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Mental pathology and violence have been studied by the scientific community, a topic that is sometimes perceived as controversial, partly due to the prevailing stigma around psychiatric disorders. In this project, all those factors concomitant with psychotic pathologies and 'Cluster B' antisocial disorders, which could interfere with the commission of violent actions, and their maximum expression, the homicide, are addressed from a comprehensive psychological perspective. To this end, a rigorous methodological selection of 15 high‐impact articles has been carried out, from which the results have been extracted and compared in this systematic review. The findings obtained revolve around the importance of adherence to treatment, the therapeutic alliance, the absence of toxic consumption, and concomitance with other mental pathologies, taking into account the idiosyncratic differences of the subjects, as well as between the pathologies and diagnoses described, always maintaining the comparison between said disorders, and with the population in absence of pathology. [ABSTRACT FROM AUTHOR]

This empirical cross-sectional study explored the effect of chronotypes on classroom behaviour. One hundred and forty young Portuguese children, from 1st to 4th grades, were examined regarding their chronotype and disruptive behaviours occurring in the classroom. Three groups of chronotypes (i.e., morning, intermediate and evening) were identified. The Chronotype Questionnaire for Children evaluated the chronotype of children, and the Conners Scale – reduced version for teachers (selfreport) identified the frequency of the following behaviours in the classroom: psychomotor agitation, inattention, and opposition. Multivariate analysis of variance and analysis of regression parameters showed that morning children are more agitated and impulsive compared to evening peers. Concerning academic achievement, students did not differ in the subjects Portuguese and Mathematics for both semesters when considering chronotype and controlling for covariates such as age and gender. Parental qualifications appeared as an influential covariate for the chronotype effect in disruptive behaviour. This evidence addresses the contributions of school policies and family supervision regarding young children: children have earlier evening chronotypes; chronotypes impact specific disruptive behaviours in the classroom; parents’ education influences the sleep habits and behaviours of children in school; parents and schools need more support and evidence to correctly identify children’s chronotypes, to understand how chronotype and sleep habits affect behaviours in the classroom, and to recognise that more studies should be replicated attending to the contextual factors of health outbreaks and war conflict. With reliable data, this study highlights concerns and novelties for education and psychology.

Aim Design Methods Results Conclusion Reporting Method Implication for the Profession Impact Patient or Public Contribution To explore the disruptive influence of workplace gaslighting behaviours and mobbing on nurses' career entrenchment across multiple healthcare centres.A multi‐centre cross‐sectional.Data were collected from 483 nurses from various healthcare settings in Egypt, spanning from January 2024 to February 2024. The Gaslighting at Work Questionnaire, Luxembourg Workplace Mobbing Scale and Career Entrenchment Scale were employed for data collection.The study revealed moderate levels of gaslighting, mobbing and nurses' career entrenchment. Also, there is a negative correlation between nurses' career entrenchment and both gaslighting and mobbing, while gaslighting and mobbing exhibit a positive correlation. The study also highlighted regional disparities in the prevalence of these phenomena, with the highest incidences noted in urban healthcare settings.The findings underscore the critical impact of workplace gaslighting and mobbing on nurses' career entrenchment.The relevant reporting method has been adhered to, that is, STROBE.The future of the nursing profession requires building productive nurses who can cope with negative workplace experiences. This could be achieved by cultivating a workplace culture that has zero tolerance for these experiences. Offering counselling services or employee assistance programmes to help nurses cope with the emotional toll of these negative experiences is a promising strategy.This study is the first to examine serious workplace practices like gaslighting and mobbing in a nursing context, emphasizing their effect on nursing‐sensitive indicators like career entrenchment. It is one of the important initiatives geared towards upgrading the competitiveness and magnetism of healthcare organizations in the era of green human resources management. Results provide valuable insights for nurse leaders to control nursing turnover and shortage crises in different endeavours.In our study, nurses from diverse geographical regions and varied specialties actively participate, offering a rich tapestry of experiences and perspectives. [ABSTRACT FROM AUTHOR]

Teachers report that disruptive behaviour in their classrooms consumes a significant amount of their time and attention. Research studying disruptive behaviour often focuses on differences between those pupils who meet categorical diagnostic criteria for developmental disorders and those who do not. However, there is much to be learned about disruption from a normative personality approach to individual differences. This study investigates the relationship between personality and disruptive behaviours in 457 pupils between 11 and 16 years old in UK schools. Our analysis focuses on the relationship between self- and teacher-reported disruptive behaviour, and three measures of personality: Empathy, Reinforcement Sensitivity Theory, and Implicit Theories of Intelligence. Disruptive behaviour (measured via both self- and teacher-report) had negative relationships with empathy and incremental learning beliefs. These findings reinforce the importance of understanding disruptive behaviours from a normative individual differences perspective and have implications for research and practice. [ABSTRACT FROM AUTHOR]

Co-occurring psychiatric conditions are very common in tic disorders and Tourette syndrome. These additional symptoms are often detrimental to quality of life and may impact upon the implementation and efficacy of evidence-based behavioural therapies (BT) for tics. Combining a review of the available literature, relevant theory, and expert clinical practice, we present a guideline for implementing behavioural and psychosocial interventions when common comorbidities are present. These include attention-deficit hyperactivity disorder (ADHD), obsessive–compulsive disorder (OCD), anxiety, disruptive behaviour, autism spectrum disorder (ASD) and depression. Practical recommendations are provided for assessment, formulation and management of specific and multiple comorbidities in BT for both children and adults. Despite comorbidities being common in tic disorders, few studies have comprehensively addressed how they may influence the efficacy or implementation of existing therapies or how such treatments may need to be modified or sequenced. We outline recommendations for future research, including randomised control trials of BT for those with specific or multiple comorbidities, as well as adequately powered sub-group analyses within larger scale trials or naturalistic study designs. Transdiagnostic models of psychiatric disorders and treatment, including modular cross-diagnostic therapies, which recognise the dimensionality of psychiatric disorders are also highlighted as an important focus in treatment development in tic disorders. [ABSTRACT FROM AUTHOR]

