BOOK REVIEWS

Qualitative Research Methods in Education and Educational Technology was written for students and scholars interested in exploring the many qualitative methods developed over the last 50 years in the social sciences. The book does not stop, however, at the boundaries of the social sciences. Social scientists now consume and use research methods from many fields. The rich resources of research methods and theories from both the humanities and philosophy are also covered in this book. It explains why postpositivist quantitative research should not be "the only game in town" and provides solid theoretical foundations, beginning with the positions of Plato and Aristotle, for broadening our horizons about what warrants our attention. Using Aristotle's concept of phronesis the author shows why methods such as narrative research and storytelling, hermeneutic inquiry, literary theory, philosophical inquiry, and much more have important applications in education and educational technology. On those foundations, the author also builds a framework for doing many types of research ȓ from participatory action research to content analysis, to postmodern case studies, to empowerment research and philosophical inquiry. He accomplishes this through a combination of original text, summaries of exemplary research in education and educational technology, and suggested readings that are annotated and introduced at the end of each chapter. Many of these readings are available online and they extend the discussion of research methods or serve as exemplars of a particular type of educational technology research. There are open ended and conceptual questions for each reading, and developing your own answers to them is one way you can extend your depth of understanding about qualitative research methods in education and educational technology.

A very vital tool/device for communication, gathering of information, and recreation are mobile phones and games. In our contemporary society, there is no age limit successfully backed up by the law for the ownership or use of these devices as such sometimes, there is a high tendency for these devices to get into the wrong hands or better still immature hands at things that people don't understand and can't handle inflict effects and damages on such users. Many have advocated that the playing of games and the use of mobile phones have been very pivotal in the psychological and intellectual development of children and young people. However, some others have also postulated that the usage of these technological devices has inflicted some form of behavioral disorders in these children and young people.Thus, this study seeks to investigate the impact of games and mobile phones on behavioral disorders in children and young persons.

Introduction: Asthma is a chronic and common medical illness in childhood. Chronic illnesses can be associated with mood disorders, anxiety, and behavioral disorders, as well as adversely affecting the clinical course of the underlying disease. The purpose of this study was to compare behavioral disorders in children with and without asthma referred to Masoumeh Hospital in Qom. Materials and Methods: In this study, 67 asthmatic children as case group and 67 healthy children as control group were enrolled. The demographic and clinical information checklist and the Child Behavior Checklist (CBCL) were completed. Data were analyzed using t-test and chi-square test using SPSS 18 software. Results: The mean score of CBCL questionnaire in case group with 28.12 2 2.06 was significantly higher than control group with 17.33 9 9.7 (p = 0.01). Mean scores of social isolation subscales (case group: 5.83, control group: 1.18, p = 0.006), anxiety-depression (4.99 vs 2, p = 0.02), intellectual problems (8 Aggressive behaviors (5.5 vs 2.3, p = 0.003) were significantly higher in children with asthma than healthy children. Conclusion: Behavioral disorders in children with asthma were significantly more than healthy children. The duration of asthma and the severity of asthma, in direct association, can predict behavioral disorders in children with asthma.

The appearance of a second edition of this book must mean that it has already been found useful. Many practitioners who may not be acquainted with this book will find it an extremely practical guide in the management of the many behavior disorders in children. Somehow the authors manage to escape slavish subscription to any of the alluring theories of child psychology and the derivative notions on the rearing of children. What they have to say is based on a long and successful practical office experience in the day-to-day management of behavior disorders in children and in counselling with their parents. Not many pediatricians or general practitioners find themselves adequately equipped to deal with that large portion of their practice made up of the problems presented by children and their parents.

