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Because we assume that the executive functions are less well developed in D/ HH students, it is predicted that this is associated with a higher rate of behavioral problems, which includes all domains covered (emotional problems, conduct prob- lems, hyperactivity, peer problems, prosocial behavior).
The questionnaire is therefore a measure of the difficulties as perceived by the teachers (emotional problems, conduct problems, hyperactivity, peer problems, total difficulties score, prosocial behavior; Rothenberger & Woerner, 2004).
The Strengths and Difficulties Questionnaire (SDQ; Goodman, Ford, Simmons, Gatward, & Meltzer, 2000) is a screening tool for psychosocial adjustment, including four subscales for difficul- ties (emotional problems, peer problems, conduct problems, and hyperactivity/inattention) and one subscale for strengths (prosocial behavior).
As portrayed in the Table 2, independent sam- ples t tests and Hedge's g estimates revealed that HH children evidenced more emotional, hyperactivity, and peer problems than TH children.
Likewise, in TH populations, internal consist- ency levels for conduct and peer problems subscales are reported to be lower than for the other subscales (.57 and .63; Goodman, 2001).
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