Impact of Toxic Relationships on Children's Emotional and Social Wellbeing
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The article discusses the impact of toxic relationships on children's emotional and social wellbeing through the case studies of Michelle and Nathan. It highlights the importance of social and emotional learning and strong parenting skills training to improve children's behaviour.
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1EDUCATION
Case Study 1
Mother and child relationship is regarded to be quantitatively different from all other
forms of relationships. Corney, Puthussery and Swinglehurst (2016) have stated that the nature
of anxiety and pressure in mother-child relationships tends to leverage the structure of the family
along with children’s emotions and behaviour. Such transformed behavioural patterns may lead
to early mental health issues in children. A case of mother-daughter relationship reveals the way
the toxic relationship has caused critical impacts on an eight-year-old girl, Michelle. The case
further sheds light upon the deteriorated behavioural patterns of Michelle after her shift to a new
place with four stepbrothers and sisters after her mother has engaged in a new relationship.
Wong et al. (2018) have noted that social support between mothers and daughters
typically has been outlined from the perspective of the mother’s primary role in contributing
young daughters with love, affection, support and advice. Recent empirical studies of Corney,
Puthussery and Swinglehurst (2016) have presented as a significant reciprocal representation of
mother-daughter association. Children’s development tends to be intrinsically associated with
interactions among other actors within the family as parents relationship is typically being
perceived as a centre of this system further leveraging all facets of family functioning (Pishva
2017). Children of separated parents tend to expect their parents to recombine as a family or
maintain singlehood. Young children undergo crucial turmoil while leaving the imaginary world
of family reconciliation and accept their stepparent, as they might develop the idea of betraying
their biological parent. Golombok et al. (2014) have revealed such emotional turmoil has
resulted from the finding of infidelity further causing an unconstructive impact on children
unless special care has been taken to circumvent this. According to CASEL model, there can be
identified factors self-management such as managing emotions and goal setting along with
Case Study 1
Mother and child relationship is regarded to be quantitatively different from all other
forms of relationships. Corney, Puthussery and Swinglehurst (2016) have stated that the nature
of anxiety and pressure in mother-child relationships tends to leverage the structure of the family
along with children’s emotions and behaviour. Such transformed behavioural patterns may lead
to early mental health issues in children. A case of mother-daughter relationship reveals the way
the toxic relationship has caused critical impacts on an eight-year-old girl, Michelle. The case
further sheds light upon the deteriorated behavioural patterns of Michelle after her shift to a new
place with four stepbrothers and sisters after her mother has engaged in a new relationship.
Wong et al. (2018) have noted that social support between mothers and daughters
typically has been outlined from the perspective of the mother’s primary role in contributing
young daughters with love, affection, support and advice. Recent empirical studies of Corney,
Puthussery and Swinglehurst (2016) have presented as a significant reciprocal representation of
mother-daughter association. Children’s development tends to be intrinsically associated with
interactions among other actors within the family as parents relationship is typically being
perceived as a centre of this system further leveraging all facets of family functioning (Pishva
2017). Children of separated parents tend to expect their parents to recombine as a family or
maintain singlehood. Young children undergo crucial turmoil while leaving the imaginary world
of family reconciliation and accept their stepparent, as they might develop the idea of betraying
their biological parent. Golombok et al. (2014) have revealed such emotional turmoil has
resulted from the finding of infidelity further causing an unconstructive impact on children
unless special care has been taken to circumvent this. According to CASEL model, there can be
identified factors self-management such as managing emotions and goal setting along with
2EDUCATION
relationship skills like communication and cooperation) which have been posing threats to the
life of Michelle and further contaminating her relationship with her mother.
SEL identified as a process of obtaining and productively implementing ideas states
factors of self-management in young children as efficiently regulating their emotions to deal with
stress and successfully articulate emotions to parents (Oberle et al. 2016). However, at this
juncture, Michelle has been observed to have lack these areas of criticality because of her
destabilized association with her mother concerning her new relationship and sudden shift to
unknown locality. Nucci, Krettenauer and Narváez (2014) have further have stated that as self-
management primarily involves controlling impulses, it serves a critical role in children’s’ school
life. As Michelle is unable to express her emotions recently due to turmoil relationship, she is
suffering from lesser impulse control resulting in her growing aggressive nature and depreciated
educational level.
Comprehensive studies of Pishva (2017) highlight the lack of maternal affection and warmth
being consequential to a weakened emotional linkage between mother and daughter. However,
regardless of broad strokes of shared and distressful association, the pattern of connection
regarding the way mother interacts with her daughter tend to fluctuate significantly further
impacting young daughters in specific ways. The regulative nature of parenting of Michelle’s
mother has led the eight-year-old child to adopt a dismissive and sadistic attitude towards others.
Arslan (2015) have noted that through controlling form of parenting, mothers tend to
micromanage their daughters and dynamically refuse to support or stimulate the validity of
children’s words or preferences. Such a micromanage attitude has resulted in infusing a
particular sense of insecurity and vulnerability in young children.
Furthermore, emotionally unavailable mothers tend to impact patterns of parenting with
relationship skills like communication and cooperation) which have been posing threats to the
life of Michelle and further contaminating her relationship with her mother.
SEL identified as a process of obtaining and productively implementing ideas states
factors of self-management in young children as efficiently regulating their emotions to deal with
stress and successfully articulate emotions to parents (Oberle et al. 2016). However, at this
juncture, Michelle has been observed to have lack these areas of criticality because of her
destabilized association with her mother concerning her new relationship and sudden shift to
unknown locality. Nucci, Krettenauer and Narváez (2014) have further have stated that as self-
management primarily involves controlling impulses, it serves a critical role in children’s’ school
life. As Michelle is unable to express her emotions recently due to turmoil relationship, she is
suffering from lesser impulse control resulting in her growing aggressive nature and depreciated
educational level.
Comprehensive studies of Pishva (2017) highlight the lack of maternal affection and warmth
being consequential to a weakened emotional linkage between mother and daughter. However,
regardless of broad strokes of shared and distressful association, the pattern of connection
regarding the way mother interacts with her daughter tend to fluctuate significantly further
impacting young daughters in specific ways. The regulative nature of parenting of Michelle’s
mother has led the eight-year-old child to adopt a dismissive and sadistic attitude towards others.
