Sentences with phrase «atypical behaviours»

Examples are given for characteristics of giftedness that may be observed in early childhood settings such as atypical behaviours, heightened sensitivities and learning that appears advanced for age.

Rather than being atypical behaviour, this is par for the course.

Melting sea ice has led to a spike in polar bear sightings in the town of Churchill, Manitoba, while scientists say the starving bears are resorting to risky and atypical behaviour, such as cannibalism and wandering far inland in search of food.

However, the relation between maternal atypical behaviour and infant disorganisation was moderated by infant DRD4 genotype.

In contrast, the level of disorganisation in infants who carried the 7 - repeat allele was at an intermediate level and unrelated to the degree of maternal atypical behaviour.

We found that, in the combined sample, disorganised attachment was related to both cumulative demographic risk and maternal atypical behaviour, but the main effect of infant 7 - repeat genotype on disorganised attachment was no longer significant.

Maternal frightened, frightening, or atypical behaviour and disorganized infant attachment patterns.

Not exact matches

Based on the hypothesis of the intergenerational transmission of relational models (Belsky, 1984; Bowlby, 1973, 1980), besides suffering from an inadequate and atypical development of their psychic functions, these children display maladjusted behaviours.

AAI, Adult Attachment Interview; AFFEX, System for Identifying Affect Expression by Holistic Judgement; AIM, Affect Intensity Measure; AMBIANCE, Atypical Maternal Behaviour Instrument for Assessment and Classification; ASCT, Attachment Story Completion Task; BAI, Beck Anxiety Inventory; BDI, Beck Depression Inventory; BEST, Borderline Evaluation of Severity over Time; BPD, borderline personality disorder; BPVS - II, British Picture Vocabulary Scale II; CASQ, Children's Attributional Style Questionnaire; CBCL, Child Behaviour Checklist; CDAS - R, Children's Dysfunctional Attitudes Scale - Revised; CDEQ, Children's Depressive Experiences Questionnaire; CDIB, Child Diagnostic Interview for Borderlines; CGAS, Child Global Assessment Schedule; CRSQ, Children's Response Style Questionnaire; CTQ, Childhood Trauma Questionnaire; CTQ, Childhood Trauma Questionnaire; DASS, Depression, Anxiety, Stress Scales; DERS, Difficulties in Emotion Regulation Scale; DIB - R, Revised Diagnostic Interview for Borderlines; DSM, Diagnostic and Statistical Manual of Mental Disorders; EA, Emotional Availability Scales; ECRS, Experiences in Close Relationships Scale; EMBU, Swedish acronym for Own Memories Concerning Upbringing; EPDS, Edinburgh Postnatal Depression Scale; FES, Family Environment Scale; FSS, Family Satisfaction Scale; FTRI, Family Trauma and Resilience Interview; IBQ - R, Infant Behaviour Questionnaire, Revised; IPPA, Inventory of Parent and Peer Attachment; K - SADS, Kiddie Schedule for Affective Disorders and Schizophrenia for School - Age Children; KSADS - E, Kiddie Schedule for Affective Disorders and Schizophrenia - Episodic Version; MMD, major depressive disorder; PACOTIS, Parental Cognitions and Conduct Toward the Infant Scale; PPQ, Perceived Parenting Quality Questionnaire; PD, personality disorder; PPVT - III, Peabody Picture Vocabulary Test, Third Edition; PSI - SF, Parenting Stress Index Short Form; RSSC, Reassurance - Seeking Scale for Children; SCID - II, Structured Clinical Interview for DSM - IV; SCL -90-R, Symptom Checklist 90 Revised; SCQ, Social Communication Questionnaire; SEQ, Children's Self - Esteem Questionnaire; SIDP - IV, Structured Interview for DSM - IV Personality; SPPA, Self - Perception Profile for Adolescents; SSAGA, Semi-Structured Assessment for the Genetics of Alcoholism; TCI, Temperament and Character Inventory; YCS, Youth Chronic Stress Interview; YSR, Youth Self - Report.

Demographic risk, DRD4 7 - repeat genotype, levels of atypical maternal behaviour and infant disorganised attachment were combined across the middle income, low risk Hungarian and the low income, high social risk US samples (N = 96 and 42, respectively).

