Sentences with phrase «child psychopathology at»

Andy is Professor of Child Psychopathology at the University of Sussex, UK.

Not exact matches

«These results are important because variability in mood and emotional dysregulation can interfere with social, school, and behavioral functioning, and may contribute to the development of more severe psychopathology,» said senior author, Dean Beebe, PhD, professor of pediatrics at Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine.

The elective courses (8 credits) can be taken from designated courses on family engagement, children at risk, developmental psychopathology, etc., in Special Education (SED), Counseling (SED), and Psychology (CAS).

Ideally, a diagnosis of ADHD in gifted children should be made by a multidisciplinary team that includes at least one clinician trained in differentiating childhood psychopathologies and one professional who understands the normal range of developmental characteristics of gifted children.

Children of mothers with Borderline Personality Disorder (BPD) are a disadvantaged group of children that are at risk for future psychopaChildren of mothers with Borderline Personality Disorder (BPD) are a disadvantaged group of children that are at risk for future psychopachildren that are at risk for future psychopathology.

She completed her child clinical internship at the Boston Consortium in Clinical Psychology and a T32 postdoctoral research fellowship in developmental psychopathology at Brown Medical School.

Dr. Sroufe is Professor Emeritus of Child Psychology in the Institute of Child Development at the University of Minnesota and he has been an Associate Editor of Developmental Psychology and Development and Psychopathology.

This latter at - risk group would likely include children with problems that may be precursors to psychopathology and children whose parents have distorted perceptions of child functioning, as may occur with parental depression (Briggs - Gowan, Carter, & Schwab - Stone, 1996).

Adolescents» behaviour may vary from one context to another, or from one interaction partner to another, and informants» reports may be affected by their own perspectives.13 Because there is no gold standard for psychiatric disorders, and reports from different informants tend to correlate only moderately, using information from multiple informants seems the best strategy to chart mental health.14 Among other things, adherence to this first principle is expressed in the use of child (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scchild (Youth Self - report; YSR), and parent (Child Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scChild Behavior Checklist; CBCL) questionnaires on child / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at scchild / adolescent mental health, which are part of the Achenbach System of Empirically Based Assessment (ASEBA), 15,16 and the use of a teacher - report (Teacher Checklist of Psychopathology), which was developed for TRAILS on the basis of the Achenbach Teachers Report Form.17 It is also expressed in the use of peer nominations to assess adolescents» social status at school.

The remaining 108 items assessed a range of child mental health and well - being constructs, including: Social Integration, Prosocial Behaviour, Peer Relationship Problems, Supportive Relationships (at home, school and in the community), Empathy, Emotional Symptoms, Conduct Problems, Aggression, Attention, Inhibitory Control, Hyperactivity - Inattention, Total Difficulties (internalising and externalising psychopathology), Perceptual Sensitivity, Psychotic - Like Experiences, Personality, Self - esteem, Daytime Sleepiness and Connection to Nature (engagement with natural environment).

She completed her child clinical internship at the Boston Consortium in Clinical Psychology and a T32 postdoctoral research fellowship in developmental psychopathology at The Warren Alpert Medical School of Brown University where she joined the faculty in 2007 in the Department of Psychiatry and Human Behavior.

Sroufe has found that even though these children lead unstable lives, if they had a secure mother - infant attachment they were likely to be self - reliant into adolescence, have lower rates of psychopathology, enjoy successful peer relationships through age 16 and do well in school - especially in math - at all ages.

On the other hand, insecure and disorganized attachment put children at increasing risk of problem behaviours and psychopathologies.

Policy - makers and clinicians should work together to make services, such as screenings for pregnant women and mothers, readily available.6 Programs aimed at reducing disruptions to family functioning are one avenue for decreasing children's risk for psychopathology.

Design (and evaluate) prevention and intervention programs to promote a secure parent - infant attachment relationship in order to improve developmental outcomes of infants and children who are at risk for poor developmental outcomes and prevent behaviour problems and psychopathology.

She has research training at NIH in Developmental Psychopathology, and Child and Adult Psychiatry and Developmental Medicine training at Harvard Medical School teaching hospitals (MGH, Children's Hospital and Cambridge Hospital).

The intervention works well with children at risk of criminality from a combination of highly antisocial behaviour, multiple psychopathology, and social deprivation

Rather fewer meet the diagnostic criteria for research, which for the oppositional defiant type of conduct disorder seen in younger children require at least four specific behaviours to be present.7 The early onset pattern — typically beginning at the age of 2 or 3 years — is associated with comorbid psychopathology such as hyperactivity and emotional problems, language disorders, neuropsychological deficits such as poor attention and lower IQ, high heritability, 8 and lifelong antisocial behaviour.9 In contrast, teenage onset antisocial behaviour is not associated with other disorders or neuropsychological deficits, is more environmentally determined than inherited, and tends not to persist into adulthood.9

Dr. Lane Strathearn, Director of Developmental and Behavioral Pediatrics and Physician Director at the University of Iowa's Center for Disabilities and Development, presents information regarding research conducted in the Attachment and Neurodevelopment Lab, discusses how face - to - face parent - infant interaction promotes healthy social and emotional development, explains the mechanisms through which adverse childhood experiences may adversely impact child development, and explores some specific examples of parental psychopathology and potential effects on parenting capacity.