Arslan (2015) have noted that through controlling form of parenting, mothers tend to
micromanage their daughters and dynamically refuse to support or stimulate the validity of
children’s words or preferences. Such a micromanage attitude has resulted in infusing a
particular sense of insecurity and vulnerability in young children.
Furthermore, emotionally unavailable mothers tend to impact patterns of parenting with
3EDUCATION
their sudden withdrawal at young daughter’s approach (Pishva 2017). Michelle currently has
been observing an unexpected denial of love and affection of her mother from her and her other
siblings. Such a withdrawal in the view of Michelle is due to her mother’s growing integration
towards recently developed adored relationship thus inflicting a severe of damage in her personal
and educational life. Agnew-Blais et al. (2015) have mentioned the impact of apparent
abandonment from mothers’ end which leaves a severe scar on the emotional development of
young children. The deserted behavior of Michelle’s mother has not only disregarded her issues
with a concentration in school but also of the inconsistent attendance of her along with her
stepbrothers and sisters admitted in the same educational institution. Such lack of parenting
results in young children like Michelle to be emotionally famished resulting to demonstrate
excessive aggressiveness towards her peers in school. However, according to Corney, Puthussery
and Swinglehurst (2016) the essential behavior for young daughters to deal with the emotional
turmoil of toxic relationships relies on the dilemma of being unaware of the exact attributes of a
mother. Several young children undergoing such toxic relationships create mental
representations of the way maternal linkages in the real world tend to appear based on their
association with their mothers. These young daughters in the view of authors comprehend
emotional associations to be fraught and insecure resulting to a more significant level of lack of
self-confidence and anxiety.
As mother-daughter relationships are multifaceted and diverse, they tend to determine a
girl’s future relationship competencies and self-esteem. However, Golombok et al. (2014) have
stated that daughters of highly critical mothers typically exhibit weakened social skills with
detrimental behavioral patterns towards academics and social communication. The case of
Michelle’s toxic relationship with her mother along with sudden relocation with her mother’s
their sudden withdrawal at young daughter’s approach (Pishva 2017). Michelle currently has
been observing an unexpected denial of love and affection of her mother from her and her other
siblings. Such a withdrawal in the view of Michelle is due to her mother’s growing integration
towards recently developed adored relationship thus inflicting a severe of damage in her personal
and educational life. Agnew-Blais et al. (2015) have mentioned the impact of apparent
abandonment from mothers’ end which leaves a severe scar on the emotional development of
young children. The deserted behavior of Michelle’s mother has not only disregarded her issues
with a concentration in school but also of the inconsistent attendance of her along with her
stepbrothers and sisters admitted in the same educational institution. Such lack of parenting
results in young children like Michelle to be emotionally famished resulting to demonstrate
excessive aggressiveness towards her peers in school. However, according to Corney, Puthussery
and Swinglehurst (2016) the essential behavior for young daughters to deal with the emotional
turmoil of toxic relationships relies on the dilemma of being unaware of the exact attributes of a
mother. Several young children undergoing such toxic relationships create mental
representations of the way maternal linkages in the real world tend to appear based on their
association with their mothers. These young daughters in the view of authors comprehend
emotional associations to be fraught and insecure resulting to a more significant level of lack of
self-confidence and anxiety.
As mother-daughter relationships are multifaceted and diverse, they tend to determine a
girl’s future relationship competencies and self-esteem. However, Golombok et al. (2014) have
stated that daughters of highly critical mothers typically exhibit weakened social skills with
detrimental behavioral patterns towards academics and social communication. The case of
Michelle’s toxic relationship with her mother along with sudden relocation with her mother’s
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4EDUCATION
new partner has posted a detrimental impact on Michelle’s emotional and social wellbeing.
However, following the CASEL model, Oberle et al. (2016) have characterized SEL that is
children’s social and emotional learning as the capability to interact and socialize to others
efficiently. Significantly, SEL focuses on the skills of self-regulation and behavioural
management of young children.
Meanwhile, Nucci, Krettenauer and Narváez (2014) have stated that young students
unable to obtain social and emotional skills at home are given opportunities to attain SEL in
school. Reports of authors have revealed that a severe deficit of skills reinforcement by parents is
recognized as a critical impediment for schools aiming to implement SEL. However, a related
majority of around 80% view SEL as an essential determinant of enhancing students’ academic
growth. Arslan (2015) has shed light on the importance of parents’ involvement in children’s
academics which typically advances students in acquiring higher grades; develop improved
social skills with consistent school attendance. Michelle’s deterioration in academics with
amplified aggressive nature must be taken into serious consideration by her mother in order to
reduce the toxicity of their relationship and further provide her with improved social and
emotional skills. Nucci, Krettenauer and Narváez (2014) have further noted the importance of
family participation in a child’s intellectual, social as well as emotional learning and functioning.
Michelle’s teachers and her mother must successfully develop an attainable school-family
partnership (SFP) which should be based on her learning as well as emotional development with
parents and educators equally sharing responsibility. Michelle’s class teacher being highly
concerned with her weakened academic competence must proficiently distribute SEL strategies,
mechanisms, ideas and resources with Michelle’s parents to facilitate with at-home strengthening
and fortification.
new partner has posted a detrimental impact on Michelle’s emotional and social wellbeing.
However, following the CASEL model, Oberle et al. (2016) have characterized SEL that is
children’s social and emotional learning as the capability to interact and socialize to others
efficiently. Significantly, SEL focuses on the skills of self-regulation and behavioural
management of young children.
Meanwhile, Nucci, Krettenauer and Narváez (2014) have stated that young students
unable to obtain social and emotional skills at home are given opportunities to attain SEL in
school. Reports of authors have revealed that a severe deficit of skills reinforcement by parents is
recognized as a critical impediment for schools aiming to implement SEL. However, a related
majority of around 80% view SEL as an essential determinant of enhancing students’ academic
growth. Arslan (2015) has shed light on the importance of parents’ involvement in children’s
academics which typically advances students in acquiring higher grades; develop improved
social skills with consistent school attendance. Michelle’s deterioration in academics with
amplified aggressive nature must be taken into serious consideration by her mother in order to
reduce the toxicity of their relationship and further provide her with improved social and
emotional skills. Nucci, Krettenauer and Narváez (2014) have further noted the importance of
family participation in a child’s intellectual, social as well as emotional learning and functioning.