Taken together, these studies underscore the utility of incorporating cultural traits, such as individualism — collectivism, in macro -(e.g. cross-population) and micro-scale (e.g. within - population) models of GxE factors underlying complex affective disorders and the importance of culture — gene coevolutionary theory for understanding typical and atypical human behaviour, more broadly construed.

Nine patients were taking atypical neuroleptic drugs (clozapine or risperidone) during the duration of treatment (two in the cognitive behaviour therapy group, four in the supportive counselling group, and three in the routine care group).

Summarizing the empirical evidence, Barnett and colleagues [75] suggested a two - dimensional model in which both biological vulnerability as well as adverse environment might contribute to the development of atypical (disorganised) attachment behaviour.

Benoit's own study, which demonstrated the effects of a brief, focused, behavioural parent training intervention in reducing atypical caregiver behaviours, is a first example of much needed studies designed to reduce frightening / frightened or atypical parental behaviours.

Nevertheless, interventions should not only focus on increasing parental sensitivity but also on decreasing or eliminating atypical caregiver behaviours.

According to Benoit, one recently identified pathway to disorganized attachment is children's exposure to specific forms of aberrant caregiving behaviours that are referred to as «atypical.»

Therefore, Benoit concludes that attachment - based interventions should focus both on improving parental sensitivity (to promote secure attachment) and on reducing or eliminating atypical parental behaviours (to prevent or reduce disorganized attachment).

Other studies have identified a range of «atypical» or «anomalous» parent - infant interactions characterised as «Fr - behaviours» (i.e. the behaviours of parents who are either frightened or frightening, or both (Jacobvitz 1997; Main 1990b), or who are hostile and helpless (Lyons - Ruth 2005)-RRB-.

Indeed, literature in the field of developmental and abnormal psychology defines aggression in very broad terms, 2 describing a set of behaviours that range from typical and adaptive to atypical and maladaptive.

Recently, efforts to understand the etiology of serious aggression and antisocial behaviour in school - age children and adolescents have generated studies of atypical aggression in young children.

When aggressive behaviours interfere with a child's developmental functioning to the degree that he or she is asked to leave a preschool, is being aggressive towards caregivers, or is not able to maintain a prosocial relationship with a peer, there appears to be a growing consensus that such behaviours should be deemed atypical.

Recent research findings suggest that a focus on reducing atypical caregiver behaviours might be a promising direction to reduce disorganized child - caregiver attachment.

Thus, given current knowledge, one could argue that an attachment - based intervention that targets caregiver behaviour should focus both on improving caregiver sensitivity (to promote secure attachment and the associated positive socio - emotional outcomes) and on reducing and / or eliminating atypical caregiver behaviours, a known precursor of disorganized attachment7 (to prevent or reduce disorganized attachment and associated negative outcomes).

Benoit discusses the fact that, in an analysis of 15 studies from their 2003 meta - analysis, Bakermans - Kranenburg and colleagues concluded that attachment interventions that focus on preventing or reducing disorganized attachment may need to target the reduction of atypical caregiver behaviours.8 Specifically, frightened or frightening caregiver behaviour has been implicated in the etiology of disorganized attachment.

More research is also needed to determine what intervention techniques are most effective in reducing atypical caregiver behaviours (or other precursors of disorganized child - caregiver attachment) and disorganized child - caregiver attachment.

Examples of atypical caregiver behaviours include failing to keep a child safe, failing to comfort a distressed child, laughing while the child is distressed, mocking or teasing a distressed child, asking for affection and reassurance from the child, stilling or freezing (i.e., absence of movements and facial expressions for extended periods, as seen in some dissociated states), or threatening to harm.

One of the most important precursors of disorganized attachment is the fear experienced by the child in response to atypical and frightening behaviours exhibited by his parent,

In two recent studies, Benoit et al. 9,10 demonstrated that a brief, focused, behavioural parent training intervention could reduce atypical caregiver behaviours.

These findings are potentially important when trying to understand the mechanisms behind the atypical social behaviour seen in psychopathy, i.e. the high levels of antisocial behaviour and low levels of affiliative, prosocial behaviour.

For example, psychopathic traits — problematic personality traits including a lack of empathy and antisocial behaviour [15]-- have been associated with an atypical pattern of social reward [13].

Adjustment led to attenuation of these effects, but there was still evidence that conduct problems, hyperactivity and low levels of prosocial behaviour were associated with atypical development of nighttime bladder control (but not for the frequent delayed class).