Sentences with phrase «aggression problems after»

Not exact matches

Moreover, dogs subjected to punishment were statistically more likely to show behavioural problems, such as anxiety, fear and aggression — the pain, injury and fear that these methods instil appear to cause emotional disorders that persist long after the training sessions have ended.

Pheromones Help Modify Problem Behaviors as: Separation Anxiety Excessive Barking Destructive Behavior Inappropriate Urine Marking Fear Aggression, Fear Biting Nervous Restlessness * Caution: Remove the collar before shampooing your dog and replace it after the dog's coat is dry.

Pets tend to have fewer aggression - related behavior problems after being surgically sterilized.

Hyperthyroid cats are rarely presented to the veterinarian for behavioral signs, Perhaps because aggression is primarily wen when the cat is restrained, we as a profession are more likely to experience this aspect of the disease than the cats» owners, Treating the underlying thyroid problem generally resolves the behavioral problems however, and because onset is often insidious, it is only after the endocrine imbalance has been addressed that the owners appreciate the deterioration in their animal's behavior.

* Problem reactions would include unprovoked and unwarranted aggression, extreme resource - guarding behavior, difficulty to recover after panicking, and strong avoidance, fear or aggressive tendencies towards things that would be common to everyday environments.

After reading this, you may think that family protection dogs are no longer family dogs, but instead you would suddenly have to deal with German Shepherd aggression or dog biting problems or whatever.

However, the dogs I examined were brought to me because of aggression and dominance problems as well as for quarantine after biting strangers.

A dog - training guide that gives you immediate results even with an adult dog, this manual trains you, as it gives owners everything they need and everything dogs need to become... Good Owners, Great Dogs Includes specific tips on how to: * housebreak both puppies and adult dogs * teach your dog to come to you regardless of what he's doing * end annoying habits like jumping, food stealing, and barking * prevent aggression and, in many cases, stop it after it has become a problem * use games to teach your dog to obey... and much more.

You'd have no problems with aggression if your Alaskan Husky takes after its Siberian parent.

Cristin's knowledge of canine behavior was enhanced after starting with Canine Trade Group, and she used the in - home training methods taught by CTG trainers to help with her own dog's behavior problems — resource guarding and fear aggression.

Cats are more likely to develop behavioral problems (aggression, fear, urine marking) after declawing procedures.

What may change after a dog is spayed or neutered is problem aggression, hardheaded behavior and roaming behavior.

At the other end of the spectrum, I often meet people who can not understand why an owner would keep a dog with aggression issues or any other kind of serious behavior problem — after all, why have a «mean» dog in your home?

Dog on dog aggression can be a problem with this breed especially if they have a negative experience as a puppy — it will stay with them, and it can be hard to retrain them after this.

Table 2 shows descriptive statistics for the three major variables: maternal problems in reciprocal social behavior during mid-pregnancy, maternal PDS at four weeks after childbirth, and infantile aggression at 18 months

The results of mediation analysis using structural equation modeling showed that maternal problems in reciprocal social behavior directly increased infantile aggression (estimate = 0.100, 95 % CI [0.011, 0.186]-RRB-, and indirectly increased infantile aggression via maternal postpartum depressive symptoms (estimate = 0.027, 95 % CI [0.010, 0.054]-RRB-, even after controlling for covariates.

The results demonstrated that maternal problems in reciprocal social behavior was positively associated with infantile aggression (estimate = 0.123, 95 % CI [0.032, 0.215]-RRB-, after controlling for covariates including maternal age, paternal age, maternal years of education, paternal years of education, marital status, annual household income, maternal history of depression and / or anxiety disorders, and infant gender (Table 4).

We focused on whether maternal problems in reciprocal social behavior increase the likelihood of infantile aggression and whether the association was mediated by maternal PDS after controlling for potential covariates.

Past studies have reported that maternal prepartum depressive symptoms are a consistent predictor of their children exhibiting aggression and other behavioral problems (Hay, Mundy et al., 2011; Hay, Pawlby, Waters, Perra, & Sharp, 2010), even after controlling for maternal PDS (Waters, Hay, Simmonds, & van Goozen, 2014).

Fourth, we could not establish causality, namely whether maternal problems in reciprocal social behavior during pregnancy actually caused changes in maternal PDS 4 weeks after childbirth, which in turn caused changes in the infantile aggression at 18 months of age.

Maternal problems in reciprocal social behavior were evaluated during mid-pregnancy; maternal postpartum depressive symptoms were assessed at 4 weeks after childbirth; and infantile aggression was evaluated at 18 months of age.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Children in the NSCAW study with multiple placements had more compromised outcomes across domains than children who experienced greater placement stability.63 In another study of a large group of foster children, the number of placements children experienced predicted behavioral problems 17 months after placement entry.64 Other studies have reported that placement instability is linked to child behavioral and emotional problems, such as aggression, coping difficulties, poor home adjustment, and low self - concept.65 Relatedly, children's perceptions of the impermanency of their placements have also been linked to behavioral difficulties.66

After - school programmes succeeded in improving youths» feelings of self - confidence and self - esteem (0.34), school bonding (positive feelings and attitudes towards school, 0.14), positive social behaviours (0.19), reduction in problem behaviours such as aggression, non-compliance and conduct problems (0.18) achievement test scores (0.18), school grades (0.11) and school attendance (0.10).