Trainee nursery teachers’ perceptions of disruptive behaviour disorders

dc.contributor.author	Μανιαδάκη, Κατερίνα	el
dc.contributor.author	Sonuga-Barke, E. J. S.	en
dc.contributor.author	Κάκουρος, Ευθύμιος	el
dc.date.accessioned	2015-06-07T21:35:25Z
dc.date.available	2015-06-07T21:35:25Z
dc.date.issued	2015-06-08
dc.identifier.uri	http://hdl.handle.net/11400/15567
dc.rights	Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ηνωμένες Πολιτείες	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/us/	*
dc.source	http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2214.2003.00362.x/abstract;jsessionid=8AA756782754BC21DBD5AA02860B2A00.f02t04	en
dc.subject	Sex differences
dc.subject	Hyperactivity
dc.subject	Διαφορές φύλων
dc.subject	Υπερδραστηριότητα
dc.title	Trainee nursery teachers’ perceptions of disruptive behaviour disorders	en
heal.type	journalArticle
heal.secondaryTitle	the effect of sex of child on judgements of typicality and severity	en
heal.classification	Science
heal.classification	Nursing
heal.classification	Επιστήμες
heal.classification	Νοσηλευτική
heal.classificationURI	http://skos.um.es/unescothes/C03532
heal.classificationURI	http://skos.um.es/unescothes/C02778
heal.classificationURI	N/A-Επιστήμες
heal.classificationURI	N/A-Νοσηλευτική
heal.identifier.secondary	DOI: 10.1046/j.1365-2214.2003.00362.x
heal.language	en
heal.access	campus
heal.publicationDate	2003
heal.bibliographicCitation	Maniadaki, K., Sonuga-Barke, E. and Kakouros, E. (November 2003). Trainee nursery teachers’ perceptions of disruptive behaviour disorders: the effect of sex of child on judgements of typicality and severity. 29(6). pp. 433-440. John Wiley & Sons, Ltd: 2003. Available from: http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2214.2003.00362.x/abstract;jsessionid=8AA756782754BC21DBD5AA02860B2A00.f02t04 [Accessed 30/10/2003]	en
heal.abstract	Background Adults’ perceptions of children with disruptive behaviour disorders (DBDs), which usually interfere with socialization and referral of children to mental health services, might differ according to the child's sex. Given the importance of (a) the interactions between these children and their educators, and (b) early identification and referral, the impact of the child's sex on adults’ perceptions is an important factor to consider. Aim To examine the role of gender-related expectations in the identification and referral of childhood DBDs by trainee nursery teachers. Sample One hundred and fifty-eight female trainee nursery teachers (mean age = 20 years) at the Department of Early Childhood Education in Athens. Method Trainee nursery teachers’ perceptions of male and female children with DBDs were explored using a Greek version of the Parental Account of the Causes of Childhood Problems Questionnaire. Eighty-one participants answered questions about a set of disruptive behaviours ascribed to a boy and 77 about the same behaviour ascribed to a girl. Results DBDs ascribed to girls were considered to be no more severe or of greater concern than those ascribed to boys. Judgements of severity were related to concern in the same way for boys and girls. However, DBDs were regarded as less typical for girls than boys. Conclusions The child's sex affected trainee teachers’ judgements of typicality, but not severity, of children's behaviour problems. The implications of this finding for socialization practices and referral attitudes are discussed.	en
heal.publisher	John Wiley & Sons, Ltd	en
heal.journalName	Child: Care, Health and Development	en
heal.journalType	peer-reviewed
heal.fullTextAvailability	true