Sentences with phrase «child emotion regulation difficulties»

Thus, despite growing evidence on the interconnected nature of children's and parents» emotions during interactions as well as research showing the link between parent - child emotion regulation difficulties and children's AD, relatively little research examined this in tandem.

Not exact matches

Indeed, many consider the development of emotional self - regulation in particular to be one of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour of children with early externalizing behaviour problems, there is often reference to a lack of control, under - control, or poor regulation.29, 30 In characterizing the behaviour of children with internalizing disorders, there is often a discussion of over - control.12 Understanding the role of temperament in child development may be facilitated by examining the possible mediational effects of emerging self and emotion regulation, and may provide a more proximal mechanism for the development of different forms of behavioural adjustment difficulties characteristic of childhood.

Additionally, impacts are seen in behavior and emotion regulation; children with trauma often have difficulty regulating emotions which can lead to externalizing behaviors that include hyperarousal, defiance, and aggression or internalizing behaviors that include withdrawing, depression, and wanting to hide or be invisible.

Children of mothers who are overprotective, overcritical or use harsh discipline tend to have poor emotion regulation skills and are more susceptible to emotional health difficulties.

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.

«My professional experience includes therapy with children, adolescents, individuals, couples and families who have sought help with a variety of issues including depression, anxiety, traumatic experiences, behavioral issues, eating disorders, difficulty with emotion regulation and emotional expression, social deficits, issues related to educational or occupational functioning, relationship issues and difficulty communicating.»

Indeed, many consider the development of emotional self - regulation in particular to be one of the key processes in childhood behaviour problems.27, 28,29,30 For example, in characterizing the behaviour of children with early externalizing behaviour problems, there is often reference to a lack of control, under - control, or poor regulation.29, 30 In characterizing the behaviour of children with internalizing disorders, there is often a discussion of over - control.12 Understanding the role of temperament in child development may be facilitated by examining the possible mediational effects of emerging self and emotion regulation, and may provide a more proximal mechanism for the development of different forms of behavioural adjustment difficulties characteristic of childhood.

The role of parenting behaviors in the development and maintenance of emotion regulation difficulties and comorbid disorders among children with ADHD is explored.

People who engage in BE report using fewer emotion regulation strategies than healthy controls [37], and thus may have difficulty responding when children express negative emotions [38].

I have expertise in working with children and teenagers presenting with anxiety, depression, emotion regulation, and interpersonal difficulties.

Measures included the General Health Questionnaire (GHQ), Difficulties in Emotion Regulation Scale (DERS), the Emotions as a Child Scales (EAC), the Spence Children's Anxiety Scale (SCAS), and the Spence Child Anxiety Scale for Parents (SCAS - P).

Children with deficits in emotion self - regulation have difficulties in inhibiting their behavior when emotionally aroused, which may result in externalizing problems.

Early - occurring maternal depression and maternal negativity in predicting young children's emotion regulation and socioemotional difficulties

Measures included the Difficulties in Emotion Regulation Scale (DERS), the Emotions as a Child Scales (EAC), the Family Conflict Scale (FCS), and the Strengths and Difficulties Questionnaire.

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.

Because many of the previous investigations have been conducted using community samples, we asked whether we would find the same associations among anxiety, emotion understanding, emotion regulation, and attachment security, as other studies; namely that more anxious children will show more limited emotion understanding, greater difficulties regulating their emotions, and report less attachment security than less anxious children (e.g., Brumariu et al., 2012; Bender et al., 2015).

To conclude, although knowledge on emotion regulation difficulties within families with an AD is growing, it is of great importance to gain more insight into dyadic emotional processes of parent - child dyads unfolding in the moment that are related to child and parent AD.

A sample of 16 clinically anxious children (age 8 — 12, eight girls / boys) was assessed for emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders - Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security emotion understanding (Test of Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders - Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security Emotion Comprehension), anxiety (Screening for Child Anxiety Related Emotional Disorders - Revised and Anxiety Disorder Interview Schedule), emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security emotion dysregulation (Difficulties in Emotion Regulation Scale) and attachment security (Security Emotion Regulation Scale) and attachment security (Security Scale).

Additionally, we asked whether a better emotional understanding in children would be associated with less anxiety, fewer emotion regulation difficulties, as well as more secure attachment relationships with parents, as suggested, in theory, by the literature.

Children's Emotion Regulation Difficulties Mediate the Association Between Maternal Borderline and Antisocial Symptoms and Youth Behavior Problems Over 1 Year.

Our study focused on two such mediational links — affective quality in mother - child interactions and children's difficulties with emotion regulation.

Children's emotion regulation difficulties were hypothesized to mediate the association between maternal difficulties with emotion regulation and children's internalizing and externalizing pChildren's emotion regulation difficulties were hypothesized to mediate the association between maternal difficulties with emotion regulation and children's internalizing and externalizing pchildren's internalizing and externalizing problems.

We also note that children's emotion regulation difficulties may have preceded their mother's experience of heightened level of depressive symptoms.

Given the high rates of emotional difficulties (Ooi et al. 2011; Totsika et al. 2011), psychopathology (Brereton et al. 2006; Dickerson et al. 2011), and externalizing and internalizing problems (Maskey et al. 2013) in children with ASD, these findings support the need for interventions targeting the underlying deficits in emotion regulation abilities (Gross and Thompson 2007; Mazefsky et al. 2013; Rieffe et al. 2011; Weiss 2014).

A sample of 454 mothers completed the Difficulties in Emotion Regulation Scale, the Emotion Regulation Checklist, and the Child Behavior Checklist for their children aged 3 — 7.

The findings indicated that fathers» perceived parental care of their own parents (G1) was negatively linked to fathers» (G2) non-supportive responses to negative emotions shown by their children (G3) through its negative association with the father's (G2) emotion regulation difficulties, whereas fathers» perceived parental overprotection of their own parents (G1) was positively linked to fathers» (G2) non-supportive responses to negative emotions shown by their children (G3) through its positive associations with the fathers» (G2) emotion regulation difficulties.

Children's difficulties managing emotions are contributors to their behavior problems, and parents» emotion regulation difficulties are also likely contributors to their children's regulatory challenges and behavioral diffiChildren's difficulties managing emotions are contributors to their behavior problems, and parents» emotion regulation difficulties are also likely contributors to their children's regulatory challenges and behavioral diffichildren's regulatory challenges and behavioral difficulties.

The fathers completed a set of self - report questionnaires including parental boding instrument, difficulties in emotion regulation scale, and coping with children's negative emotion scale.