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Introduction: This study is to determine patterns of parental handling in children with emotional and behavioural disorders, and to determine the correlation of parental handling patterns to the child’s behavioural and emotional symptom s. Methods: A cross-sectional study was conducted over one year among the parents of children and adolescents aged 4 to 17 years diagnosed with emotional and behavioural disorders and consulting a tertiary care centre in Kerala, South India, for the first time. Results: Most parents showed low care and low control patterns, while a majority of the children were at high risk for clinically significant problems. Approximately 62% of the children were at high risk due to hyperactivity/inattention, 45% for issues with peers, and 33% for poor prosocial behavior. There was a significant negative correlation between the control and conduct symptoms (?=-.232, p=0.020) and between control and hyperactivity (?-.221, p=0.027). A significant positive correlation was observed between emotional symptoms and the educational status of the parent (?=.265, p=0.008), and between peer problems and the age of the child (?=.232, p=0.020). There was also a significant correlation between externalising disorders and control scores. Conclusion: The population was found to predominantly have low care and low control patterns, i.e., less optimal parenting styles. Parental control was found to positively influence conduct symptoms and hyperactivity symptoms. There was no relation between socio-demographic factors and the pattern of parental handling or between parental handling patterns and other emotional and behavioural symptoms in the child
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ABSTRACT: Research demonstrates that minorities' children diagnosed with Emotional and Behavioural Disorders is overrepresented, being the ethnic minorities the most affected. The diagnostics have resulted in racism and discrimination. This article reflects upon the necessity to develop more integrated and dynamic models of inclusion for the schools. Based on Vygotsky´s ideas, a reflexion is done regarding the emotional education in schools, specifically about the need to include -in the teacher formation- the main role of the culture emotional rules in the dynamic of exclusion/inclusion of minorities. The article concludes with proposals to be considered for a culturally sensible vision on inclusion.
RESUMO: pesquisas demonstram que crianças pertencentes a grupos minoritários com diagnóstico de transtornos emocionais e comportamentais estão superrepresentadas, sendo as minorias étnicas as mais afetadas. Os diagnósticos resultaram em racismo e discriminação. Este artigo reflete sobre a necessidade de desenvolver modelos de inclusão mais integrados e dinâmicos para as escolas. Com base nas ideias de Vygotsky, faz-se uma reflexão sobre a educação emocional nas escolas, especificamente sobre a necessidade de incluir - na formação de professores - o papel principal das regras culturais emocionais na dinâmica de exclusão / inclusão de minorias. O artigo conclui com propostas a serem consideradas para uma visão culturalmente sensata sobre inclusão.