Studies conducted on student profiles in academic settings reveal that a significant proportion of students, ranging from 10% to 20% , encounter various forms of stressors that include poverty, trauma, abuse, neglect, and domestic violence . Such stressors will likely manifest as disruptive behaviours within the school environment. This paper focuses on identifying the perceptions of professionals regarding effective behaviour management by considering the relevance of an Attachment Theory perspective (ATP) for students with social, emotional, and behavioural difficulties. This research is a qualitative study, and the data were collected by conducting key informant interviews with 13 participants who advocate an ATP in understanding and supporting students with challenging behaviours, who were selected purposefully. The participants are professionals who hold various positions related to research, policy, and practice, and the data gathered from them were analysed thematically. The professionals highlighted the need for a greater understanding of the relevance of an ATP in managing challenging behaviour in schools. The main finding to emerge from the interviews is that awareness of an ATP potentially leads to a better understanding of underlying reasons for challenging behaviours in the classrooms, and this awareness helps educators look for the best ways to support students in providing not only an optimum and sustainable classroom environment but also an enjoyable school experience. Moreover, with the help of extra targeted support for students, the school behaviour management system will be more inclusion-oriented rather than exclusion-oriented. [ABSTRACT FROM AUTHOR]

Copyright of Childhood Research & Studies Journal is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Disruptive behaviours are a recurrent concern in online gaming and are usually dealt with through reactive and punitive strategies. However, in health and educational settings, workplaces, and the context of interpersonal relationships, positive behaviour interventions have been implemented as well. This systematic review assessed the use of positive behaviour strategies as well as their effectiveness in a range of environments to suggest routes for transferring such interventions to (multiplayer) online gaming. Methods We included 22 records in the review and examined (a) the targeted individuals/groups, (b) the specific disruptive behaviour problems that were addressed, (c) the nature of the positive behaviour strategy intervention, and (d) its effectiveness. Results Findings showed that the most common interventions that have been investigated thus far are the promotion of active bystander intervention, the good behaviour game, and tootling/positive peer reporting. These sought to prevent or reduce aggressive behaviour, negative peer interaction, name-calling, cyberbullying, and hate speech. The identified interventions differed in their effectiveness; however, all demonstrated some degree of positive impact. Conclusions Considering similarities and differences between online and offline settings, we propose that tootling and the good behaviour game are most suitable to be applied to (multiplayer) online gaming.

Background: Disruptive behaviours are a recurrent concern in online gaming and are usually dealt with through reactive and punitive strategies. However, in health and educational settings, workplaces, and the context of interpersonal relationships, positive behaviour interventions have been implemented as well. This systematic review assessed the use of positive behaviour strategies as well as their effectiveness in a range of environments to suggest routes for transferring such interventions to (multiplayer) online gaming. Methods: We included 22 records in the review and examined (a) the targeted individuals/groups, (b) the specific disruptive behaviour problems that were addressed, (c) the nature of the positive behaviour strategy intervention, and (d) its effectiveness. Results: Findings showed that the most common interventions that have been investigated thus far are the promotion of active bystander intervention, the good behaviour game, and tootling/positive peer reporting. These sought to prevent or reduce aggressive behaviour, negative peer interaction, name-calling, cyberbullying, and hate speech. The identified interventions differed in their effectiveness; however, all demonstrated some degree of positive impact. Conclusions: Considering similarities and differences between online and offline settings, we propose that tootling and the good behaviour game are most suitable to be applied to (multiplayer) online gaming. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim Methods Data Sources Results Conclusion Implications for the Profession and/or Patient Care Impact Reporting Method Patient or Public Contribution Workplace incivility is a barrier to safe and high‐quality patient care in nursing workplaces and more broadly in tertiary hospitals. The present study aims to systematically review the existing evidence to provide a comprehensive understanding of the prevalence of co‐worker incivility experienced and witnessed by nurses and other healthcare professionals, the effects of incivility on patient safety culture (PSC) and patient outcomes, and the factors which mediate the relationship between incivility and patient safety.A systematic review with narrative synthesis and meta‐analysis was undertaken to synthesize the data from 41 studies.Databases searched included MEDLINE, PubMed, SCOPUS, CINAHL, PsycInfo, ProQuest, Emcare and Embase. Searches were conducted on 17 August 2021 and repeated on 15 March 2023.The pooled prevalence of experienced incivility was 25.0%. The pooled prevalence of witnessed incivility was 30.1%. Workplace incivility was negatively associated with the PSC domains of teamwork, reporting patient safety events, organization learning/improvement, management support for safety, leadership, communication openness and communication about error. The composite pooled effect size of incivility on these domains of PSC was OR = 0.590, 95% CI [0.515, 0.676]. Workplace incivility was associated with a range of patient safety outcomes (PSOs) including near misses, adverse events, reduced procedural and diagnostic performance, medical error and mortality. State depletion, profession, psychological responses to incivility, information sharing, help seeking, workload and satisfaction with organizational communication were found to mediate the relationship between incivility and patient safety.Experienced and witnessed incivility is prevalent in tertiary hospitals and has a deleterious effect on PSC and PSOs. A better understanding of the mechanisms of this relationship will support the development of interventions aimed at reducing both incivility and patient harm.This study quantifies the effect of incivility on PSC and outcomes. It provides support that interventions focusing on incivility are a valuable mechanism for improving patient care. It guides intervention design by highlighting which domains of PSC are most associated with incivility. It explores the profession‐specific experiences of workplace incivility.This report adheres to PRISMA reporting guidelines.No patient or public contribution. The focus of this study is the nursing and healthcare workforce, therefore, patient or public involvement not required. [ABSTRACT FROM AUTHOR]

