behavioral problems

Autism Spectrum Disorder (ASD) is one of the most common disabilities in South African schools. However, there is still limited information about children with ASD and their schooling needs in South Africa. Teachers may find it particularly taxing to address behavioral challenges while simultaneously seeking to provide fair and accessible learning opportunities for all learners. This study identifies effective behavioural strategies to help manage the challenging behaviour of learners with ASD. The study conducted observations and semi-structured interviews as part of a qualitative multiple-case study design. The data were analysed inductively, and the results revealed that teachers relied largely on their own informal strategies. These included attempts to meet the child's individual needs, providing positive reinforcement to improve behavioural regulation, practicing positive communication, and using structured routines and regulation breaks. The implementation of these strategies was carried out without formal training or systematic guidance. Learner facilitators also provided valuable support to learners with ASD. These approaches address the inclusion of learners with unique learning capabilities in mainstream learning environments through teacher initiative. This was done to address behavioural challenges in populations with limited systemic support. Given the exploratory, small-scale nature of this study, findings are intended to offer in-depth insight rather than generalisable conclusions. Additionally, recommendations are provided to assist mainstream schools and teacher training.

The present study examined the relationship among emotional flexibility, behavioral problem and coping strategies among late adolescents and investigated the mediating role of emotional flexibility in the relationship between internalizing and externalizing behavioral problem and Adaptive and maladaptive copying strategies. A correlational research design was used with a sample of N=200 late adolescent’s age 17 to 19 years, including 97 males and 103 females, selected through convenience sampling from different educational institute. Data were collected using a demographic information sheet, Emotional flexibility scale (EFS), Behavioral problem scale (BPS) and brief COPE inventory. Data analyzed using descriptive statistics, reliability analysis, Independence sample test, pearson correlation and mediation analysis through process model 4 with 5,000 bootstrap samples. Finding indicate the males reported significantly higher behavioral problem than females. Significant difference was also found according to the institutional type, with private institute student reporting higher behavioral problem scores, whereas government institute student reported higher coping strategies score. Emotional flexibility significantly predict adaptive copying strategies was significantly negative associated with externalizing behavioral problem. However, emotional flexibility did not significantly mediate with relationship between internalizing or externalizing behavioral problem and adaptive or maladaptive copy as the booster confidence interval for the indirect effect included zero. Overall, the finding suggests the emotional flexibility associate with adolescent coping and behavioral functioning but does not significantly explain the relationship between behavioral problem and copying strategies in the present sample.

Problems associated with mental development during the first years of life remain among the most significant medical and social challenges, since this period is characterized by particularly high neuroplasticity, while timely iden­tification of possible developmental deviations is of crucial importance. The study is aimed at systematizing modern strategies for the early prevention of mental developmental disorders, taking into account clinical, psychological, and social aspects. The major biological, perinatal, family, and social factors that may influence the development of the child’s cognitive, emotional, speech, and behavioral domains are analyzed. Particular emphasis is placed on the early iden­tification of developmental delays, assessment of emotional interaction between parents and the child, as well as detection of unfavorable conditions in the family environment, chronic stress, attachment deficits, and insufficient developmental stimulation. The need for interdisciplinary cooperation among pediatricians, child neurologists, psychiatrists, psycholo­gists, primary healthcare professionals, and social service specialists is emphasized. Contemporary effective preventive measures should focus not only on disorders that have already become clinically apparent, but also on the active identification of high-risk groups, regular monitoring of the child’s devel­opmental status, and the earliest possible initiation of corrective and developmental intervention programs. Such a comprehensive approach can improve the effectiveness of early support, reduce the severity of subsequent cognitive and emotional-behavioral problems, and contribute to better social adaptation of the child and overall well-being of the family.

مسائل مرتبط با رشد روانی در سال‌های نخست زندگی همچنان از مهم‌ترین چالش‌های پزشکی و اجتماعی به‌شمار می‌روند، زیرا این دوره با نوروپلاستیسیتی بسیار بالا مشخص می‌شود و شناسایی به‌موقع انحرافات احتمالی رشد از اهمیت حیاتی برخوردار است. هدف این مطالعه، نظام‌مند ساختن راهبردهای نوین برای پیشگیری زودهنگام از اختلالات رشد روانی با در نظر گرفتن جنبه‌های بالینی، روان‌شناختی و اجتماعی است. عوامل زیستی، پیرامون تولد، خانوادگی و اجتماعی عمده که ممکن است بر رشد حوزه‌های شناختی، هیجانی، گفتاری و رفتاری کودک تأثیرگذار باشند، مورد تحلیل قرار گرفته‌اند. تأکید ویژه‌ای بر شناسایی زودهنگام تأخیرهای رشدی، ارزیابی تعامل هیجانی والدین و کودک، همچنین شناسایی شرایط نامطلوب در محیط خانواده، استرس مزمن، کمبود دلبستگی و تحریک ناکافی رشد صورت گرفته است. ضرورت همکاری میان‌رشته‌ای میان متخصصان کودکان، نورولوژیست‌های کودکان، روان‌پزشکان، روان‌شناسان، کارکنان مراقبت‌های اولیه سلامت و متخصصان خدمات اجتماعی مورد تأکید قرار گرفته است. اقدامات پیشگیرانه مؤثر معاصر باید نه تنها بر اختلالاتی که به‌طور بالینی آشکار شده‌اند متمرکز باشند، بلکه شناسایی فعال گروه‌های پرخطر، پایش منظم وضعیت رشد کودک و آغاز هرچه زودتر برنامه‌های مداخله‌ای اصلاحی و رشدی را نیز دربرگیرند. چنین رویکرد جامعی می‌تواند اثربخشی حمایت زودهنگام را افزایش داده، شدت مشکلات شناختی و هیجانی-رفتاری بعدی را کاهش داده و به سازگاری اجتماعی بهتر کودک و بهزیستی کلی خانواده کمک کند.