Michelle’s teachers and her mother must successfully develop an attainable school-family
partnership (SFP) which should be based on her learning as well as emotional development with
parents and educators equally sharing responsibility. Michelle’s class teacher being highly
concerned with her weakened academic competence must proficiently distribute SEL strategies,
mechanisms, ideas and resources with Michelle’s parents to facilitate with at-home strengthening
and fortification.
5EDUCATION
Case Study 2
Disruptive behaviour problems in preschool children are identified as critical risk factors
and potential elements of neurodevelopmental as well as mental health disorders. Certain non-
compliance, temperamental tantrums and destructive temperament observed in children aged
between two and five years are considered to be ordinary and short-lived. However, according to
Piquero et al. (2016), challenging levels of disparaging behaviour especially when accompanied
by functional impairment and significant anxiety level must be recognized before early
intervention which can enhance outcome trajectories. The case of Nathan has demonstrated the
way the three-year-old child has been suffering from disruptive behavioural patterns with his
incapability of focusing on any activity for prolonged time.
Epstein et al. (2015) are of the opinion that disruptive behaviour disorders are considered
to be among the easiest to differentiate all coexisting conditions as they involve behavioural
patterns such as physical aggression related to attacking other children at school, anxiety attack,
immense argumentativeness and other forms of confrontation towards authority. A child with
Oppositional Defiant Disorder (ODD) exhibit a tendency to argue frequently with adults such as
caregiver or parents lose his or her temper easily and show immensely vindictive and the
resentful manners (Leno et al. 2018). Similarly, comprehensive insights into Nathan's case have
revealed his weakened competence of grasping things even after pursuing his favourite activities.
These factors further have been unconstructive to Nathan's behavioural development. At this
juncture Kaminski and Claussen (2017) have noted that for a mass proportion of preschool
children clinical as well as subclinical levels of disruptive behaviour tend to continue till the
early primary school years for the positioning the children at higher risk for unproductive
academic, physical as well as psychological health outcomes in to adolescence and adulthood.
Case Study 2
Disruptive behaviour problems in preschool children are identified as critical risk factors
and potential elements of neurodevelopmental as well as mental health disorders. Certain non-
compliance, temperamental tantrums and destructive temperament observed in children aged
between two and five years are considered to be ordinary and short-lived. However, according to
Piquero et al. (2016), challenging levels of disparaging behaviour especially when accompanied
by functional impairment and significant anxiety level must be recognized before early
intervention which can enhance outcome trajectories. The case of Nathan has demonstrated the
way the three-year-old child has been suffering from disruptive behavioural patterns with his
incapability of focusing on any activity for prolonged time.
Epstein et al. (2015) are of the opinion that disruptive behaviour disorders are considered
to be among the easiest to differentiate all coexisting conditions as they involve behavioural
patterns such as physical aggression related to attacking other children at school, anxiety attack,
immense argumentativeness and other forms of confrontation towards authority. A child with
Oppositional Defiant Disorder (ODD) exhibit a tendency to argue frequently with adults such as
caregiver or parents lose his or her temper easily and show immensely vindictive and the
resentful manners (Leno et al. 2018). Similarly, comprehensive insights into Nathan's case have
revealed his weakened competence of grasping things even after pursuing his favourite activities.
These factors further have been unconstructive to Nathan's behavioural development. At this
juncture Kaminski and Claussen (2017) have noted that for a mass proportion of preschool
children clinical as well as subclinical levels of disruptive behaviour tend to continue till the
early primary school years for the positioning the children at higher risk for unproductive
academic, physical as well as psychological health outcomes in to adolescence and adulthood.
6EDUCATION
However, though the quality of life for these children with disruptive disorders as well as their
families have been considered to be lower, conscious of cost to society for academic, social
assistance healthcare and criminal justice initiatives are identified to be higher for developing
these children. According to CASEL model, lack of relationship skills ability typically creates
severe impediments in the social and emotional learning progress of young children (Kaminski
and Claussen 2017). Epstein et al. (2015) have noted that incompetence in forming proper
communication with caregivers; parents or pre-school teachers have been consequential to young
children’s behavioural patterns. As social and emotional skills are vital for any children to thrive
in the academic sphere successfully, children’s lack of relationship skills increases the level of
violence and aggression in them (Homem et al. 2015).
Several instances of challenging disruptive behaviour can be comprehended as
unproductive dealing strategies for young children with or without a learning disability (LD) or
weakened social and communication abilities are intending to regulate activities occurring in
their surroundings (Sagar-Ouriaghli et al. 2018). Young children encountering disruptive
behavioural disorders tend to refrain from expressing their emotions to parents, educators or
caregivers resulting in a significant loss of concentration. Furthermore, Homem et al. (2015)
have identified certain environmental factors which exhibit a high propensity to raise the threat
of challenging behaviour and lack of constructive interaction. Additionally, in the view of Sagar-
Ouriaghli et al. (2018), aggression is identified as a universal, multifaceted and challenging
behavioural indication for referral to a child and adolescent psychiatrists. The case of Nathan has
reflected the way his level of passion and eagerness tend to disintegrate into severe frustration
and tears.
Furthermore, genetic factors can be identified as another critical cause of disruptive
However, though the quality of life for these children with disruptive disorders as well as their
families have been considered to be lower, conscious of cost to society for academic, social
assistance healthcare and criminal justice initiatives are identified to be higher for developing
these children. According to CASEL model, lack of relationship skills ability typically creates
severe impediments in the social and emotional learning progress of young children (Kaminski
and Claussen 2017). Epstein et al. (2015) have noted that incompetence in forming proper
communication with caregivers; parents or pre-school teachers have been consequential to young
children’s behavioural patterns. As social and emotional skills are vital for any children to thrive
in the academic sphere successfully, children’s lack of relationship skills increases the level of
violence and aggression in them (Homem et al. 2015).
Several instances of challenging disruptive behaviour can be comprehended as
unproductive dealing strategies for young children with or without a learning disability (LD) or
weakened social and communication abilities are intending to regulate activities occurring in
their surroundings (Sagar-Ouriaghli et al. 2018). Young children encountering disruptive
behavioural disorders tend to refrain from expressing their emotions to parents, educators or
caregivers resulting in a significant loss of concentration. Furthermore, Homem et al. (2015)
have identified certain environmental factors which exhibit a high propensity to raise the threat
of challenging behaviour and lack of constructive interaction. Additionally, in the view of Sagar-
Ouriaghli et al. (2018), aggression is identified as a universal, multifaceted and challenging
behavioural indication for referral to a child and adolescent psychiatrists. The case of Nathan has
reflected the way his level of passion and eagerness tend to disintegrate into severe frustration
and tears.