Children with ADHD with comorbid mania at either baseline or follow - up assessment had other correlates expected in mania, including additional psychopathology, psychiatric hospitalization, severely impaired psychosocial functioning, and a greater family history of mood disorders.

Participants were assigned in two waves to treatment conditions or a no - treatment control group and completed the German version of the Clinical Assessment Scale for Child and Adolescent Psychopathology (CASCAP - D) at intake, post-intervention, and at 2 - year follow - up for study 1 participants.

Her work has involved observational methodology to understand interactional processes and mechanisms at work in predicting intimate partner violence (IPV), relationship outcomes, and child / adolescent / adult psychopathology.

Results revealed that The Vulnerable Child, Impulsive Child, Avoidant Protector and the Healthy Adult at a previous time point of the measurement are predictive of later global severity of personality psychopathology during treatment.

Children who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attChildren who have disorganized attachment with their primary attachment figure have been shown to be vulnerable to stress, have problems with regulation and control of negative emotions, and display oppositional, hostile - aggressive behaviours, and coercive styles of interaction.2, 3 They may exhibit low self - esteem, internalizing and externalizing problems in the early school years, poor peer interactions, unusual or bizarre behaviour in the classroom, high teacher ratings of dissociative behaviour and internalizing symptoms in middle childhood, high levels of teacher - rated social and behavioural difficulties in class, low mathematics attainment, and impaired formal operational skills.3 They may show high levels of overall psychopathology at 17 years.3 Disorganized attachment with a primary attachment figure is over-represented in groups of children with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attchildren with clinical problems and those who are victims of maltreatment.1, 2,3 A majority of children with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attchildren with early disorganized attachment with their primary attachment figure during infancy go on to develop significant social and emotional maladjustment and psychopathology.3, 4 Thus, an attachment - based intervention should focus on preventing and / or reducing disorganized attachment.

No doubt all of the contributors would agree that we already know enough to identify children at risk for disturbances of attachment and its associated psychopathology.

[jounal] Schwartz, D. / 1998 / Peer group victimization as a predictor of children's behavior problems at home and in school / Development and Psychopathology 10: 87 ~ 99

Well - trained interviewers visited one of the parents (preferably the mother, 95.6 %) at home to administer an interview covering a wide range of topics, including the child's developmental history and somatic health, parental psychopathology, and care utilization.

Although historically most studies on this topic focused on clinical samples (families in which a parent is diagnosed with a psychological disorder), there is increasing evidence that parental psychopathology symptoms at a subclinical level can also have detrimental effects on children's social - emotional development (Connell and Goodman 2002).

Alternatively, mothers may be at increased risk for psychopathology when their child is exposed to parent - dependent life events, given that women report a greater emotional impact of interpersonal stressors [47].

Note however that the effect size (parameter estimates interpretable as r) was small for both effects and that no interaction effects were found to be significant, indicating that child psychopathology measured at pre-assessment was not related to treatment effectiveness.

This is surprising given the increased rates of mental disorders including anxiety, depression, and substance abuse in the parents of anxious children [22, 23], and evidence that parental psychopathology places children at increased risk for parent behaviour - related stressors, such as interparental conflict [24].

However, the association between measures of emotional and behavioral problems in childhood and later psychopathology, while statistically significant, shows variation over time with evidence for a considerable portion of children exhibiting emotional or behavioral difficulties in early life, but without evidence of psychopathology at later ages [8, 9].

Paper presented at the annual meeting of the Society for Research in Child and Adolescent Psychopathology,

A second line of research into family functioning has implicated «parental communication deviance,» a style of communicating with offspring that is vague, fragmented, and contradictory.54, 55 Although early studies of this phenomenon were criticized on methodological grounds, 56 it was later reported that parental communication deviance and criticism / hostility predicted later psychosis among nonpsychotic child guidance attendees, 57,58 reflecting bidirectional interactions between psychopathology in the children and parental behavior.59 More recently, a Finnish adoption study found that children at genetic risk of psychosis were more likely to become psychotic in later life if raised by adoptive parents with communication deviance.60, 61

Symposium conducted at the annual meeting of the Society for Research in Child and Adolescent Psychopathology,

A family environment that promotes the development of poor ER across emotions is likely to place the child at greater risk for the development of anxiety and other psychopathology.

Paper presented at the meeting of the Society for Research in Child and Adolescent Psychopathology,