Title: Rozdiely v percepcii vlastnej rodiny deťmi s problémovým správaním a deťmi bez problémov v správaní
Variant title:
- Differences in perception of one's own family by children with problematic behaviour and children without problematic behaviour
Source document: Studia paedagogica. 2014, vol. 19, iss. 2, pp. [57]-76
Extent
[57]-76
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2014-2-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/130253
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Problematiku detí mladšieho školského veku s problémovým správaním (PS), prejavujúcim sa v školskom prostredí, sledujeme prostredníctvom subjektívneho posúdenia špecifických aspektov vlastnej rodiny dieťaťom, a to komparáciou s deťmi bez problémového správania (BPS). Využitím Testu rodinných vzťahov Anthony-Bene a modifikovaného dotazníka ADOR štatisticky signifikantné výsledky hovoria o pozitívnejších citoch voči vlastnej rodine v skupine BPS a výskyte negatívnejších citoch v rodine u detí s PS. V rámci výchovného postupu bola zaznamenaná vyššia úroveň pozitívneho záujmu rodičov a direktívnosť otca u detí s BSP, vyššia miera hostility vo skupine detí s PS a rozdielna úroveň výchovnej nedôslednosti rodičov. Výsledky poukazujú na rozdielne subjektívne vnímanie rodiny, čo vytvára otázku príčiny týchto zistení. Všeobecným rezultátom je zviditeľnenie potreby práce aj s členmi rodiny pri interakcii s deťmi s PS a poukazuje na požiadavku ďalšieho výskumného sledovania na zistenie prípadnej priamej súčinnosť celkového rodinného prostredia, usporiadania a atmosféry s prejavmi problémového správania u detí.
The paper observes the issue of younger school-age children with problematic behaviour (PB) as manifested in the school environment through a subjective assessment of specific aspects of the child's family by a comparison to children without problematic behaviour (WPB). The Bene-Anthony Family Relations Test and the modified ADOR questionnaire confirmed statistically significant results of more positive feelings towards one’s own family among WPB children and more negative feelings in the families of PB children. We noticed a higher level of positive parental interest and paternal directiveness during the upbringing process among WPB children; as for PB children, a higher rate of hostility was noticed; also, the level of parental inconsistency within the upbringing process differed between the WPB and PB groups. The results show a different subjective perception of the family, leading to the question: What is the cause of these findings? In general, the results expose the need to work with family members when interacting with children with PB, and suggest a need for further research in order to find a potential direct connection between the general family environment, organization, and atmosphere, and signs of problematic behaviour in children.
References
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[45] Tanaka, A., Raishevich, N., & Scarpa, A. (2010). Family Conflict and Childhood Aggresion: The Role of Child Anxiety. Journal of Interpersonal Violence, 25(11), 2127–2143. | DOI 10.1177/0886260509354516
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[47] Turnbull, A. P., & Rueff, M. (1996). Family Perspective on Problem Behavior. Mental Retardation, 34(5), 280–293.
[48] Vágnerová, M. (1999). Psychopatologie pro pomáhajíci profese. Praha: Portál.
[49] Verlaan, P., & Schwartzman, A. E. (2002). Mother's and Father's Parental Adjustment: Links to Externalising Behaviour Problems in Sons and Daughters. The International Society for the Study of Behavioural Development, 26(3), 214–224.
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[51] Verschueren, K., & Marcoen, A. (2005). Perceived Security of Attachment to Mother and Father: Developmental Differences and Relations to Self-Worth and Peer Relationships at School. In K. A. Kerns & R. A. Richardson (Eds.), Attachment in Middle Childhood (s. 212–230). New York: The Guilford Press.
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[54] Werba, B. E., Eyberg, S. M., Boggs, R. S., & Algina, J. (2006). Predicting Outcome in Parent-Child Interaction Therapy. Behavior Modification, 30(5), 618–646. | DOI 10.1177/0145445504272977
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[2] Aunola, K., & Nurmi, J. E. (2005). The Role of Parenting Styles in Children's Problem Behavior. Child Development, 76(6), 1144–1159.