Furthermore, genetic factors can be identified as another critical cause of disruptive
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7EDUCATION
behaviour in young children. In the view of Nowicki et al. (2018), as depression typically has its
occurrences under stress and anxiety, there can be experienced severe loss with other chronic
physical ailments. From the case of disruptive behaviour in Nathan and his symptoms of lack of
concentration and distraction, there can be observed a tendency of a genetic disorder in his
family. For instances young children and adolescents who have relatives particularly relatives of
first degree who have encountered disruptive behavioural symptoms tend to be at an elevated
risk for developing the disorder themselves than individuals without any significant familial
association (Kaminski and Claussen 2017). However, according to Nowicki et al. (2018), anxiety
appears to be infectious emerging from mothers to their preschool children, in the course of
genetic factors and further through behaviour modelling along with a concerned approach of
parenting.
Furthermore, a developmental taxonomy theory by Patterson has been proposed in order
to help comprehend the mechanisms fundamental to the early incidence of disruptive conduct
problems (Moffitt 2017). Sagar-Ouriaghli et al. (2018) have described the sadistic sequence of
non-contingent parental responses to pro-social and antisocial child conduct resulting in
involuntary reinforcement of child issues. Meanwhile, Leno et al. (2017) have noted that parents’
involvement in ‘coercive cycles’ results to children obtaining the functional value of their
aversive behaviours such as physical hostility and frustration for escape as well as prevention of
redundant interactions further been consequential to the use of elevated aversive conduct patterns
from child as well as parents in order to attain social goals. Thus, in the case of Nathan, such
critical child behavioural training involved with social rejection typically result to develop
deviant peer attachment along with delinquency in adolescence period.
Identification of suitable treatment strategies relies on a careful evaluation of the
behaviour in young children. In the view of Nowicki et al. (2018), as depression typically has its
occurrences under stress and anxiety, there can be experienced severe loss with other chronic
physical ailments. From the case of disruptive behaviour in Nathan and his symptoms of lack of
concentration and distraction, there can be observed a tendency of a genetic disorder in his
family. For instances young children and adolescents who have relatives particularly relatives of
first degree who have encountered disruptive behavioural symptoms tend to be at an elevated
risk for developing the disorder themselves than individuals without any significant familial
association (Kaminski and Claussen 2017). However, according to Nowicki et al. (2018), anxiety
appears to be infectious emerging from mothers to their preschool children, in the course of
genetic factors and further through behaviour modelling along with a concerned approach of
parenting.
Furthermore, a developmental taxonomy theory by Patterson has been proposed in order
to help comprehend the mechanisms fundamental to the early incidence of disruptive conduct
problems (Moffitt 2017). Sagar-Ouriaghli et al. (2018) have described the sadistic sequence of
non-contingent parental responses to pro-social and antisocial child conduct resulting in
involuntary reinforcement of child issues. Meanwhile, Leno et al. (2017) have noted that parents’
involvement in ‘coercive cycles’ results to children obtaining the functional value of their
aversive behaviours such as physical hostility and frustration for escape as well as prevention of
redundant interactions further been consequential to the use of elevated aversive conduct patterns
from child as well as parents in order to attain social goals. Thus, in the case of Nathan, such
critical child behavioural training involved with social rejection typically result to develop
deviant peer attachment along with delinquency in adolescence period.
Identification of suitable treatment strategies relies on a careful evaluation of the
8EDUCATION
prevailing indicators, family along with caregivers’ significance on the child’s developmental
level as well as physical health. At this juncture, strong parenting skills training, however, have
been recognized to be important strategies to improve preschool children’s disruptive behaviour.
Kaminski and Claussen (2017) have observed that social-learning along with behaviourally
based parent training is effective for generating steady improvement in preschool children with
disruptive behaviour. This parent social-learning skill training conducted by Nathan will lessen
the externalizing behavioural issues for Nathan and help him to recover from his severely
destructive and hostile behavioural patterns. Meanwhile, Piquero et al. (2016) are of the
perspective that customary school strategies for children suffering from disruptive behaviour
such as expelling children have been highly detrimental to them. Drawing relevance to such a
perspective, the case of Nathan has revealed the way he was removed from his nursery school
had caused damaging effects on the child that often lead him to exhibit high frustration and
vulnerability towards his surroundings. Thus, Kaminski and Claussen (2017) have stated that
preschool educators who typically deal with young children with disruptive behavioural patterns
must execute ‘step-by-step’ guidelines in order to efficiently implement evidence-based
strategies which can be distinguished as productive in the elevating levels of participation and
achievement by children suffering from disruptive behaviour.
Nathan’s nursery teachers must proficiently employ self-management interventions as
well as tiered intervention mechanisms along with peer-aided learning procedures to successfully
guide students like Nathan to recuperate from their disruptive nature and move towards a stable
emotional and social developmental path (Leno et al. 2017). However, Homem et al. (2015) have
observed growing evidence in order to substantiate that school-based interventions to seek
budding disruptive behavioural issues in young pre-school children tend to generate significant
prevailing indicators, family along with caregivers’ significance on the child’s developmental
level as well as physical health. At this juncture, strong parenting skills training, however, have
been recognized to be important strategies to improve preschool children’s disruptive behaviour.
Kaminski and Claussen (2017) have observed that social-learning along with behaviourally
based parent training is effective for generating steady improvement in preschool children with
disruptive behaviour. This parent social-learning skill training conducted by Nathan will lessen
the externalizing behavioural issues for Nathan and help him to recover from his severely
destructive and hostile behavioural patterns. Meanwhile, Piquero et al. (2016) are of the
perspective that customary school strategies for children suffering from disruptive behaviour
such as expelling children have been highly detrimental to them. Drawing relevance to such a
perspective, the case of Nathan has revealed the way he was removed from his nursery school
had caused damaging effects on the child that often lead him to exhibit high frustration and
vulnerability towards his surroundings. Thus, Kaminski and Claussen (2017) have stated that
preschool educators who typically deal with young children with disruptive behavioural patterns
must execute ‘step-by-step’ guidelines in order to efficiently implement evidence-based
strategies which can be distinguished as productive in the elevating levels of participation and
achievement by children suffering from disruptive behaviour.