This study aims to describe the management of santri (Islamic boarding school students), identify the obstacles faced by the caretakers, and describe the efforts made to overcome these obstacles in order to increase the interest of prospective students in enrolling at Pondok Pesantren Darul Fikri Muaro Jambi. This research employs a qualitative approach using a descriptive method. Data collection techniques included in-depth interviews, observation, and documentation. Data analysis utilized the Miles, Huberman, and Saldana model, comprising data reduction, data display, and verification/conclusion drawing. Data validity was ensured through triangulation of sources, techniques, and time. The research results indicate that: (1) Santri management is implemented through the POAC (Planning, Organizing, Actuating, Controlling) management functions. Planning focuses on character building, discipline, mental strengthening, and the study of kitab kuning (traditional Islamic texts). Organizing involves the boarding school head, ustadz (religious teachers), administrators, and public relations staff. Implementation encompasses character guidance, organizational discipline, community engagement jam'iyyah, role modeling, and livestock farming skills. Supervision is conducted through monitoring behavior and adherence to rules, as well as the imposition of educational sanctions. (2) Obstacles faced include difficulties in instilling discipline, a limited number of administrators, new students' adaptation issues, student behavioral problems, and limited facilities and infrastructure. (3) Efforts undertaken include continuous character and discipline guidance, the application of educational sanctions, the strengthening of religious programs, the provision of free schooling, the development of livestock farming skills, and the creation of a comfortable environment. Effective management has been proven to increase the interest of prospective students through positive student experiences and programs that align with community needs.

هدف این پژوهش توصیف مدیریت دانش‌آموزان (طلاب مدارس اسلامی)، شناسایی موانع پیش‌روی متولیان، و تبیین تلاش‌های صورت‌گرفته برای غلبه بر این موانع به منظور افزایش علاقه‌مندی داوطلبان ثبت‌نام در مدرسه علمیه دارالفکر معارو جامبی است. این پژوهش با رویکرد کیفی و روش توصیفی انجام شده است. تکنیک‌های گردآوری داده شامل مصاحبه‌های عمیق، مشاهده و مستندسازی بوده است. تحلیل داده‌ها با استفاده از مدل Miles، Huberman و Saldana شامل کاهش داده، نمایش داده و تأیید/استخراج نتیجه انجام شده است. روایی داده‌ها از طریق مثلث‌سازی منابع، تکنیک‌ها و زمان تضمین شده است. نتایج پژوهش نشان می‌دهد: (۱) مدیریت دانش‌آموزان از طریق کارکردهای مدیریتی POAC (برنامه‌ریزی، سازماندهی، اجرا، کنترل) اجرا می‌شود. برنامه‌ریزی بر پرورش شخصیت، انضباط، تقویت روحیه و مطالعه کتاب‌های سنتی اسلامی (کتاب کُنینگ) متمرکز است. سازماندهی شامل رئیس مدرسه، اساتید (استادان دینی)، مدیران و کارکنان روابط عمومی است. اجرا شامل هدایت شخصیتی، انضباط سازمانی، مشارکت اجتماعی جمعیه، الگوسازی و مهارت‌آموزی دامپروری است. نظارت از طریق پایش رفتار و رعایت قوانین و همچنین اعمال تنبیهات آموزشی صورت می‌گیرد. (۲) موانع موجود شامل دشواری در نهادینه‌سازی انضباط، تعداد محدود مدیران، مشکلات سازگاری دانش‌آموزان جدید، مشکلات رفتاری دانش‌آموزان و کمبود امکانات و زیرساخت‌ها است. (۳) تلاش‌های صورت‌گرفته شامل هدایت مستمر شخصیت و انضباط، اعمال تنبیهات آموزشی، تقویت برنامه‌های مذهبی، ارائه تحصیل رایگان، توسعه مهارت‌های دامپروری و ایجاد محیطی راحت می‌باشد. مدیریت مؤثر به اثبات رسیده است که علاقه‌مندی داوطلبان را از طریق تجارب مثبت دانش‌آموزان و برنامه‌هایی که با نیازهای جامعه هم‌راستا هستند، افزایش می‌دهد.