of Consulting and Clinical Psychology, 56, 909–915.CrossRefGoogle Scholar
Webster-Stratton, C. & Hammond, M. (1988). Maternal depression and its relationship to life stress, perceptions of child behaviour problems, parenting behaviours, and child conduct problems. Journal of Abnormal Child Psychology, 16, 299–315.CrossRefGoogle ScholarPubMed
World Health Organisation (1988). International classification of diseases (ICD-10). Geneva: WHO.Google Scholar
Verhulst, F., & Akkerhuis, G. (1989). Agreement between parents’ and teachers’ ratings of behavioural/emotional problems of children aged 4–12. Journal of Child Psychology and Psychiatry. 30, 123–136.CrossRefGoogle Scholar
Vidoni, D., Fleming, N., & Mintz, S. (1983). Behaviour problems of children as perceived by teachers, mental health professionals and children. Psychology in Schools, 20, 93–98.3.0.CO;2-#>CrossRefGoogle Scholar