Background Patients suffering from chronic health conditions are compelled to strive to adjust in their communities. As a result, changes in their physical and psychosocial states are likely to occur. Several studies have described the prevalence of behavioral disorders in such patients. Pediatric Symptom Checklist (PSC) is a screening tool to detect behavioral disorders in children with chronic illness.Objective To determine the prevalence of and factors associated with behavioral disorders in children with chronic health conditions.Methods A cross sectional study was conducted on 4 to 14 year-old-children with chronic diseases in out-patient clinic, Sanglah Hospital from October to December 2008. PSC-17 was used to screen the presence of behavioral disorders. Bivariate analysis and logistic regression were used for analysis.Results One hundred and four children were included in this study. The prevalence of behavioral disorder based on PSC-17 score ≥ 15 was 37.5%. The study showed that duration of illness of more than 3 years had significant correlation with behavioral disorders, compared with the group of 3 month – 3 years duration of illness (OR 3.30, 95% CI 1.33 to 8.22, P = 0.010}.Conclusions Prevalence of behavioral disorders in children with chronic health condition is 37.5%. The duration of illness contributes to the manifestation of behavioral disorders in children with chronic health conditions. [Paediatr Indones. 2010;50:1-5].

Behaviour disorders in urban primary school children in Dhaka, Bangladesh

fMRI and MEG in the study of typical and atypical cognitive development

Oppositional defiant disorder (ODD) and conduct disorder (CD) are common behavioural disorders in childhood and adolescence and are associated with brain abnormalities. This systematic review and meta-analysis investigates structural (sMRI) and functional MRI (fMRI) findings in individuals with ODD/CD with and without attention-deficit hyperactivity disorder (ADHD). Online databases were searched for controlled studies, resulting in 12 sMRI and 17 fMRI studies. In line with current models on ODD/CD, studies were classified in hot and cool executive functioning (EF). Both the meta-analytic and narrative reviews showed evidence of smaller brain structures and lower brain activity in individuals with ODD/CD in mainly hot EF-related areas: bilateral amygdala, bilateral insula, right striatum, left medial/superior frontal gyrus, and left precuneus. Evidence was present in both structural and functional studies, and irrespective of the presence of ADHD comorbidity. There is strong evidence that abnormalities in the amygdala are specific for ODD/CD as compared to ADHD, and correlational studies further support the association between abnormalities in the amygdala and ODD/CD symptoms. Besides the left precuneus, there was no evidence for abnormalities in typical cool EF related structures, such as the cerebellum and dorsolateral prefrontal cortex. Resulting areas are associated with emotion-processing, error-monitoring, problem-solving and self-control; areas associated with neurocognitive and behavioural deficits implicated in ODD/CD. Our findings confirm the involvement of hot, and to a smaller extent cool, EF associated brain areas in ODD/CD, and support an integrated model for ODD/CD (e.g. Blair, Development and Psychopathology, 17(3), 865-891, 2005).

Children with Emotional and Behavioral Disorders (EBD) face significant challenges that affect their academic performance, social relationships, and overall development. This paper explores the characteristics of children with EBD, including difficulties in emotional regulation, impaired social skills, and academic struggles. It further discusses common behaviors observed in school settings, such as disruptive actions, withdrawal, and aggression. Drawing from the works of key psychologists including Vygotsky, Ainsworth, and Goleman, the study highlights how emotional intelligence, attachment, and social interactions play vital roles in shaping the experiences of children with EBD. Various intervention strategies are examined, such as Individualized Education Programs (IEPs), Positive Behavior Support (PBS), and social skills training, emphasizing the importance of inclusive educational practices. The paper concludes that collaboration among educators, parents, and mental health professionals is crucial to providing tailored support, fostering resilience, and ensuring that children with EBD can thrive academically and socially.

Relationship between Depression and Conduct Disorder in Children and Adolescents

Conduct Disorders of Childhood and Adolescence: A Social Learning Perspective. Martin Herbert. 2nd Edition. Chichester: John Wiley.