Nathan’s nursery teachers must proficiently employ self-management interventions as
well as tiered intervention mechanisms along with peer-aided learning procedures to successfully
guide students like Nathan to recuperate from their disruptive nature and move towards a stable
emotional and social developmental path (Leno et al. 2017). However, Homem et al. (2015) have
observed growing evidence in order to substantiate that school-based interventions to seek
budding disruptive behavioural issues in young pre-school children tend to generate significant
9EDUCATION
reductions in the parent as well as children with self and teacher-reported internalizing and
externalizing symptoms.
Case Study 3
There can be observed a pain of desiring to belong to a specific group but instead unable
to position them within it (Howley and Boyce 2017). Introvert teens typically tend to struggle
with utmost distress and pain of relentlessly being obligated into places such as educational
institute which draw attention to the divergences introvert adolescent encounters. Severe
introversion and shyness impact teenage students’ social as well as academic life and further
leverage the ways in which students’ show greater degree of inclination in obtaining and
processing information in the classroom (Wols, Scholte and Qualter 2015). The case of Ahmed,
a teenage boy, has shed upon his areas of challenges in distinguishing, acknowledging and
utilizing use of his skills and abilities. Ahmed’s growing introversion has been gradually causing
deterioration in his academic life despite his intellectual skills and eagerness in learning new
educational projects.
Introvert teenagers typically find the intense social interactions which are a significant
part of high school to be immensely freezing and even unnerving thus making them comfortable
in solitary activities. As Ahmed fails to show a certain degree of eagerness in getting associated
with any social group, a major proportion of his classmates perceive him as unsocial resulting in
severe bullying and harassment. Howley and Boyce (2017) have revealed that teenagers in recent
times endure a greater number of impediments and challenges in school in comparison to their
extrovert peers. Meanwhile, Mirnics, Kovia and Bagdy (2015) have stated that high school
culture can be immensely hazardous and pose risk factors for teenagers to successfully navigate
individually if they develop a high level of introversion. As a high school, cultural patterns are
reductions in the parent as well as children with self and teacher-reported internalizing and
externalizing symptoms.
Case Study 3
There can be observed a pain of desiring to belong to a specific group but instead unable
to position them within it (Howley and Boyce 2017). Introvert teens typically tend to struggle
with utmost distress and pain of relentlessly being obligated into places such as educational
institute which draw attention to the divergences introvert adolescent encounters. Severe
introversion and shyness impact teenage students’ social as well as academic life and further
leverage the ways in which students’ show greater degree of inclination in obtaining and
processing information in the classroom (Wols, Scholte and Qualter 2015). The case of Ahmed,
a teenage boy, has shed upon his areas of challenges in distinguishing, acknowledging and
utilizing use of his skills and abilities. Ahmed’s growing introversion has been gradually causing
deterioration in his academic life despite his intellectual skills and eagerness in learning new
educational projects.
Introvert teenagers typically find the intense social interactions which are a significant
part of high school to be immensely freezing and even unnerving thus making them comfortable
in solitary activities. As Ahmed fails to show a certain degree of eagerness in getting associated
with any social group, a major proportion of his classmates perceive him as unsocial resulting in
severe bullying and harassment. Howley and Boyce (2017) have revealed that teenagers in recent
times endure a greater number of impediments and challenges in school in comparison to their
extrovert peers. Meanwhile, Mirnics, Kovia and Bagdy (2015) have stated that high school
culture can be immensely hazardous and pose risk factors for teenagers to successfully navigate
individually if they develop a high level of introversion. As a high school, cultural patterns are
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10EDUCATION
fundamentally constructed for students showing extroversion with extracurricular activities as
well as social groups, for a majority of highs school students, getting involved in a social group
is considered to be one of the most critical determinants of being in high school (Wols, Scholte
and Qualter 2015). However, at this juncture, Ahmed as a teenage not being associated with high
school social groups often have critical times in coping with school peers. Such criticalities
according to Afshan, Askari and Manickam (2015) tend to characterize shy teenagers as losers or
incompetents further being detested and often being secluded by their classmates and parents. It
has been noticed from the case, that Ahmed though possesses high intellectuality to tend to
maintain silence and withdraw him while sharing his bullying incidents received from other
students in his class.
Furthermore, in the view of Francis and McKenna (2018), introvert and shy students
typically encounter certain unnerving situations to show responsiveness in class. Thus involving
in comprehensive class discussions have the propensity to be objectionable for shy teenage
students as even with their growing identities and awareness with the particular material to be
addressed, majority discussions involve contributing on the fly with limited time for any types of
correction (Yang, Bear and May 2018). Furthermore, in the case of Ahmed classroom
discussions, as subjects alter rapidly, Ahmed often encounters incompetence to switch his
attention from one subject area to the other as fluidly and successfully as his extrovert
classmates. In addition to this, Georgiou (2015) has noted that shy teenagers as a function of
social anxiety tend to remain on the perimeter of activities resulting to get faded away and lose
the significance of their skills and abilities.
As introversion is recognized as a personality trait, an introvert child neither shows self-
confidence nor any form of enthusiasm in immensely stimulative social situations. Wols, Scholte
fundamentally constructed for students showing extroversion with extracurricular activities as
well as social groups, for a majority of highs school students, getting involved in a social group
is considered to be one of the most critical determinants of being in high school (Wols, Scholte
and Qualter 2015). However, at this juncture, Ahmed as a teenage not being associated with high
school social groups often have critical times in coping with school peers. Such criticalities
according to Afshan, Askari and Manickam (2015) tend to characterize shy teenagers as losers or
incompetents further being detested and often being secluded by their classmates and parents. It
has been noticed from the case, that Ahmed though possesses high intellectuality to tend to
maintain silence and withdraw him while sharing his bullying incidents received from other
students in his class.
Furthermore, in the view of Francis and McKenna (2018), introvert and shy students
typically encounter certain unnerving situations to show responsiveness in class. Thus involving
in comprehensive class discussions have the propensity to be objectionable for shy teenage
students as even with their growing identities and awareness with the particular material to be
addressed, majority discussions involve contributing on the fly with limited time for any types of
correction (Yang, Bear and May 2018). Furthermore, in the case of Ahmed classroom
discussions, as subjects alter rapidly, Ahmed often encounters incompetence to switch his
attention from one subject area to the other as fluidly and successfully as his extrovert
classmates. In addition to this, Georgiou (2015) has noted that shy teenagers as a function of
social anxiety tend to remain on the perimeter of activities resulting to get faded away and lose
the significance of their skills and abilities.