The Good Behaviour Game (GBG) is an interdependent group contingency intervention, previously shown to be effective in managing students’ behaviour across several studies. An ABAB withdrawal design was implemented to examine the effects of the GBG on the engagement and disruptive behaviours of 12 students diagnosed principally with a mild intellectual disability (Mage = 7.83 ± 0.83 years) enrolled in two self-contained physical education classes. The first phase of the intervention was carried out from November 27th until Janvier 25th and the second phase took place from April 2nd to May 10th. Video recordings of all sessions were directly observed and analysed using a code unit grid. The collected data were subjected to inferential statistical analysis. Results showed a significant increase in engagement and a decrease in disruptive behaviours during the B1 conditions compared to the baseline A1 for both class ‘A’ and ‘B’ (p < 0.001). Similarly, there was a significant increase in engagement and a decrease in disruptive behaviours during the B2 conditions compared to both the A2 and A1 baselines (p < 0.001). Overall, this study demonstrates the effectiveness of the GBG as an intervention for promoting engagement and reducing disruptive behaviours when implemented in physical education settings with students diagnosed with mild intellectual disabilities. [ABSTRACT FROM AUTHOR]

This quantitative study aimed to explore the impact of dysfunctional parenting on aggression and disruptive behaviour among children. The data were collected from 100 children studying at different institutes in Rawalpindi, using a purposive sampling technique. The participants of the study varied in age between 11-14 years. Three scales, that is, the Parenting Scale (PS), the Aggression Scale (AS), and the Disruptive Behaviour Sale Professed by Students (DBS-PS) were used for data collection. The data analysis was performed using correlation analysis, linear regression, and independent sample T-test. It was hypothesized that dysfunctional parenting would be positively correlated with aggression and disruptive behaviour, and dysfunctional parenting would have a significant impact on aggression and disruptive behaviour. The findings revealed that dysfunctional parenting was positively correlated with disruptive behaviour, but not with aggression. On the other hand, aggression and disruptive behaviour were positively correlated. Moreover, it was also proved that dysfunctional parenting had a significant impact on aggression and disruptive behaviour. However, there were no significant gender differences to be found in the study outcomes. This research will help to fill the gap in the research on student aggression and dysfunctional parenting. [ABSTRACT FROM AUTHOR]

This article examines disruptive behaviour through Instagram's digital footprint. The widespread use of social media platforms, especially Instagram, has raised concerns about the impact of online activities on adolescent behaviour. By analysing the digital footprint left by teenagers on Instagram, this study aims to investigate the manifestations of entertainment on disruptive behaviour constructed from these digital footprints. The study employs a critical case study approach to Instagram records to provide comprehensive insights into this phenomenon. A sample of 21 individuals was selected through purposive and snowball sampling methods. Data were collected using non-participant observation, in-depth interviews, and focus group interviews. Thematic analysis was used to analyse the research data. The study's results reveal eight manifestations of entertainment constructed by teenagers that influence disruptive behaviour: relationships, humour, current events, individual opinions, current activities, music, mystical news, and beauty. The implications of this research highlight the need for parents, educators, and policymakers to promote digital literacy and provide guidance to teenagers on how to engage in respectful online behaviour effectively within the digital landscape. [ABSTRACT FROM AUTHOR]

The paper sought to explore solutions to revolutionary principal leadership practices for the next generation in contemporary African society. Despite the efforts done by the government, schools continue to be confronted with problems of disruptive behaviour by students and some disrespectful people from the society. The study targeted principals of the Libode Sub-district of OR Tambo District using the purposeful sampling technique. Data was qualitatively collected and the analysis was done thematically. The findings of the study revealed that regulations, acts, and rules set by the DoE are outdated and made it difficult for principals to maintain school discipline. The study further revealed that lack of resources, safety and security contribute to poor leadership practices, drug abuse, and safety leading to disruptive behavior (cases). Also, alternatives measure to corporal punishment in managing school discipline could not solve ill-discipline problems. This paper recommends that policy on drug abuse, safety and security should be revised. There should be also rethinking around the issue of better security and a need for a consolidated and coordinated system in schools.

Background: Distressing behavioural symptoms, particularly agitation and aggressiveness, remain a difficult problem in everyday clinical practice in the treatment of multimorbid patients with dementia. Clozapine may be an effective therapeutic alternative in this context. Methods: In a retrospective study, patients who had a diagnosis of dementia and had been treated in a specialized geriatric psychiatry unit with clozapine between August 2018 and February 2022 were included, and medical records were systematically reviewed. The Clinical Global Impressions Scale was used to assess improvement, and the Pittsburgh Agitation Scale for symptom reduction. In addition, side effects and clinical features were documented in detail. Results: A total of 31 patients (median age 82 years) were identified with a mean clozapine dose of 47.2 (SD 35.6) mg. A total of 13 patients tolerated clozapine very well, 10 showed tolerable side effects, and in 10 patients side effects were the reason for stopping clozapine. Behavioural symptoms improved significantly, as indicated by the assessment scores. Conclusions: In summary, clozapine was effective and well tolerated in 23 patients, suggesting that low‐dose clozapine may help to alleviate the suffering of difficult‐to‐treat multimorbid patients with advanced dementia and their caregivers. However, particular attention should be paid to adverse drug reactions, especially in patients with cardiovascular and pulmonary impairment. [ABSTRACT FROM AUTHOR]

The study was carried out to investigate the impact of learners' disruptive behaviour on teacher wellbeing. To achieve this aim, a phenomenological research design was used. The convenience sampling technique was adopted, as participants who were the most accessible to the researcher were contacted. The participants in this study were teachers from four different secondary schools in Bloemfontein. A total of ten teachers were selected to take part in this study. The data collection instrument for this study was a semi-structured interview schedule. The thematic analysis method was used, as this method makes it easier for the researchers to read and organise the data, as well as to make sense of the data by coding and grouping the themes. The findings from the study show that learners' disruptive behaviours have a negative impact on teachers' well-being. It is therefore concluded that learners' disruptive behaviours have a severe negative impact on teachers' overall well-being. [ABSTRACT FROM AUTHOR]

