Sociology: Literature Review on Child Behavior in Nepal Context

This literature review examines the behavioral challenges faced by children in Nepal, drawing on research from various scholars and organizations like the World Health Organization. The review is structured around three key themes: social-emotional learning, factors influencing children in early childhood, and family and school-based interventions. It synthesizes research findings on the importance of social-emotional competence, the impact of leadership and discipline in early childhood settings, and the effectiveness of interventions in addressing behavioral issues. The review highlights the significance of programs like the Pyramid Model and the role of family and school-based interventions in improving children's behavioral outcomes. The study by Adhikari et al. (2018) evaluates the impact of interventions on children's behavior and the importance of behavioral management techniques.

Running head: SOCIOLOGY
SOCIOLOGY
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SOCIOLOGY 1
Literature Review
This section will evaluate the account of the research publication by researchers and scholars.
The section will review the literary works on the topic of the behavioral challenges among
children in Nepal. The section outlines the research study on the basis of the findings or the
results.
Theme 1 – Social Emotional Learning
According the World Health Organization, behavioral and mental disorder, neurological as well
as self harm contribute 13 percent of the global burden of several disease. More than 10 to 20
percentage of adolescents and children suffer from mental health challenges resulting in high
suicidal rate which is at the top of the leading reasons of the death among children in the low and
middle countries. Darling-Churchill and Lippman (2016) in their research study aimed to
identify the concept of social discipline as well as the issues affecting the connection among the
development of emotional and social aspects of children belonging to early childhood education.
The research study used secondary approach to the data collection technique by the review of
several articles related to issues involved in social emotional learning. Lack of transparency
together with the behavioral challenges, social competences are some of the major factor
highlighted. On the other hand Domitrovich, Durlak, Staley and Weissberg (2017) investigated
the association among emotional culture, social as well as the healthy development in early
childhood context. This study also used secondary reaserch method from the reports of the early
childhood centres. The reaserch conclded social emotioanl learning as one of the imprtant aspcet
leading to an incraese in emotioanl and social comptence.
Theme 2 - Factors affecting children in early childhood context

SOCIOLOGY 2
In their research study, Hemmeter, Snyder, Fox and Algina (2016) highlighted the infleunce of
pyramid model towards the development of the emotioanl and social skills of children in early
childhood context. This study has been conducted with the use of primary data collection method
from 40 teachers as well as 494 pre school students. Randomized controlling design was
adopted in the reaserch. The analysis concluded that social and emotional learning is significant
for increasing the knowledge as well as the behaviors of the children for managng actions in
efficient manner. Bierman and Motamedi (2015) in their research study utilized the programs
related to social and emotional learning together with several theories like social information
processing and social learning model. The findings of the reaserch reveals that inadequate
leadership leads towards ineffective discipline in the context of early childhood education.
Theme 3 -Family and school based intervention for child behavior issues in Nepal
The authors Adhikari et al., (2018) in their research study evaluated the acceptability, the
feasibility as well as the outcomes of the school as well as the family based intervention for the
children with behavioral issues in Nepal. The researcher included forty one of the children as the
sample size for the baseline. The measure for the primary outcome used by the researcher of the
study was the ‘Disruptive Behavior International Scale’ together with the child functional
impairment scale among community members, parents and stakeholders. The research study
concluded positive effect over the children due to the intervention process followed by the
implementation of the behavioral management techniques.

SOCIOLOGY 3
Reference
Adhikari, R. P., Upadhaya, N., Satinsky, E. N., Burkey, M. D., Kohrt, B. A., & Jordans, M. J.
(2018). Feasibility study of a family-and school-based intervention for child behavior
problems in Nepal. Child and adolescent psychiatry and mental health, 12(1), 20.
Bierman, K. L., & Motamedi, M. (2015). Social and emotional learning programs for preschool
children. Durlak, Domitrovich, Weissberg ve Gullota, Handbook , 135-150.
Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional
development: Advancing the field of measurement. Journal of Applied Developmental
Psychology , 45, 1-7.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional
competence: An essential factor for promoting positive adjustment and reducing risk in
school children. Child development , 88 (2), 408-416.
Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of
the Pyramid Model for promoting social-emotional competence in early childhood
classrooms. Topics in Early Childhood Special Education , 36 (3), 133-146.
Home | U.S. Department of Education. (2019). Retrieved 7 November 2019, from
https://www.ed.gov/
International, E. (2019). Home : Education International. Retrieved 7 November 2019, from
https://www.ei-ie.org/