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Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations / Edwin J. C. G. VAN DEN OORD in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations Type de document : Texte imprimé et/ou numérique Auteurs : Edwin J. C. G. VAN DEN OORD, Auteur ; Jan RISPENS, Auteur Année de publication : 1999 Article en page(s) : p.417-430 Langues : Anglais (eng) Mots-clés : Psychosocial adjustment school effects sociometry group processes Index. décimale : PER Périodiques Résumé : We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.417-430[article] Differences between School Classes in Preschoolers' Psychosocial Adjustment: Evidence for the Importance of Children's Interpersonal Relations [Texte imprimé et/ou numérique] / Edwin J. C. G. VAN DEN OORD, Auteur ; Jan RISPENS, Auteur . - 1999 . - p.417-430.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.417-430
Mots-clés : Psychosocial adjustment school effects sociometry group processes Index. décimale : PER Périodiques Résumé : We examined differences between school classes with respect to three aspects of psychosocial adjustment at school, namely the extent that children in the class liked to play with each other, the number of teacher-reported behaviour problems, and children's feelings of well-being at school. The sample consisted of 1282 4- to 5-year-olds from 94 school classes and 51 schools, but due to nonresponse actual sample sizes were somewhat smaller for most analyses. Multilevel analyses showed that on average 87% of the variance was at the child level, 11% at the class level, and 3% at the school level. This indicated that a non-negligible amount of variance could not be accounted for by factors at the child level. Furthermore, this variance was mainly associated with differences between classes instead of differences between schools. A set of variables that pertained to sociodemographic characteristics of schools, school facilities, organisational aspects of classrooms, and the teacher did not provide an adequate explanation for the differences in adjustment levels. In contrast to these traditional variables, social network indices yielded substantial correlations, showed consistent trends across the different adjustment measures, and fulfilled the necessary requirement that to explain differences between school classes the predictor variables themselves should differ for classes within the same school. These results suggested that aspects of the interpersonal relations of children in the classroom such as proximity, integration, and the amount of contact could be determinants of differences between school classes in psychosocial adjustment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Problems of Children with Hemiplegia in Mainstream Primary Schools / Carole YUDE in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
[article]
Titre : Problems of Children with Hemiplegia in Mainstream Primary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Carole YUDE, Auteur ; Robert GOODMAN, Auteur ; Helen MCCONACHIE, Auteur Année de publication : 1998 Article en page(s) : p.533-541 Langues : Anglais (eng) Mots-clés : Peer relationships social skills training hemiplegia sociometry victimisation Index. décimale : PER Périodiques Résumé : A representative sample of 55 mainstreamed 9–10-year-olds with hemiplegia were compared with all classmates on sociometric measures of popularity and friendship, and with 55 matched controls on measures of victimisation. Children with hemiplegia were more rejected and less popular, had fewer friends, and were more often victimised; they were not more likely to be bullies themselves. These differences were not fully accounted for by group differences in teacher-estimated IQ and behaviour. Possible explanations range from neurologically determined deficits in mentalising skills to peer prejudices about children with disabilities. The development of appropriate intervention strategies should be a high priority, particularly since peer problems not only result in current distress but also predict psychosocial problems in the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123
in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.533-541[article] Problems of Children with Hemiplegia in Mainstream Primary Schools [Texte imprimé et/ou numérique] / Carole YUDE, Auteur ; Robert GOODMAN, Auteur ; Helen MCCONACHIE, Auteur . - 1998 . - p.533-541.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-4 (May 1998) . - p.533-541
Mots-clés : Peer relationships social skills training hemiplegia sociometry victimisation Index. décimale : PER Périodiques Résumé : A representative sample of 55 mainstreamed 9–10-year-olds with hemiplegia were compared with all classmates on sociometric measures of popularity and friendship, and with 55 matched controls on measures of victimisation. Children with hemiplegia were more rejected and less popular, had fewer friends, and were more often victimised; they were not more likely to be bullies themselves. These differences were not fully accounted for by group differences in teacher-estimated IQ and behaviour. Possible explanations range from neurologically determined deficits in mentalising skills to peer prejudices about children with disabilities. The development of appropriate intervention strategies should be a high priority, particularly since peer problems not only result in current distress but also predict psychosocial problems in the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123