[3] Barnes, G. M., & Farrell, M. P (1992). Parental Support and Control as Predictors of Adolescent Drinking, Delinquency, and Related Problem Behaviors. Journal of Marriage and the Family, 11(54), 763–776. | DOI 10.2307/353159
[4] Barth, R. P., Lioyd, Ch. E., Green, R. L., James, S., Leslie, L. K., & Landsverk, J. (2007). Predictors of Placement Moves Among Children With and Without Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders, 15(1), 46–55. | DOI 10.1177/10634266070150010501
[5] Bendl, S. (2001). Školní kázeň – metody a strategie. Praha: ISV.
[6] Buist, K. L., Dekovic, M., Mecus, W., & Van Aken, M. A. G. (2004). The Reciprocal Relationship Between Early Attachment and Internalizing and Externalizing Problem Behaviour. Journal of Adolescence, 27(3), 251–266. | DOI 10.1016/j.adolescence.2003.11.012
[7] Bullock, B. M., & Dishion, T. J. (2007). Family Processes and Adolescent Problem Behavior: Integrating Relationship Narratives Into Understanding Development and Change. Journal of the American Academy of Child & Adolescent Psychiatry, 46(3), 396–407. | DOI 10.1097/chi.0b013e31802d0b27
[8] Colin, V. L. (1996). Human Attachment. Philadelphia: Temple University Press.
[9] Connor, D. F. (2004). Agression and Antisocial Behavior in Children and Adolescents. Research and Treatment. New York: The Guilford Press.
[10] Čačka, O. (2000). Psychologie duševního vývoje dítěte a dospívajícich s faktory optimalizace. Praha: Doplněk.
[11] Čáp, J. (1993). Psychologie výchovy a vyučování. Praha: Karolinum.
[12] Čáp, J. (1996). Rozvíjení osobnosti a z působ výchovy. Praha: ISV.
[13] Davies, P. T., Sturge-Apple, M. L., Winter, M. A., Farrell, D., & Cummings, E. M. (2006). Child Adaptional Development in Contexts of Interparental Conflict Over Time. Child Development, 77(1), 218–233. | DOI 10.1111/j.1467-8624.2006.00866.x
[14] Dreikurs, R., & Grey, L. (1997). Logické dôsledky. Nové Zámky: Psychoprof.
[15] Early, T. J., Gregoire, T. K., & McDonald, T. P. (2002). Child Functioning and Caregiver Well-Being in Families of Children With Emotional Disorders. Journal of Family Issues, 23(3), 374–391. | DOI 10.1177/0192513X02023003003
[16] Fox, L., Dunlap, G., & Cushing, L. (2002). Early intervention, positive behavior support, and transition to school. Journal of Emotional and Behavioral Disorders, 10(3), 149–157. | DOI 10.1177/10634266020100030301
[17] Granot, D., & Mayseless, O. (2001). Attachment Security and Adjustment Behaviour in Middle Childhood. International Journal of Behavioral Development, 25(6), 530–541. | DOI 10.1080/01650250042000366
[18] Griffith, A. K., Nelson, J. R., Epstein, M. H., & Pederson, B. (2009). Convergent validity of the early childhood behavior problem screening scale. Journal of Early Intervention, 3(4), 282–294.
[19] Hušvětyová, J., & Sarmány-Schuller, I. S. (2005). Štýly rodinnej výchovy a ich možný dopad na vznik problémového správania detí. In Svět žen a svět mužů. Polarita a vzájemné obohacování: sborník z konference Psychologické dny 2004. (nestr.). Olomouc: Univerzita Palackého v Olomouci. Dostupné z: http://cmps.ecn.cz/pd/2004/texty/pdf/husvetyova.pdf.