BACKGROUND: Mental health disorders in the context of long-term conditions in children and young people are currently overlooked and undertreated. Evidence-based psychological treatments for common childhood mental health disorders (anxiety, depression and disruptive behaviour disorders) have not been systematically evaluated in young people with epilepsy despite their high prevalence in this population. The aim of this multi-site randomised controlled trial is to determine the clinical and cost-effectiveness of adding a modular psychological intervention to usual care for the mental health disorders in comparison to assessment-enhanced usual care alone. METHODS: In total, 334 participants aged 3-18 years attending epilepsy services will be screened for mental health disorders with the Strengths and Difficulties Questionnaire (SDQ) and the diagnostic Development and Wellbeing Assessment (DAWBA). Those identified as having a mental health disorder and consenting to the trial will be randomised to either receive up to 22 sessions of the modular psychological intervention (MATCH-ADTC) delivered over the telephone over 6 months by non-mental health professionals in addition to usual care or to assessment-enhanced usual care alone. Outcomes will be measured at baseline, 6 months and 12 months post-randomisation. It is hypothesised that MATCH-ADTC plus usual care will be superior to assessment-enhanced usual care in improving emotional and behavioural symptoms. The primary outcome is the SDQ reported by parents at 6 months. Secondary outcomes include parent-reported mental health measures such as the Revised Childrens Anxiety and Depression Scale, quality of life measures such as the Paediatric Quality of Life Inventory and physical health measures such as the Hague Seizure Severity Scale. Outcome assessors will be blinded to group assignment. Qualitative process evaluations and a health economic evaluation will also be completed. DISCUSSION: This trial aims to determine whether a systematic and integrated approach to the identification and treatment of mental health disorders in children and young people with epilepsy is clinically and cost-effective. The findings will contribute to policies and practice with regard to addressing mental health needs in children and young people with other long-term conditions. TRIAL REGISTRATION: ISRCTN ISRCTN57823197 . Registered on 25 February 2019.

Technology-based gadgets are the basic need of the continuously changing social world; however, dependency on these gadgets may cause physical health hazards and serious mental health problems. The present study is concerned with the association of mobile phone dependence and disruptive behaviour among 102 adolescents within the age range of 13 to 18 years out of which 50 were girls and 52 were boys. The study utilizes convenience sampling, which involves selecting participants based on their accessibility and availability. Participants were recruited from schools in Haryana, India. Using validated measures, the researchers collected data on mobile phone dependence and disruptive behaviour. Statistical analyses, such as correlation coefficients, were employed to examine the relationship between the variables. Excessive use of mobile phones and dependency on them was assessed by the Test of Mobile Phone Dependence (TMD) and disruptive behaviour by BDBI-Y. Pearson's correlation statistics and Regression were used for analysis. The findings of this study will contribute to the existing literature on mobile phone dependence and its association with disruptive behaviour among adolescents. The results will provide insights into the potential effects of excessive mobile phone use on adolescents' behaviour and wellbeing. This research has implications for parents, educators, and mental health professionals, as it may inform strategies to address mobile phone dependence and promote healthier behaviours among adolescents. The results of the study confirmed a significant positive relationship between mobile-phone dependence and disruptive behaviour among adolescents. [ABSTRACT FROM AUTHOR]

Digital interventions to support parenting skills are popular but engagement can be low. Digital micro interventions such as apps targeting specific aspects of parenting are a novel development with the potential to overcome this challenge. Time out is an evidence‐based component of many parenting skills training programmes and is an appropriate target for digital micro intervention. We describe the eight requirements of high‐quality time out according to the literature and how these can be supported by an app. Searches of the App Store, Google Play, and Alexa Skills in the UK identified six apps designed to support time out. Current time out apps all promoted consistency, but they all risked low‐quality time out through inappropriate initiation, duration, and termination. Professionals in child and adolescent mental health should explore the details of any digital micro interventions being used by parents for time out and provide appropriate counselling. We recommend that all future digital micro interventions in this area should incorporate evidence‐based guidance. [ABSTRACT FROM AUTHOR]

Background: Children's social cognition, an ability to understand and infer the thoughts and feelings of others influences how they develop a unique view of the world. Higher social cognitive capacities are associated with better prosocial skills whereas difficulties in understanding and thinking about others’ mental states can lead to disruptive social functioning and increase the risk of major mental health problems. Impairment in the development of social cognition is considered to be the most important reason behind a child’s disruptive behaviour. Therefore, this paper aimed to understand different factors involved with disrupted social cognition which results in disruptive behaviour in children. Methods: The review was done by systematically using the keywords such as social cognition AND disruptive children OR anger children OR externalizing disorders OR conduct disorder and the timeline selected was from 2008 to 2023. Articles published on PubMed and Google Scholar were included in the study. The PRISMA was followed for reporting the systematic review. Results: The contribution of biological factors involving the role of callous-unemotional trait, disturbed neuropsychological processes, imbalance in the behavioural regulation system, hostile parenting, poor attachment patterns and poor environmental factors were considered as major causes of anger among children. Conclusions: The paper concludes that, although considerable progress has been made in understanding this topic, there is a need to further refine our conceptualisation of the problem to develop an effective treatment plan for dealing with children with disruptive behaviour. [ABSTRACT FROM AUTHOR]

Background: Children's social cognition, an ability to understand and infer the thoughts and feelings of others influences how they develop a unique view of the world. Higher social cognitive capacities are associated with better prosocial skills whereas difficulties in understanding and thinking about others’ mental states can lead to disruptive social functioning and increase the risk of major mental health problems. Impairment in the development of social cognition is considered to be the most important reason behind a child’s disruptive behaviour. Therefore, this paper aimed to understand different factors involved with disrupted social cognition which results in disruptive behaviour in children. Methods: The review was done by systematically using the keywords such as social cognition AND disruptive children OR anger children OR externalizing disorders OR conduct disorder and the timeline selected was from 2008 to 2023. Articles published on PubMed and Google Scholar were included in the study. The PRISMA was followed for reporting the systematic review. Results: The contribution of biological factors involving the role of callous-unemotional trait, disturbed neuropsychological processes, imbalance in the behavioural regulation system, hostile parenting, poor attachment patterns and poor environmental factors were considered as major causes of anger among children. Conclusions: The paper concludes that, although considerable progress has been made in understanding this topic, there is a need to further refine our conceptualisation of the problem to develop an effective treatment plan for dealing with children with disruptive behaviour.