As introversion is recognized as a personality trait, an introvert child neither shows self-
confidence nor any form of enthusiasm in immensely stimulative social situations. Wols, Scholte
11EDUCATION
and Qualter (2015) have stated that while some children thrive socially and have been
emotionally energized by group interactions, introverts often tend to encounter contradictory
responses. Furthermore, incompetence in accomplishing other expectations has a propensity to
destabilize the confidence and self-realization of teenagers which they may already possess.
According to Yang, Bear and May (2018), parents must essentially offer introvert teenagers with
complete acceptance of such behaviour. Ahmed’s parents at this juncture must need to
acknowledge exercise, physical activity along with healthy and comprehensive interaction in
order to successfully distinguish areas where Ahmed experiences strong emotional development
and receives a considerable level of intellectual stimulation. Lack of proper parenting of
Ahmed’s parents has led them to disregard his growing level of apprehension and nervousness in
successfully learning any new subjects in school. Such an elevating rate of anxiety and
apprehension according to Mirnics, Kovia and Bagdy (2015) play a critical role in teenage
students’ academic progress further leading to severe deterioration. These factors have been of
great concern to Ahmed’s class teacher who has noticed a distinct decline in his attendance as
well as academic expansion.
Afshan, Askari and Manickam (2015) have observed several parents overlook the benefits
and gifts of living constituted in an introverted child. From the evaluation of Ahmed’s case of
severe lack of academic interest, there has been observed a form of limitation in making greater
thoughtful and informed preferences. Francis and McKenna (2018) have stated that as introverts
typically maintain silence, it tends to be highly challenging for others to comprehend their
thoughts and perception. Correspondingly, in Ahmed’s case, his unvoiced characteristics have
led him to be perceived as being rude and discourteous resulting to encounter bully and
humiliation from others. Thus, Ahmed’s parents rather than accepting such initial detachment as
and Qualter (2015) have stated that while some children thrive socially and have been
emotionally energized by group interactions, introverts often tend to encounter contradictory
responses. Furthermore, incompetence in accomplishing other expectations has a propensity to
destabilize the confidence and self-realization of teenagers which they may already possess.
According to Yang, Bear and May (2018), parents must essentially offer introvert teenagers with
complete acceptance of such behaviour. Ahmed’s parents at this juncture must need to
acknowledge exercise, physical activity along with healthy and comprehensive interaction in
order to successfully distinguish areas where Ahmed experiences strong emotional development
and receives a considerable level of intellectual stimulation. Lack of proper parenting of
Ahmed’s parents has led them to disregard his growing level of apprehension and nervousness in
successfully learning any new subjects in school. Such an elevating rate of anxiety and
apprehension according to Mirnics, Kovia and Bagdy (2015) play a critical role in teenage
students’ academic progress further leading to severe deterioration. These factors have been of
great concern to Ahmed’s class teacher who has noticed a distinct decline in his attendance as
well as academic expansion.
Afshan, Askari and Manickam (2015) have observed several parents overlook the benefits
and gifts of living constituted in an introverted child. From the evaluation of Ahmed’s case of
severe lack of academic interest, there has been observed a form of limitation in making greater
thoughtful and informed preferences. Francis and McKenna (2018) have stated that as introverts
typically maintain silence, it tends to be highly challenging for others to comprehend their
thoughts and perception. Correspondingly, in Ahmed’s case, his unvoiced characteristics have
led him to be perceived as being rude and discourteous resulting to encounter bully and
humiliation from others. Thus, Ahmed’s parents rather than accepting such initial detachment as
12EDUCATION
rudeness must essentially interpret his introversion as a common attribute and develop a sense of
willingness in him.
Individuals being susceptible towards social apprehension require implementing
strategies of proper navigation of their quiet tendencies and further influence their areas of
strength to benefit maximum potential. As a result, Wols, Scholte and Qualter (2015) have
emphasized parents in providing an appropriate structure to introvert teenagers at home.
Furthermore, preparing collective activities, as well as responsibilities such as household chores,
family dinner or vacation, are identified as purposeful strategies to involve introvert teenagers
and support their social, emotional and academic learning. Yang, Bear and May (2018) have
stated that asynchronous environments found on the Internet can contribute introvert students
with the ideal space required for them to acquire a more significant amount of knowledge and
ideas. Furthermore, the freedom to investigate their passions and desires with the ability to relate
to similar learners, all with the solitude required by the introvert can develop these communities
as the ultimate arena for learning and attain creativity to cultivate in the introvert. While
developing any social-emotional learning interventions for introverts, it is essential to note that
individuals with introversion are not disinclined in engaging with people instead they necessitate
a higher degree of solitude to re-energize and further generate the mass sensory input in which
the extrovert primarily thrives on (Georgiou 2015).
Meanwhile, Wols, Scholte and Qualter (2015) have stated that as individuals live in an
extrovert-dominant world, there can be observed a propensity for individuals to overlook the
ambiance needed for introverts to excel in life. Thus, parents of introvert teenagers must
purposefully form and embrace the environments required for them to successfully surpass all
boundaries and realize the peculiarities of the environment. Furthermore providing space, time
rudeness must essentially interpret his introversion as a common attribute and develop a sense of
willingness in him.
Individuals being susceptible towards social apprehension require implementing
strategies of proper navigation of their quiet tendencies and further influence their areas of
strength to benefit maximum potential. As a result, Wols, Scholte and Qualter (2015) have
emphasized parents in providing an appropriate structure to introvert teenagers at home.
Furthermore, preparing collective activities, as well as responsibilities such as household chores,
family dinner or vacation, are identified as purposeful strategies to involve introvert teenagers
and support their social, emotional and academic learning. Yang, Bear and May (2018) have
stated that asynchronous environments found on the Internet can contribute introvert students
with the ideal space required for them to acquire a more significant amount of knowledge and
ideas. Furthermore, the freedom to investigate their passions and desires with the ability to relate
to similar learners, all with the solitude required by the introvert can develop these communities
as the ultimate arena for learning and attain creativity to cultivate in the introvert. While
developing any social-emotional learning interventions for introverts, it is essential to note that
individuals with introversion are not disinclined in engaging with people instead they necessitate
a higher degree of solitude to re-energize and further generate the mass sensory input in which
the extrovert primarily thrives on (Georgiou 2015).
