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Children specific  research covering education, mental health, behaviour and other issues
  • Hanshumaker, J. (1980). The effects of arts education on intellectual and social development: a review of selected research. Bulletin of the Council for Research in Music Education, 61, 10-28
  • Harland, J., Kinder, K., Lord, P., Stott, A., Schagen, I. & Haynes, J. (2000). Arts Education in Secondary Schools: Effects and Effectiveness. Slough: National Foundation for Educational Research
  • Morgan, B.L. (1990). Nutritional requirements for normative development of the brain and behaviour. Annals of New York Academic Science, Vol. 602: 127-132
  • Werbach, Melvyn: Nutritional influences on aggressive behaviour. J Ortho Med 1995; v.7, no. 1. (iron deficiency)
  • Schoenthaler, SJ, Bier ID:The effect of vitamin-mineral supplementation on juvenile delinquency among American schoolchildren:a randomised, double-blind placebo-controlled trial. J Altern Complement Med 2000; 6(1):7-17  
  • Schoenthaler S: Vitamins Against Crime: supplementation and antisocial behaviour in institutions. Medical Nutrition 1990; 34-37 and Applied nutrition and behaviour. J Applied Nutr 1991;43(1):31-39
  • Konofal, E. 2004 Iron deficiency in children with Attention-Deficit/Hyperactivity Disorder. Archives of Pediatric and adolescent Medicine. Vol. 158, pages 1113-1115
  • B. Starobrat-Hermelin. The effects of magnesium physiological supplementation on hyperactivity in children with ADHD. Magnesium Research Vol. 10, 1997, pp. 149-156
  • Burgess, JR, et al. "Long-chain polyunsaturated fatty acids in children with attention-deficit hyperactivity disorder." American Journal of Clinical Nutrition 2000,Vol. 71, No. 1, 327-330.
  • Carroll D. "The effect of an oral multivitamin combination with calcium, magnesium, and zinc on psychological wellbeing in healthy young male volunteers": a double-blind placebo-controlled trial. Psychopharmacology. 150(2):220-5, 2000 Jun
  • When 150 children received either biofeedback-six sessions of thermal training followed by six sessions of electromyographical training-or no treatment (controls), by the end of the study, the biofeedback had brought about a "significant reduction" in anxiety levels (J Clin Psychol, 1996; 52: 469-73)
  • Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1 (1), 95-120 and Wigfield, A., & Karpathian, M. (1991). Who am I and what can I do? Children's self-concepts and motivation in achievement solutions. Educational Psychologist, 26, 233-261
  • Dunkle, J.H., and Friedlander, M.L. (1996). Contribution of therapist experience and personal characteristics to the working alliance. Journal of Counseling Psychology, 43(4), 456-60
  • Effects of music treatment on salivary cortisol in patients exposed to pre-surgical stress. Exper. and Clin. Endocrinol., 102, 118-120 and VanderArk, S.D. and Ely, D. (1992). Biochemical and galvanic skin responses to music stimuli by college students in biology and music. Percept. Motor Skills 74, 1079-1090.
  • Rideout, B.E., & Laubach, C., (1996) EEG correlates of enhanced spatial performance following exposure to music, Perceptual and Motor Skills, 82, 427-432.
  • Davies, NL (2000). Learning ... The Beat Goes On. Childhood Education, 148-153 Thaut, M.H., & Davis, W.B. (1993). The influence of subject-selected versus experimenter-chosen music on affect, anxiety, and relaxation. Journal of Music Therapy. 30, 210-223
  • Hallam S.; Price J. - Can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties? British Journal of Special Education, June 1998, vol. 25, no. 2, pp. 88-91(4)
  • Savan, A. (1999). The Effect of Background Music on Learning. Psychology of Music, 27(2), 138-146
  • Maria Hernandez-Reif, Tiffany M. Field and Eric Thimas. Attention Deficit Hyperactivity Disorder
  • Benefits from Tai Chi; Touch Research Institute - University of Miami School of Medicine: Thirteen adolescents with ADHD participated in Tai Chi classes twice a week for 5 weeks. Teachers rated the adolescents' behaviours on the Conners Scale during the baseline period, after the 5 week Tai Chi period and two weeks later. After the 10 Tai Chi sessions the adolescents displayed less anxiety, daydreaming behaviours, inappropriate emotions and hyperactivity and improved conduct. These changes persisted over the two-week follow up (no Tai Chi) period.
  • Woolfson, A & Hewitt, D (1992) Intensive Aromacare, International Journal of Aromatherapy 4(2) pp.12-13
  • Desforges, C. & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: a literature review. London: DfES
  • Frequent rows between parents, which are aggressive and poorly resolved, have an adverse emotional impact on children. When researchers at the University of Cambridge Centre for Family Research questioned children aged 9 to 11 about parents' arguments, they found that children whose parents' arguments were aggressive tended to be less popular at school, to have lower feelings of self worth and to react negatively to emotional situations they encountered in their daily lives. Boys were particularly likely to be aggressive and were more easily provoked to anger by their peers. The researchers reported their findings at a British Psychological Society conference in Bristol
  • The self-concept in theory, measurement , development and behaviour Burns R B (1979) and 1982
  • "Carr, E. G., Horner, R. H., Turnbull, A. P., Marquis, J. G., McLaughlin, D. M., McAtee, M. L., Smith, C. E., Ryan, K. A., Ruef, M. B., Doolabh, A., & Braddock, D. (1999). Positive behaviour support for people with developmental disabilities: A research synthesis. Washington, D.C.: American Association on Mental Retardation.
  • "Horner, R. H., Crone, D. A., & Stiller, B. (2001, March). The role of school psychologists in establishing positive behaviour support: Collaborating in systems change at the school-wide level. Communiqué, 29(6), 10-12.
  • "Skiba, R. J. (2000, August). Zero tolerance, zero evidence: An analysis of school disciplinary practice. (Policy Research Rep. No. SRS2).
  • "Sugai, G., & Horner, R. (2001, June). School climate and discipline: Going to scale. The National Summit on the Shared Implementation of IDEA, Washington, D.C. Available at:
  • "U.S. Department of Education. (2000). Applying positive behavioural support in schools: Twenty-second Annual Report to Congress on the Implementation of the Individuals with Disability Act. Washington, D.C.: Author.
  • "Walker, H. Colvin, G., & Ramsey, E. (1995). Antisocial behaviour in public school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole

Self-esteem is critical to learning. … There seem to be strong links between emotional development, self-esteem and school behaviour.
Usha McNab
"The Individual and the Whole Class”

Use of PBS (an empirically validated, function-based approach) decreases the need for more intrusive or aversive interventions (i.e. punishment or suspension) and can lead to both systemic as well as individualized change.

Andrea M. Cohn - National Association of School Psychologists - USA

Children scoring highly on standard tests for hostility were more likely to have developed risk factors like obesity, insulin resistance and high blood pressure, which together can lead to heart disease or diabetes.
Health Psychology (vol 22, p 279)
"The thing always happens that you really believe in; and the belief in a thing makes it happen."
Frank Lloyd Wright
INTEGRATIVE HEALTH. Research. Children Research.