Trainee nursery teachers' perceptions of disruptive behaviour disorders

dc.contributor.author	Μανιαδάκη, Κατερίνα	el
dc.contributor.author	Sonuga - Barke, Edmund	en
dc.contributor.author	Κάκουρος, Ευθύμιος	el
dc.date.accessioned	2015-04-19T18:21:15Z
dc.date.available	2015-04-19T18:21:15Z
dc.date.issued	2015-04-19
dc.identifier.uri	http://hdl.handle.net/11400/8578
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	en
dc.source	http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2214.2003.00362.x/abstract	en
dc.subject	Νηπιαγωγοί
dc.subject	Κοινωνική αντιλήψη
dc.subject	Nursery teachers
dc.subject	Social perception
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	Education
heal.classification	Behavior disorders in children
heal.classification	Εκπαίδευση
heal.classification	Διαταραχές συμπεριφοράς των παιδιών
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh85040989
heal.classificationURI	http://id.loc.gov/authorities/subjects/sh86005717
heal.classificationURI	N/A-Εκπαίδευση
heal.classificationURI	N/A-Διαταραχές συμπεριφοράς των παιδιών
heal.keywordURI	http://id.loc.gov/authorities/subjects/sh85123982
heal.identifier.secondary	10.1046/j.1365-2214.2003.00362.x
heal.language	en
heal.access	campus
heal.publicationDate	2003-10-30
heal.bibliographicCitation	Maniadaki, K., Sonuga-Barke, E. & Kakouros, E. (2003). Trainee nursery teachers' perceptions of disruptive behaviour disorders; the effect of sex of child on judgements of typicality and severity. "Child: Care, Health and Development", 29 (6), p.433-440	en
heal.abstract	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	false