Meanwhile, Wols, Scholte and Qualter (2015) have stated that as individuals live in an
extrovert-dominant world, there can be observed a propensity for individuals to overlook the
ambiance needed for introverts to excel in life. Thus, parents of introvert teenagers must
purposefully form and embrace the environments required for them to successfully surpass all
boundaries and realize the peculiarities of the environment. Furthermore providing space, time
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13EDUCATION
along with proper asynchronous opportunities to develop a high level of self-confidence by
parents and educators will aid natural introverts like Ahmed excel in his classroom (McIntosh et
al. 2016).
along with proper asynchronous opportunities to develop a high level of self-confidence by
parents and educators will aid natural introverts like Ahmed excel in his classroom (McIntosh et
al. 2016).
14EDUCATION
References
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Introversion, Neuroticism, and Psychoticism: A Cross-Cultural Comparison Among College
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Seidman, L.J., 2015. Early childhood IQ trajectories in individuals later developing
schizophrenia and affective psychoses in the New England Family Studies. Schizophrenia
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Arslan, S., 2015. Social Emotional learning and educational stress: A predictive
model. Educational Research and Reviews, 10(2), pp.184-190.
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Adolescents in the UK: The Effect of Psychological and Religious Factors. Religions, 9(8),
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Golombok, S., Mellish, L., Jennings, S., Casey, P., Tasker, F. and Lamb, M.E., 2014.
References
Afshan, A., Askari, I. and Manickam, L.S.S., 2015. Shyness, Self-Construal, Extraversion–
Introversion, Neuroticism, and Psychoticism: A Cross-Cultural Comparison Among College
Students. SAGE Open, 5(2), p.2158244015587559.
Agnew-Blais, J.C., Buka, S.L., Fitzmaurice, G.M., Smoller, J.W., Goldstein, J.M. and
Seidman, L.J., 2015. Early childhood IQ trajectories in individuals later developing
schizophrenia and affective psychoses in the New England Family Studies. Schizophrenia
bulletin, 41(4), pp.817-823.
Arslan, S., 2015. Social Emotional learning and educational stress: A predictive
model. Educational Research and Reviews, 10(2), pp.184-190.
Corney, R., Puthussery, S. and Swinglehurst, J., 2016. Couple relationships in families with
dependent children after a diagnosis of maternal breast cancer in the United Kingdom:
Perspectives from mothers and fathers. Journal of psychosocial oncology, 34(5), pp.413-431.
Epstein, R.A., Fonnesbeck, C., Potter, S., Rizzone, K.H. and McPheeters, M., 2015.
Psychosocial interventions for child disruptive behaviors: a meta-analysis. Pediatrics, 136(5),
pp.947-960.
Francis, L. and McKenna, U., 2018. The Experience of Victimisation among Muslim
Adolescents in the UK: The Effect of Psychological and Religious Factors. Religions, 9(8),
p.243.
Georgiou, S.N., 2015. Bullying and Victimization in Cyprus: The Role of Social
Pedagogy. International Journal of Social Pedagogy, 4(1), pp.43-54.
Golombok, S., Mellish, L., Jennings, S., Casey, P., Tasker, F. and Lamb, M.E., 2014.
15EDUCATION
Adoptive gay father families: Parent–child relationships and children's psychological
adjustment. Child Development, 85(2), pp.456-468.
Homem, T.C., Gaspar, M.F., Santos, M.J.S., Azevedo, A.F. and Canavarro, M.C., 2015.
Incredible Years Parent Training: Does it Improve Positive Relationships in Portuguese
Families of Preschoolers with Oppositional/Defiant Symptoms?. Journal of Child and
Family Studies, 24(7), pp.1861-1875.
Howley, P. and Boyce, C., 2017. Not for everyone: Personality, mental health, and the use of
online social networks (No. 17/01). HEDG, c/o Department of Economics, University of
York.
Kaminski, J.W. and Claussen, A.H., 2017. Evidence base update for psychosocial treatments
for disruptive behaviors in children. Journal of Clinical Child & Adolescent
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Leno, V.C., Chandler, S., White, P., Pickles, A., Baird, G., Hobson, C., Smith, A.B.,
Charman, T., Rubia, K. and Simonoff, E., 2018. Testing the specificity of executive
functioning impairments in adolescents with ADHD, ODD/CD and ASD. European child &
adolescent psychiatry, 27(7), p.899.
Leno, V.C., Chandler, S., White, P., Pickles, A., Baird, G., Hobson, C., Smith, A.B.,
Charman, T., Rubia, K. and Simonoff, E., 2017. Testing the specificity of executive
functioning impairments in adolescents with ADHD, ODD/CD and ASD. European child &
adolescent psychiatry, pp.1-10.
McIntosh, K., Mercer, S.H., Nese, R.N., Strickland-Cohen, M.K. and Hoselton, R., 2016.
Predictors of sustained implementation of school-wide positive behavioral interventions and
supports. Journal of Positive Behavior Interventions, 18(4), pp.209-218.
Adoptive gay father families: Parent–child relationships and children's psychological
adjustment. Child Development, 85(2), pp.456-468.
Homem, T.C., Gaspar, M.F., Santos, M.J.S., Azevedo, A.F. and Canavarro, M.C., 2015.
Incredible Years Parent Training: Does it Improve Positive Relationships in Portuguese
Families of Preschoolers with Oppositional/Defiant Symptoms?. Journal of Child and
Family Studies, 24(7), pp.1861-1875.
Howley, P. and Boyce, C., 2017. Not for everyone: Personality, mental health, and the use of
online social networks (No. 17/01). HEDG, c/o Department of Economics, University of
York.
Kaminski, J.W. and Claussen, A.H., 2017. Evidence base update for psychosocial treatments
for disruptive behaviors in children. Journal of Clinical Child & Adolescent
Psychology, 46(4), pp.477-499.
Leno, V.C., Chandler, S., White, P., Pickles, A., Baird, G., Hobson, C., Smith, A.B.,
Charman, T., Rubia, K. and Simonoff, E., 2018. Testing the specificity of executive
functioning impairments in adolescents with ADHD, ODD/CD and ASD. European child &
adolescent psychiatry, 27(7), p.899.