In the silent corridors of childhood, where maternal presence is expected to provide warmth, guidance, and emotional grounding, the absence of a mother casts a long and often painful shadow. The Shadow of Absence: Ethical Considerations of Growing Up Without a Mother explores the ethical, psychological, and social ramifications of maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, presents a thought-provoking analysis of how individuals raised without a mother navigate their personal development, ethical foundations, and emotional resilience. This book unearths the philosophical questions surrounding maternal absence—does morality develop differently in children without a maternal figure? How does society perceive and accommodate those who grow up without a mother? What ethical responsibilities does the community have in addressing the void left by maternal absence? With a deeply humanized and analytical approach, this work does not merely diagnose the struggles of those affected but also seeks pathways for ethical and social reintegration. The discussion extends beyond individual psychology, delving into cultural perspectives, moral philosophy, and policy considerations. Published in New York, USA, in 2023 by The United Nations and The Education Training Centre, this book is an essential read for scholars, ethicists, psychologists, and anyone who seeks a deeper understanding of the intersection between ethics and personal identity formation in the absence of maternal influence. The impetus for this book arises from the growing need to understand the ethical implications of growing up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines the moral, psychological, and philosophical ramifications of maternal absence in a rapidly evolving world where traditional family structures continue to shift. The book, published in New York, USA, in 2023, seeks to address how individuals construct their identities and ethical foundations in the absence of a maternal figure. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, defines maternal absence beyond physical separation, including emotional detachment and societal neglect. Core concepts include the role of maternal ethics, identity construction, and the moral development of children raised without maternal influence. The book examines theories in developmental psychology, ethics, and cultural philosophy to create a comprehensive framework for understanding this phenomenon. The increasing prevalence of non-traditional family structures has led to a deeper inquiry into the ethical consequences of growing up without a mother. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, highlights empirical studies and case analyses demonstrating the impact of maternal absence on cognitive, emotional, and moral development. The book also explores the long-term societal effects, including shifts in ethical perspectives and social policy. This book follows an interdisciplinary approach, combining psychological analysis, ethical philosophy, and sociological perspectives. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, employs comparative studies to assess differences in moral reasoning and social adaptation between those with and without maternal influence. The book also integrates cross-cultural comparisons to determine how maternal absence is understood and mitigated in various societies. Key indicators include the psychological effects of maternal absence, shifts in moral behavior, and variations in ethical reasoning. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, examines case studies, statistical analyses, and philosophical arguments to explore the extent to which maternal absence influences ethical decision-making and emotional well-being. This book identifies variables such as parental roles, emotional security, ethical decision-making, and social adaptation. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, discusses how these factors interact and shape individual identities in the absence of maternal guidance. Cultural norms, economic conditions, societal support structures, and personal resilience serve as key determinants in how individuals cope with maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, investigates the role of extended family, educational institutions, and community resources in shaping moral and ethical development. Through an ethical and philosophical lens, Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, proposes strategies to mitigate the challenges of growing up without a mother. These include fostering inclusive social policies, developing mentorship programs, and creating community support systems to bridge the emotional and moral gaps left by maternal absence. While there are supportive interventions, numerous barriers remain, including societal stigma, economic hardship, and limited access to emotional support. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, discusses how ethical frameworks can guide policy-making to reduce these obstacles. The book concludes by emphasizing the necessity of ethical and social considerations in addressing maternal absence. Prof. Dr. Yoesoep Edhie Rachmad, Ph.D., DBA, argues that while the absence of a mother presents unique challenges, society has an ethical obligation to create frameworks that support those affected, fostering resilience and moral development.

Research Methods in Education is the seventh edition of a classic in educational research. It encompasses the whole range of methods currently employed in educational research at all stages. Method...

Research methods in education – By Louis Cohen

A Personal Account of Herbert C. Quay, an Architect of the Science of Child and Adolescent Psychopathology (D.K. Routh). Impaired Delayed Responding (R.A. Barkley). Towards an Empirical Child Psychopathology (J. Sergeant). Central Auditory Processing and Attention Deficit Hyperactivity Disorder (S.K. Shapiro, L. Herod). Disinhibition and Attention Deficit Hyperactivity Disorder (R. Milich). Framework for a Developmental Model of Oppositional Defiant Disorder and Conduct Disorder (B.B. Lahey, R. Loeber). Electrodermal Hyporeactivity and Antisocial Behavior (D.C. Fowles, A.M. Furuseth). Endogenous Opioids, Childhood Psychopathology, and Quay's Interpretation of Jeffrey Gray (M.J.P. Kruesi et al.). Index.