[20] Hutchby, I., & O'Reilly, M. (2010). Children's Participation and the Familial Moral Order in Family Therapy. Discourse Studies, 12(1), 49–64. | DOI 10.1177/1461445609357406
[21] Janský, P. (2004). Problémové dítě a náhradní výchovná péče ve školských zařízeních. Hradec Králové: Gaudeamus.
[22] Kerns, K., & Richardson, R. (Eds.). (2005). Attachment in Middle Childhood. New York: The Guilforn Press.
[23] Kobak, R., Rosenthal, N., & Serwik, A. (2005). The Attachment Hierarchy in Middle Childhood: Conceptual and Methodological Issues, Attachment in Middle Childhood. New York: The Guilford Press.
[24] Langmeier, J., & Krejčířová, D. (2006). Vývojová psychologie. Praha: Grada.
[25] Langová, M. (1992). Učitel v pedagogických situacích. Praha: Univerzita Karlova.
[26] Lightfood, C., Cole, E. M., & Cole, S. R. (2008). The Development of Children (6. ed.). Dostupné z: http://bcs.worthpublishers.com/thedevelopmentofchildren7e/#t_735809____
[27] Lochman, J. E., Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., McMahon, R. J., & Pinderhughes, E. E. (2009). The Difficulty of Maintaining Positive Intervention Effects: A Look at Disruptive Behavior, Deviant Peer Relations, and Social Skills During the Middle School Years. The Journal of Early Adolescence, 30(4), 593–624. | DOI 10.1177/0272431609340513
[28] Mandleco, B., Olsen, S. F., Dyches, T., & Marschall, E. (2003). The Relationship Between Family and Sibling Functioning in Families Raising a Child With a Disability. Journal of Family Nursing, 9(4), 365–396. | DOI 10.1177/1074840703258329
[29] Matějček, Z. (1992). Dítě a rodina v psychologickém poradenství. Praha: SPN.
[30] Matula, Š. (2002). Dobrodružná cesta výchovy: Príručka pre rodinu na ceste k citovej zrelosti (2. vyd.). Bratislava: Výskumný ústav detskej psychológie a patopsychológie.
[31] Matula, Š. (2007). Koncepcia prevencie sociálno-patologických javov u detí a mládeže v pôsobnosti rezortu MŠ SR na obdobie rokov 2007–2010. Dostupné z: http://www.cpppap.sk/data/Koncepcia%20prevencie.pdf.
[32] McEvoy, A., & Welker, R. (2000). Antisocial Behavior, Academic Failure, and School Climate: A Critical Review. Journal of Emotional and Behavioral Disorder, 8(3), 130–140. | DOI 10.1177/106342660000800301
[33] Mitchell, D. B., & Hauser-Cram, P. (2009). Early Predictors of Behavior Problems: Two Years after Early Intervention. Journal of Early Intervention, 32(1), 3–16. | DOI 10.1177/1053815109349113
[34] Moss, E., Bureau, J. F., Béliveau, M. J., Zdebik, M., & Lépine, S. (2009). Links Between Childrens Attachment Behavior at Early School-age, their Attachment-related Representations, and Behavior Problems in Middle Childhood. International Journal of Behavial Development, 33(2), 155–166. | DOI 10.1177/0165025408098012
[35] Najman, J. M., Bor, W., Andersen, M. J., O'Callaghan, M., & Williams, G. M. (2000). Preschool children and behaviour problems – A prospective study, Childhood, 7(4), 439–466. | DOI 10.1177/0907568200007004004
[36] Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., & Criss, M. M. (2003). Antecedents and Behavior-Problem Outcomes of Parental Monitoring and Psychological Control in Early Adolescence. Child Development, 72(2), 583–598. | DOI 10.1111/1467-8624.00298
[37] Prevendárová, J. (2001). Rodinná terapia a poradenstvo, základné pojmy a teoretické východiská (2. vyd.). Dostupné z: http://www.terapeutickecentrum.com/wp-content/uploads/2010/06/kniha.pdf.