Leno, V.C., Chandler, S., White, P., Pickles, A., Baird, G., Hobson, C., Smith, A.B.,
Charman, T., Rubia, K. and Simonoff, E., 2017. Testing the specificity of executive
functioning impairments in adolescents with ADHD, ODD/CD and ASD. European child &
adolescent psychiatry, pp.1-10.
McIntosh, K., Mercer, S.H., Nese, R.N., Strickland-Cohen, M.K. and Hoselton, R., 2016.
Predictors of sustained implementation of school-wide positive behavioral interventions and
supports. Journal of Positive Behavior Interventions, 18(4), pp.209-218.
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16EDUCATION
MIRNICS, Z., KOVIA, Z. and Bagdy, E., 2015. Mental Health Promotion and Prevention
Among Gifted Adolescents. In Selection & Peer-review under responsibility of the
Conference Organization Committee (pp. 107-120).
Moffitt, T.E., 2017. Adolescence-limited and life-course-persistent antisocial behavior: A
developmental taxonomy. In Biosocial Theories of Crime (pp. 69-96). Routledge.
Nowicki, S., Gregory, S., Ellis, G.L., Iles-Caven, Y. and Golding, J., 2018. Parental external
locus of control in pregnancy is associated with subsequent teacher ratings of negative
behavior in primary school: Findings from a British birth cohort. Frontiers in psychology, 9,
p.120.
Nucci, L., Krettenauer, T. and Narváez, D. eds., 2014. Handbook of moral and character
education. Routledge.
Oberle, E., Domitrovich, C.E., Meyers, D.C. and Weissberg, R.P., 2016. Establishing
systemic social and emotional learning approaches in schools: A framework for schoolwide
implementation. Cambridge Journal of Education, 46(3), pp.277-297.
Piquero, A.R., Jennings, W.G., Diamond, B., Farrington, D.P., Tremblay, R.E., Welsh, B.C.
and Gonzalez, J.M.R., 2016. A meta-analysis update on the effects of early family/parent
training programs on antisocial behavior and delinquency. Journal of Experimental
Criminology, 12(2), pp.229-248.
Pishva, R., 2017. Becoming Therapeutic Agents: A Grounded Theory of Mothers' Process
When Implementing Cognitive Behavioural Therapy at Home with an Anxious
Child. Clinical psychology & psychotherapy, 24(3), pp.766-784.
Sagar-Ouriaghli, I., Milavic, G., Barton, R., Heaney, N., Fiori, F., Lievesley, K., Singh, J.
and Santosh, P., 2018. Comparing the DSM-5 construct of Disruptive Mood Dysregulation
MIRNICS, Z., KOVIA, Z. and Bagdy, E., 2015. Mental Health Promotion and Prevention
Among Gifted Adolescents. In Selection & Peer-review under responsibility of the
Conference Organization Committee (pp. 107-120).
Moffitt, T.E., 2017. Adolescence-limited and life-course-persistent antisocial behavior: A
developmental taxonomy. In Biosocial Theories of Crime (pp. 69-96). Routledge.
Nowicki, S., Gregory, S., Ellis, G.L., Iles-Caven, Y. and Golding, J., 2018. Parental external
locus of control in pregnancy is associated with subsequent teacher ratings of negative
behavior in primary school: Findings from a British birth cohort. Frontiers in psychology, 9,
p.120.
Nucci, L., Krettenauer, T. and Narváez, D. eds., 2014. Handbook of moral and character
education. Routledge.
Oberle, E., Domitrovich, C.E., Meyers, D.C. and Weissberg, R.P., 2016. Establishing
systemic social and emotional learning approaches in schools: A framework for schoolwide
implementation. Cambridge Journal of Education, 46(3), pp.277-297.
Piquero, A.R., Jennings, W.G., Diamond, B., Farrington, D.P., Tremblay, R.E., Welsh, B.C.
and Gonzalez, J.M.R., 2016. A meta-analysis update on the effects of early family/parent
training programs on antisocial behavior and delinquency. Journal of Experimental
Criminology, 12(2), pp.229-248.
Pishva, R., 2017. Becoming Therapeutic Agents: A Grounded Theory of Mothers' Process
When Implementing Cognitive Behavioural Therapy at Home with an Anxious
Child. Clinical psychology & psychotherapy, 24(3), pp.766-784.
Sagar-Ouriaghli, I., Milavic, G., Barton, R., Heaney, N., Fiori, F., Lievesley, K., Singh, J.
and Santosh, P., 2018. Comparing the DSM-5 construct of Disruptive Mood Dysregulation
17EDUCATION
Disorder and ICD-10 Mixed Disorder of Emotion and Conduct in the UK Longitudinal
Assessment of Manic Symptoms (UK-LAMS) Study. European child & adolescent
psychiatry, pp.1-10.
Wols, A., Scholte, R.H.J. and Qualter, P., 2015. Prospective associations between loneliness
and emotional intelligence. Journal of Adolescence, 39, pp.40-48.
Wong, R.S.M., Yu, E.Y.T., Guo, V.Y., Wan, E.Y.F., Chin, W.Y., Wong, C.K.H., Fung,
C.S.C., Tung, K.T.S., Wong, W.H.S., Ip, P. and Tiwari, A.F.Y., 2018. A prospective cohort
study to investigate parental stress and child health in low-income Chinese families: protocol
paper. BMJ open, 8(2), p.e018792.
Yang, C., Bear, G.G. and May, H., 2018. Multilevel Associations Between School-Wide
Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle,
and High Schools. School Psychology Review, 47(1), pp.45-61.
Disorder and ICD-10 Mixed Disorder of Emotion and Conduct in the UK Longitudinal
Assessment of Manic Symptoms (UK-LAMS) Study. European child & adolescent
psychiatry, pp.1-10.
Wols, A., Scholte, R.H.J. and Qualter, P., 2015. Prospective associations between loneliness
and emotional intelligence. Journal of Adolescence, 39, pp.40-48.
Wong, R.S.M., Yu, E.Y.T., Guo, V.Y., Wan, E.Y.F., Chin, W.Y., Wong, C.K.H., Fung,
C.S.C., Tung, K.T.S., Wong, W.H.S., Ip, P. and Tiwari, A.F.Y., 2018. A prospective cohort
study to investigate parental stress and child health in low-income Chinese families: protocol
paper. BMJ open, 8(2), p.e018792.
Yang, C., Bear, G.G. and May, H., 2018. Multilevel Associations Between School-Wide
Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle,
and High Schools. School Psychology Review, 47(1), pp.45-61.
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