Background: Conduct disorder (CD) and associated antisocial behaviour is one of the most common behavioural problems in children and young people that lead to a considerable burden for the patients themselves, their families and society. There is a scarcity of literature on the effectiveness of homoeopathic medicines in childhood psychiatric disorders such as CD. Summary of cases: 10 children diagnosed as CD, five each from Child Psychiatry OPD and Peripheral camp at a Children's home were treated with individualized homoeopathic medicines. All the cases were assessed at baseline and successive visits with Conduct Disorder Rating Scale (CDRS)- Parent version and the results are summarized. There was a marked reduction of disruptive behaviour and an improvement in the general condition of the children. Conclusion: The analysis of 10 cases generates a shred of preliminary evidence for the usefulness of individualized homoeopathic medicines in the management of CDs. Studies with appropriate designs are indispensable to corroborate the evidence. [ABSTRACT FROM AUTHOR]

Behavioural emergencies involving aggression in acute care hospitals are increasing globally. Acute care staff are often not trained or confident in their prevention or management. Of available training options simulation-based education is superior for clinical medical education and is gaining acceptance for teaching clinical aggression management skills. The aim of this study was to conduct a systematic review of the effectiveness of simulation-based education for teaching aggression management skills for health professionals working in acute healthcare settings. The study protocol was prepared in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P) statement, registered (27/02/2020) and published. We included randomised controlled trials, non-randomised controlled trials, quasi-experimental studies, and observational studies involving healthcare professionals in acute hospital settings or trainee health professionals who received simulation-based training on managing patient aggression. Comprehensive searches were conducted in PubMed, Ovid MEDLINE, PsycINFO, CINAHL and The Cochrane Library. Two reviewers independently screened all records, extracted data and assessed risk of bias. The primary outcomes included patient outcomes, quality of care, and adverse effects. Secondary outcomes included workplace resource use, healthcare provider related outcomes, knowledge (de-escalation techniques), performance, attitudes, and satisfaction. A narrative synthesis of included studies was performed because substantial variation of interventions and outcome measures precluded meta-analyses. Twenty-five studies were included with 2790 participants, 2585 (93 %) acute care hospital staff and 205 (7 %) undergraduate university students. Twenty-two studies combined simulation-based education with at least one other training modality. Three studies were randomised controlled trials, one was a pilot and feasibility cluster randomised controlled trial, one was a three-group post-test design and twenty were pre-/post-test design. Twenty-four studies were deemed to be high/critical or serious risk of bias. Four studies collected primary outcome data, all using different methods and with inconsistent findings. Twenty-one studies assessed performance in the test situation, seven studies provided objective ratings of performance and eighteen provided self-report data. Twenty-three studies reported objective or subjective improvements in secondary outcomes. Acute healthcare staff who completed simulation-based education on managing clinical aggression showed statistically significant improvements in knowledge and self-reported confidence. However, there is a lack of evidence about the magnitude of these improvements and impact on patient outcomes. PROSPERO Registration Number CRD42020151002. Simulation-based education improved acute healthcare clinician knowledge and confidence in managing aggression. [ABSTRACT FROM AUTHOR]

Introduction: Motivated by challenges faced in outpatient sleep services for mental health and neurodevelopmental disorders (MHNDD) during the COVID-19 clinical shutdown, a pan-Canadian/international working group of clinicians and social scientists developed a concept for capturing challenging sleep and wake behaviours already at the referral stage in the community setting. Methods: In a quality improvement/quality assurance (QIQA) project, a visual logic model was the framework for identifying the multiple causes and possible interventions for sleep disturbances. Intake forms informed clinicians about situational experiences, goals/concerns, in addition to the questions from the Sleep Disturbances Scale for Children (SDSC), the ADHD Rating Scale-IV and medication history. Descriptive statistics were used to describe the sample. Results: 66% of the pilot study patients (n = 41) scored in the SDSC red domains (highest scoring) with highest sub-scores for insomnia (falling asleep 73%; staying asleep: 51%) and daytime somnolence (27%). A total of 90% of patients were taking at least one medication; 59% sleep initiation/sleep medications, 41% in combination with further non-stimulant medications, 9% with stimulants, 27% with antidepressants and 18% with antipsychotics. Polypharmacy was observed in 62% of all patients and in 73% of the ones medicated for sleep disturbances. Qualitative information supported individualisation of assessments. Conclusion: Our intake process enabled a comprehensive understanding of patients' sleep and wake profiles prior to assessment, at the referral stage. The high prevalence of insomnia in patients, combined with polypharmacy, requires special attention in the triaging process at the community level. [ABSTRACT FROM AUTHOR]

The purpose of this article is to present the main aspects of teachers' responses to students' disruptive behaviours during lessons, analysed in the context of changes that are taking place in the approach to institutional practices in this area. In the modern school, effective "disruption management" is a considerable challenge for the teacher, but also a priority. Teachers are under tremendous pressure as their responses to student misbehaviour are evaluated and are a marker of their competence. Two different ways of conceptualizing practices to correct disruptive student behaviour are compared. The changes offered by the new approach to methods of reducing undesirable classroom disruptions seem very promising, but also impose new responsibilities on the teacher. The review of the literature presented in this article aims to prepare a solid ground for research in this area. Increased knowledge on how to respond to disruptive student behaviour in everyday teaching situations can also be valuable for teacher training institutions and thus contribute to improving the quality of education. [ABSTRACT FROM AUTHOR]