[38] Qi, C. H., & Kaiser, A. P. (2003). Behavior Problems Of Preschool Children From Low-Income Families: Review of the Literature. Topics in Early Childhood Special Education, 23(4),188–216.
[39] Sadilová, M. (2006). Vliv komunikačních dovedností a sebereflexe středoškolského učitele na řešení problémové situace ve školní třídě (disertační práce). Dostupné z: https://is.muni.cz/th/45606/fss_d/Disertacni_prace.pdf.
[40] Sanders, M. R. (1999). Triple P-Positive Parenting Program: Towards an Empirically Validated Multilevel Parenting and Family Support Strategy for the Prevention of Behavior and Emotional Problems in Children. Clinical Child and Family Psychology Review, 2(2), 71–90.
[41] Seibert, A. C., & Kerns, K. A. (2009). Attachment Figures in Middle Childhood. International Journal of Behavioral Development, 33(4), 347–355. | DOI 10.1177/0165025409103872
[42] Schmitz, S., Fulker, D. W., Plomin, R., Zahn-Waxler, C., Emde, R. N., & DeFries, J. C. (1999). Temperament and Problem Behaviour during Early Childhood. International Journal of Behavioral Development, 23(2), 333–355. | DOI 10.1080/016502599383856
[43] Steel, H., Steel, M., & Fonagy, P. (1996). Associations Among Attachment Classifications of Mothers, Fathers, and their Infants. Child Development, 67(2), 541–555. | DOI 10.2307/1131831
[44] Šnýdrová, I. (2008). Psychodiagnostika. Praha: Grada.
[45] Tanaka, A., Raishevich, N., & Scarpa, A. (2010). Family Conflict and Childhood Aggresion: The Role of Child Anxiety. Journal of Interpersonal Violence, 25(11), 2127–2143. | DOI 10.1177/0886260509354516
[46] Train, A. (2001). Nejčastejší poruchy chování dětí. Praha: Portál.
[47] Turnbull, A. P., & Rueff, M. (1996). Family Perspective on Problem Behavior. Mental Retardation, 34(5), 280–293.
[48] Vágnerová, M. (1999). Psychopatologie pro pomáhajíci profese. Praha: Portál.
[49] Verlaan, P., & Schwartzman, A. E. (2002). Mother's and Father's Parental Adjustment: Links to Externalising Behaviour Problems in Sons and Daughters. The International Society for the Study of Behavioural Development, 26(3), 214–224.
[50] Verschueren, K., & Marcoen, A. (2002).Perceptions of Self and Relationship with Parents in Aggresive and Nonaggressive Rejected Children. Journal of School Psychology, 40(6), 501–522. | DOI 10.1016/S0022-4405(02)00122-X
[51] Verschueren, K., & Marcoen, A. (2005). Perceived Security of Attachment to Mother and Father: Developmental Differences and Relations to Self-Worth and Peer Relationships at School. In K. A. Kerns & R. A. Richardson (Eds.), Attachment in Middle Childhood (s. 212–230). New York: The Guilford Press.
[52] Višňovský, Ľ., & Kačáni, V. (2001). Základy školskej pedagogiky. Bratislava: Iris.
[53] Vojtová, V. (2005). Chování žáků jako edukační problém. In S. Střelec (Ed.), Studie z teorie a metodiky výchovy II. (55–88). Brno: Masarykova univerzita.
[54] Werba, B. E., Eyberg, S. M., Boggs, R. S., & Algina, J. (2006). Predicting Outcome in Parent-Child Interaction Therapy. Behavior Modification, 30(5), 618–646. | DOI 10.1177/0145445504272977
[55] Yazdkhasti, F., & Harizuka, S. (2006). The Effects of Temperament and Perceived Maternal Rejection on Childhood Anxiety and Behaviour Problems. School Psychology International, 27(1), 105–128. | DOI 10.1177/0143034306062817