Sentences with phrase «analysis of the emotional problems»

An analysis of the emotional problems of the teacher in the classroom.

Not exact matches

Equally valuable is a «training analysis» or a period of intensive counseling in which the pastor or pastor - to - be has an opportunity to resolve some of his own emotional problems with the help of a trained psychotherapist.

Recently, a meta - analysis of over 200 studies by Joe Durlak and colleagues published in Child Development found that in schools intentionally implementing comprehensive and continuous social - emotional learning programs, students attitudes toward school and learning improved, they gained an average of over 10 points on standardized academic tests, and their problem behaviors, including violence, diminished.

Juicy Excerpt: The problem that I have with the Shiller analysis is that he seems to be saying that opposite sorts of emotional takes could produce the same result.

• Interview patients and their families or caregivers to determine type and extent of behavioral issues • Design, develop and implement individually placed programs to help them in countering their behavioral problems • Assist children in acquiring their desired academic goals through counseling and support with self - help skills • Provide counseling to patients individually or in groups depending on initial analysis • Communicate with family members to provide them with insight into patients» behavior problems and possible resolutions • Observe patients to determine changes in behavior over time and to provide them with emotional support during distressing periods • Contact patients» physicians and other specialists with a view to discuss problems as part of coordinated care programs • Assist in creating instructional materials for families and caregivers • Record patient information in an accurate and confidential manner in the facility database

In this particular meta - analysis, researchers reviewed results of studies on 82 school - based, social and emotional learning interventions that were universal, or administered to all students instead of focusing on those with specific social or behavioral problems.

Due to the ordinal and categorical nature of the response options, reliability was assessed using polychoric correlation - based version of the reliability coefficients.45 These analyses suggested satisfactory internal consistency for the SDQ total difficulties scale (α = 0.86) and for all subscales (α emotional problems = 0.82, conduct problems = 0.71, hyperactivity — inattention = 0.76, peer problems = 0.75 and prosocial behaviours = 0.77).

Mothers most commonly reported that their children were in the care of relatives (65 %) with 11 % reporting that their child was in the child protection system.15 Disruption to a child's living arrangements, including separation from parents and siblings, can result in psychological and emotional distress.16 17 A recent systematic review and meta - analysis of 40 studies that investigated child outcomes when either parent was incarcerated found a significant association with antisocial behaviour (pooled OR = 1.6, 95 % CI 1.4 to 1.9) and poor educational performance (pooled OR = 1.4, 95 % CI 1.1 to 1.8).18 Other research indicates that children of incarcerated mothers are at risk of increased criminal involvement, mental health issues, physical health problems, behavioural problems, 19 child protection contact20 and poorer educational outcomes.21

In a meta - analysis of sixty - three studies of nonresident fathers and their children, Joan Gilbreth and I found that children had higher academic achievement and fewer emotional and conduct problems when nonresident fathers were closely involved in their lives.48 We also found that studies of nonresident fathers in the 1990s were more likely than earlier studies to report positive effects of father involvement.

A meta - analysis of 193 studies was conducted to examine the strength of the association between mothers» depression and children's behavioral problems or emotional functioning.

For the parent report version of the SDQ used in the current study, the new four - band classification system for total difficulties scores is as follows: 0 — 13 «close to average», 14 — 16 «slightly raised», 17 — 19 «high» and above 19 «very high».17 For the purposes of analysis, we considered that all children with a total difficulties score below the threshold for high risk of emotional or behavioural problems (< 17) had «good» mental health.18 — 20 The SDQ has previously been found to be acceptable, 21 reliable and valid22 among the SEARCH cohort.

Recently, a meta - analysis of over 200 studies by Joe Durlak and colleagues published in Child Development found that in schools intentionally implementing comprehensive and continuous social - emotional learning programs, students attitudes toward school and learning improved, they gained an average of over 10 points on standardized academic tests, and their problem behaviors, including violence, diminished.

Sonunga - Barke and colleagues (1997), on conducting cluster analysis of pre-school children's scores on an instrument similar to the SDQ, also found that two similarly problematic groups emerged - one with hyperactivity as the core problem, and the other with emotional problems.

At age 4, 5.7 % of children in the analysis sample were classified as having abnormal or borderline abnormal levels of behavioural and emotional problems.

Multilevel analyses with child perceptions of PDT and child emotional and conduct problems were conducted (parenting differences and favoritism) in a multi-informant design.

Therefore, given that only these four parameters were significantly associated with CU traits and ODD problems (teacher rate), we further conducted four separate multiple hierarchical regression analyses, one for each of these parameters, in order to examine the contributions of CU traits, anxiety, ODD - related problems and their interactions on attentional processing of emotional faces as indexed by these parameters.

Second - order principal factor analyses have revealed two broadband groupings of the syndromes, labelled as emotional problems and behavioural problems.

Stepwise regression analysis showed that impulsiveness / emotional unstableness, among the factor of adult ADHD, accounted for the most variance of internet addiction, and the additional accountability of attention deficit / memory problems was significant.

Although the observed support behaviors were coded into 10 categories, we analyzed the data for only the following categories in the current study: (1) Positive support seeking (e.g., gives clear analysis of the problem, recognizes partner as an aid, agrees with provider's suggestions); (2) Negative support seeking (e.g., rejects help, criticizes the support provider, makes demands for support, complains); (3) Positive emotional support provision (e.g., reassures, encourages expression of feelings, provides genuine encouragement); (4) Positive instrumental support provision (e.g., offers specific plan or assistance, gives helpful advice); (5) Negative support provision (e.g., criticizes, minimizes problem, is inattentive, offers unhelpful advice).

In terms of studies regarding behavioral problems, one extensive meta - analysis of the relationship between sleep deprivation and cognition in school - aged children found a significant increase in behavioral problems in children with shorter sleep duration.25) Additionally, sleep deprivation resulted in a significant increment in alertness and emotional reactivity in children, which led to delinquency, long - term emotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional reactivity in children, which led to delinquency, long - term emotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional and behavioral difficulties.26 — 28) Consistent with such findings, sleep deprived subjects were more alert to negative stimuli, 29) and more susceptible to exaggerated aggressive impulses.30) Emotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriEmotional lability and impulsivity were all strongly correlated with sleep deprivation, 31) with the severity of emotional dysregulation worsening as a function of the degree of sleep restriemotional dysregulation worsening as a function of the degree of sleep restriction.32)

Thematic analysis of interview transcripts revealed four major themes: connection, mode language explained emotional states, identifying the origin of the problem and the emotional activation of the programme.

Risk factors for emotional / behavioral problems in young adolescents: A prospective analysis of adolescent and parental stress and symptoms

Previous MCS studies have related broad composite measures of father engagement in caring activities to subsequent child behavioural outcomes using subscales of total difficulties (emotion, conduct, attention or peer problems)[38 — 40]: most effects were very small and not statistically significant, but (among the large number of analyses performed), inverse associations were reported for (a) engagement at 9 months with emotional problems at 3 years [38], (b) engagement at 3 years with attention problems at 5 years [39] and (c) engagement at 5 years with peer problems at 7 years [40].

In addition, the factor analysis sufficiently confirmed the postulated structure of the SDQ for girls and boys, except for the conduct problems scale of boys, which was fused with emotional symptoms and with hyperactivity.