Disruptive behaviours (DBs) are not normally in the scope of legal sanctions, notwithstanding their undesirable effects. Hence, many healthcare organizations still have difficulty in dealing with them in an effective manner. Several studies suggest that few organizations have tailor-made policies or procedures for evaluating, proving and mitigating these behaviours. However, evidence shows that mitigating DBs is critical to empowering healthcare workers to focus on providing superior, affordable and safe patient care. The aim of this study was to explore radiography managers' perspectives on the strategies to mitigate DBs involving radiographers. An exploratory qualitative study employing one-on-one semi-structured in-depth interviews was carried out between March and April 2021. Eleven radiography managers at central hospitals in Harare Metropolitan Province were selected by criterion-purposive sampling. The interview data were analyzed using Tesch's method of qualitative analysis. The data were first manually coded and then entered into Nvivo (QSR International Version 11) for further analysis. Three themes emerged from the interview data including awareness of DBs, willingness to address DBs, and conflict resolution. Context-specific strategies to mitigate DBs should be identified and implemented to guarantee a healthy work environment for radiographers so that they focus on providing excellent and safe patient care. [ABSTRACT FROM AUTHOR]

Objectives: To explore perception of medical faculty regarding students' classroom incivilities and coping strategies. Study Design: Cross-sectional study. Place and study duration: Khawaja Muhammad Safdar Medical College, Sialkot, Pakistan from January to April 2020. Methodology: A self-administered questionnaire was used to collect responses from the faculty. The study was carried out on 125 participants. Data were analyzed using SPSS version 25.0. Results: Of 125 faculties 67(53.6%) were males. Junior faculty members were 80(64.0%). Irritating remarks (89.0%), cellphone use and cheating in the exam (87.0%) were the most common incivilities and reluctance to answer questions (40.0%) was the least common. Being friendly/respectful to students, passionate, establishing clear rules, starting class on time, using eye contact and variable students' engaging activities, encouraging students to self-evaluate their behaviour and welcoming their suggestions were supported by >90% of the faculty. However, humiliating remarks to correct the students' incivility was unanimously rejected. In comparison, the use of cell phones, irritating remarks, whispering, talking out of turn, arriving late in class, cheating in exams and leaving the cell phone bell "on" equally bother most junior and senior faculty. Overall, the female junior teachers from basic subjects with experience

Although disruptive behaviours (DBs) are universal in healthcare, each healthcare setting, profession or department presents unique DBs antecedents. Gaining better insights into the antecedents of DBs is crucial in order to put together a tailor-made program designed to raise awareness, establish accountability, and provide resources to mitigate their impact. There are, however, a few studies exploring antecedents of DBs involving radiographers, more so in low resource settings like Africa. The aim of the study was to determine the antecedents of DBs involving radiographers employed by central hospitals in Harare Metropolitan Province, Zimbabwe. A descriptive cross-sectional survey was carried out from January to March 2021 at central hospitals in Harare Metropolitan Province, Zimbabwe. A self-administered questionnaire was used to capture the views of 100 randomly selected radiographers. There was a significant agreement that the following are antecedents of DBs: frustration due to poor working conditions (Mean = 3.93. p <.0005); long waiting times for patients (Mean = 3.91. p <.0005); a sense of privilege and status for those at the top (Mean = 3.87. p <.0005); burnout or fatigue (Mean = 3.79. p <.0005); narcissism (Mean = 3.79. p <.0005); differences in communication styles (Mean = 3.68.p <.0005); divergence of opinions or thoughts (Mean = 3.59. p <.0005); personal conflicts or family problems (Mean = 3.57. p <.0005); self-protection against feelings of inadequacy (Mean = 3.42. p <.0005); dysfunctional organizational culture (Mean = 3.38. p <.0005) and cultural, generational or gender bias (Mean = 3.32. p <.0005). This study identifies the antecedents of DBs involving radiographers at central hospitals in Harare Metropolitan Province. It is crucial that any attempts at finding solutions to address the behaviours should be based on evidence of the antecedents in the setting concerned. This will help in the understanding of the antecedents of DBs involving radiographers so that context specific interventions to address these behaviours are formulated. [ABSTRACT FROM AUTHOR]

To assess the stress factors affecting operating theater nurses during the perioperative period. The study was conducted as a cross-sectional survey by means of a specifically drawn-up questionnaire based on the data available in the literature. Stress was measured on a 0/100 visual analogue scale (VAS). Six hundred and twelve (612) persons responded. Stress associated with an operation amounted to 31.8; it was higher at the time of the procedure (49.6) and immediately beforehand (39.4), particularly among the least experienced nurses. The most widely represented stress factors were associated with the surgical team (perceived incompetence, lack of confidence), relational problems with regard to the surgeon, and team members' disruptive behavior. By contrast, familiarity with the team or the procedure seemed to shield the nurses from stress. Feelings of stress had a relatively frequent impact on quality of life (33%), family and personal life (26%), with chronic (recurrent or constant) stress symptoms reported among 20% of respondents. Among operating theater nurses, stress associated with an operation was particularly strong among the least experienced professionals, when the type of procedure or the other team members were unfamiliar, and in the event of disruptive behavior. Stress factor improvement should be a priority, the objective being to enhance professional and personal quality of life, while better ensuring patient safety. [ABSTRACT FROM AUTHOR]

Emotion dysregulation is a common social functioning deficit in children with attention-deficit/hyperactivity disorder (ADHD). Little is known about how teachers rate irritability in school-aged children with ADHD. We examined irritability and disruptive behaviour in clinic-referred school-aged children (n = 145) with ADHD. Children in this cross-sectional study were 6–12 years old (Mage = 9.2 years, 16.6% female). We obtained ratings from children themselves as well as their mothers, fathers, and teachers at the baseline of a family intervention program. Descriptive statistics and multilevel regression models were employed. Children displayed increased irritability, such as frequent temper outbursts, when compared with population sample peers. Children's proneness to anger was strongly associated with perceived peer difficulties particularly in teacher ratings. Findings highlight the significance of home- and school-based support when considering social functioning in children with neurodevelopmental conditions. [ABSTRACT FROM AUTHOR]

Classroom disruptions and disruptive behaviour occur frequently in physical education and can constitute important psychological stress factors. However, so far, the relationships between disruptive behaviour and emotions in physical education have not been studied in detail. Therefore, a systematic literature review was conducted, to explore these relationships. Studies were selected through a systematic literature search from the databases Pubmed, Web of Science, ERIC, BISp, and SCOPUS. Twelve articles met the specified inclusion criteria. Results show that anger is a well investigated emotion in this context, but psychological constructs such as boredom or low intrinsic motivation to participate in class also were described as leading to disruptions. In accordance with Lazarus's theory on emotions extended by the model of emotional contagion, a first conceptual model of relationships between teachers' and students' emotions regarding the identified typical disruptive behaviour in physical education is derived. [ABSTRACT FROM AUTHOR]

Les enfants ayant un syndrome de Gilles de la Tourette (SGT) présentent également des épisodes explosifs (ÉE), qui sont des crises de rage pouvant paraître incontrôlables, dans 35 à 70 % des cas. L'impulsivité et le manque d'autocontrôle habituellement liés au trouble du déficit de l'attention avec ou sans hyperactivité (TDAH), juxtaposés à la rigidité et au perfectionnisme inhérents au trouble obsessionnel–compulsif (TOC) augmentent la probabilité de manifester des ÉE. Cependant, les interactions entre les symptômes du TDAH et du TOC quant au traitement des ÉE sont peu documentées. Cette étude vise à déterminer si la sévérité des symptômes du TDAH et du TOC module la réponse à une intervention spécialisée visant la réduction des ÉE chez des enfants avec un SGT. Dix-neuf enfants ayant un SGT, âgés de 8 à 14 ans, ont participé à une thérapie visant la réduction des ÉE. La sévérité des symptômes du TDAH tend à avoir un impact négatif sur l'effet de la thérapie, contrairement aux symptômes du TOC. Les données montrent que la présence du TDAH explique 48,10 % de la variance des ÉE après la thérapie et que les symptômes d'inattention pourraient nuire à l'efficacité du traitement. Ainsi, les thérapies visant la réduction des ÉE bénéficieraient d'inclure des exercices spécifiques aux difficultés attentionnelles afin d'augmenter la réussite thérapeutique. The present study examines whether the severity of inattention and hyperactivity symptoms as well as the severity of obsessions and compulsions symptoms modulate the response to a specialized psychotherapy that aims to decrease the explosive outburst (EO) in children with Tourette syndrome (TS). Indeed, the impulsivity and lack of self-control usually associated to attention-deficit/hyperactivity disorder (ADHD), paired with the rigidity and perfectionism inherent in obsessive–compulsive disorder (OCD) increases the likelihood of EO manifestation. However, no study has directly examined the interactions between the specific symptoms of ADHD and OCD in the treatment of EO. Nineteen children with TS, aged 8 to 14, were recruited and randomly assigned to one of two intervention groups: 1) a specific therapy to reduce EO; 2) an active control group. To our knowledge, the specific therapy named " Prends ton Tourette par les Cornes ! " (PTC) (Leclerc, O'Connor, Forget, & Lavoie, 2012) is the only therapy that addresses specifically EO. Moreover, this therapy conceptualises EO as inherent manifestations of TS and takes into account certain cognitive processes inherent in ADHD and OCD, such as cognitive rigidity and lack of self-control. Data were collected regarding the severity of tics and the severity of comorbid ADHD and OCD symptoms. The severity of ADHD symptoms tends to have a negative impact on the effect of the therapy (r = −0.694; P = 0.056), unlike OCD symptoms (r = 0.039; P = 0.920) and the severity of tics (r = 0.262; P = 0.155). However, the lack of association between the severity of OCD symptoms and the response to treatment can be explained by the low prevalence of these symptoms in the sample prior to the treatment. Regression coefficients analysis shows that the inattention subscale of the ADHD questionnaire is the most negatively associated (r = −0.642) with the reduction of EO after PTC therapy, without however reaching the threshold of statistical significance (P = 0.086). Data shows that the presence of ADHD accounts for 48.10% of the variance in EO after therapy and that inattention symptoms could affect the effectiveness of treatment. In short, inattention behaviour prior to the therapy could make it more difficult to process information and ultimately interfere with the integration of therapeutic steps or with the adhesion of essential elements of the therapy. Consequently, ADHD symptoms should be taken into account from the start and be directly targeted by the addition of specific exercises for attentional difficulties, while considering the parents' urgency to address EO quickly in the therapeutic process. Future studies examining the association between EO and comorbid disorders would benefit from being part of a transdiagnostic current in order to clarify the role of symptoms and cognitive or emotional processes present in the broad spectrum of associated symptoms in children with TS. [ABSTRACT FROM AUTHOR]

This study was determined to investigate the influence of Classroom management strategies and pupil's disruptive behaviour in Calabar Municipal, Cross River State, Nigeria. The sample for the study consisted of two hundred and forty (240) pupils who were randomly selected from primary five classes in all the fifteen (15) schools in the study area. The research adopted ex-post facto research design; data were collected using Pupils' Classroom Management strategies and Disruptive Behaviour Questionaire. To guide the study, three research questions were raised and three research hypotheses proposed and tested at 0.05 levels of significance using Independent t-test and Pearson Product Moment Correlation Co-efficient analysis. From the analyzed data, results indicated that there was significant relationship in all the three variables of the classroom management in schools. In view of the findings above, it was revealed that poor or lack of classroom management can affect or bring about disruptive behaviour among pupils in school. It was recommended among others that effective management styles and positive supportive discipline climate should be encourage in school to in order to help pupils overcome the problem of disruptive behaviours in school. [ABSTRACT FROM AUTHOR]

Despite the widely acknowledged importance of reading literacy to the success of modern societies, the performance of Indonesian children in reading remains comparatively poor. With reference to interdependence theory by Harold Kelley and John thibaut (1959), which states that social interaction highly influences student outcomes, this study aims to investigate the effects of school climate on Indonesian students' reading achievements. The sample used in this study was the results of 12,098 Indonesian students’ participation in PISA 2018. Data were analysed using SPSS and AMOS software, with several data analyses conducted including a t-test, ANOVA, CFA, and SEM. The results of this study showed that Indonesian female students are significantly better at reading compared to their male counterparts. Based on year levels, students in Grade 11 achieved the highest scores, while surprisingly students in Grade 12 achieved lower scores than their counterparts in Grades 10 and 11. An important finding of this study was related to the effects of disruptive student behavior, which among the variables analysed had the strongest negative effects on reading achievements. Surprisingly, teaching practices, which were hypothesised to have a positive effect on reading performance, instead showed negative direct effects on student performance. However, the tenets of interdependence theory were supported by the finding that strong school communities have significant positive effects on student reading scores.

Introduction: A subgroup of patients with autism spectrum disorder (ASD) show self or heteroaggression, dyscontrol episodes, and others are of obsessive-compulsive disorder (OCD) profile; some of them are resistant to medical and behavioural treatment. We describe the long-term outcome in a group of these patients, treated with radiofrequency brain lesions or combined stereotactic surgery and Gamma Knife (GK) radiosurgery. Methods: We reviewed the medical records of 10 ASD patients with pathological aggressiveness and OCD, who had undergone radiofrequency lesions and/or radiosurgery with GK in our institution. Results: The 10 patients had a significant reduction of their symptoms (PCQ 39.9 and 33, OAS 11.8 and 5, CYBOCS-ASD 30.4 and 20), preoperatively and in the last follow-up, respectively; p < 0.005 (in all cases), although all but 2 needed more than 1 treatment to maintain this improvement. Conclusions: We observed a marked improvement in behaviour, quality of life, and relationship with the environment in all our 10 patients after the lesioning treatments, without long-lasting side effects. [ABSTRACT FROM AUTHOR]

Several studies have emphasized the importance of handling disruptive situations in the physical education (PE) learning environment; however, few have investigated complex disruptive situations in PE and included both teacher and student perspectives. The aims of this study, which discusses an alternative teaching style for reducing disruptive situations, were to gain a better understanding of student and teacher experiences of complex disruptive situations in PE, and to explore how the teacher handled these situations. The philosophical perspective used in this study was Rorty's philosophical pragmatism. Methods included written narratives, interviews, observation, and video recordings of PE lessons. Data were thematically analysed. The results showed the complexity of teacher and student experiences in disruptive situations in PE. Disruptive situations occurred when there were environmental opportunities for them, such as during periods of waiting and situations in which the teacher spoke too much, did not pay attention to the whole class, or did not intervene. The teacher used an instructional teaching style for handling disruptive situations, including being very clear, nagging, yelling, waiting them out, making eye contact, and talking to them later. The instructional teaching style provided fewer opportunities for the teacher to understand the students' behaviour, fewer opportunities for students to learn self-control and personal and social responsibility, and did not lead to a reduction of disruptive situations over the data creation period. The practical consequence of this teaching style seemed to be the frequent use of behaviour corrections for reducing disruptive situations. [ABSTRACT FROM AUTHOR]

Children on the autism spectrum often experience higher rates of emotional and behavioural difficulties than their typically developing peers. Parenting a child with special needs can place increased stress and demands on parents, and those parents often seek out specialized parenting programs and supports to address the unique needs of their children. This study evaluated the effectiveness of the group Stepping Stones Triple P (SSTP) Program, a 9-week intervention for parents of children with disabilities and behavioural challenges, within the context of a large clinical implementation. Parents of children on the autism spectrum participated in the group SSTP Program and completed measures pre- and post-intervention; 131 families enrolled, and we obtained post-intervention data from 109 on at least some measures. Significant improvements were reported for self-efficacy (Parenting Tasks Checklist; p's < .001) and parenting over-reactivity and laxness (Parenting Scale; p's < .001). Reduced parent stress (p < .001) emerged on the Depression Anxiety Stress Scales, and decreases in anxiety (p = .032) and depression (p = .036) approached significance. Improvement was reported, on the Strengths and Difficulties Questionnaire, for children's overall difficulties, behavioural (conduct) challenges, hyperactivity/inattention, and prosocial behavior (all p's < .001), but not for emotional symptoms or peer problems. The Parenting Stress Index --Short Form revealed improvements on all domains (p's range: < .001 to .005). Overall, parents were satisfied with the program, and attrition rates were very low (approx. 15%). This study demonstrates the acceptability, feasibility, and effectiveness of the 9-week group SSTP program, for use with children on the autism spectrum, in a large clinical setting. One logical next step is to explore adaptations to this program for virtual delivery in order to increase access for hard-to-reach families of children on the autism spectrum. [ABSTRACT FROM AUTHOR]

Background: Disruptive and inappropriate behaviors of children are actions that interfere with the instructional, administrative or service functions of the organization and family or school. In the early lives of children the significant risk factors for occurrence of antisocial behavior and criminal activity are the presence of oppositional and disruptive behaviors. Related to this concept,current study was conducted with objectives to identify the families having children with disruptive behavior problems,to determine the effect of (parent child interactive therapy) PCIT on disruptive behavior level,to find out the association between disruptive behavior of the children with selected demographic variable.Materials and Methods: A quasi –experimental study was carried out with total 40 number of samples by using total enumeration sampling technique.The intervention was carried out under the guidance of guide and experts.Each Individual was exposed to the therapy for duration of 1 hour,twice a week . Child Directed Session 30 MIN and Parent Directed Session30 mins. Total no.of 5 session was carried out. After completion of intervention,changing behaviour was assessed by eyeberg scale. Result: Study concluded that in experimental group 90% children shown mild disruptive behavior and 10% children found moderate disruptive behavior before giving intervention, and after intervention 10% children did not show any disruptive behavior and,90% children had mild disruptive behavior . And there was statistically significant association between disruptive behavior of children with type of family, education of father, education of mother . Conclusion: There was significant difference between the scores of pre-test and post -test level of disruptive behavior of the children in experimental group as ’p’ value (0.025*) at 0.05 level of significan [ABSTRACT FROM AUTHOR]