Sentences with phrase «child problem behaviors»

Mothers reported being open to psychosocial services for child problem behaviors, with the pediatrician's office the most preferred service location.

Depressive symptoms immediately following diagnosis were not related to initial global characteristics of child functioning, but were related to reported child problem behaviors and financial barriers at follow - up.

Mothers were asked corresponding questions concerning ways their pediatrician currently helps them with child problem behaviors (actual response) and ways they want their pediatrician to help (desired response).

Child problem behaviors predicted initial DLS only.

Intergenerational Transmission of Child Problem Behaviors: A Longitudinal, Population - Based Study.

Parents who lack a sense of competence not only show less adequate parenting, but they also tend to withdraw from interactions with the child and give up addressing child problem behaviors altogether (Coleman and Karraker 1998).

Six months after program completion, child problem behaviors as reported both by parents and through direct observations were significantly more apparent in the control group than in the treatment group.

On an annual basis, parents / caregivers, children, mentors, and teachers will be queried about child problem behaviors and strengths.

However, we found reductions in the level of child problem behaviors for both foster and kinship homes.

In contrast, caregivers in the regular foster care condition showed higher rates of stress across time and increased stress sensitivity to child problem behaviors.

This randomized controlled trial examined the effectiveness of a self - directed video - based format of the 1 -2-3 Magic parenting program in reducing dysfunctional parenting and child problem behaviors.

Results indicate that both intervention groups reported significantly decreased child problem behaviors, dysfunctional parenting, parental depression, and parental stress at the end of the intervention as compared to the control group.

The effectiveness of two versions of the programs (1 -2-3 Magic: Effective Discipline for Children 2 - 12 and 1 -2-3 Magic & Emotion Coaching) in reducing child problem behaviors and dysfunctional parenting, and the effect on emotion - related parenting style, were examined.

Results indicated that a significant reduction in parenting stress occurred for mothers as a result of the intervention and parents reported increased empathy for child problem behaviors.

The 1 -2-3 Magic parenting program and its effect on child problem behaviors and dysfunctional parenting: A randomized controlled trial.

Harsh discipline and child problem behaviors: The roles of positive parenting and gender.

Meaningful reductions in child problem behaviors occurred over 5 months providing promising support for the intervention.

Weiss, J.A., Cappadocia, M.C., MacMullin, J.A., Viecili, M. and Lunsky, Y. (2012) The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment.

This study examined harsh verbal and physical discipline and child problem behaviors in a community sample of 2,582 parents and their fifth and sixth grade children.

Reducing child problem behaviors and improving teacher - child interactions and relationships: A randomized controlled trial of BEST in CLASS.

Considerable evidence has also accumulated over many years that as parenting improves, symptoms of maternal depression may lift.22 Long - term analyses of maternal depression and child problem behavior show that completing parent management training is effective, overall, in improving parenting and reducing conduct problems.

Mother — Child Synchrony and Child Problem Behavior.

Teacher reports of conflict, but not closeness, have been found to be modestly related to efficacy beliefs of teachers (Spilt 2010; Yeo et al. 2008), and to self - reported depression of preschool teachers when conflict was higher than expected based on teacher perceptions of child problem behavior (Hamre et al. 2008).

Single - parent mothers in the Level 4 Triple P intervention did not report significant changes in parenting or child problem behavior which is primarily due to inexplicable high positive effects in single parent mothers of the control group.

Moreover, fathers» perceptions of child problem behavior and their reactions to it generally have been neglected.

Conclusions The results of this study demonstrate that delivery of a 1 day intervention for distressed mothers can contribute to lower levels of parental distress and child problem behavior.

Analyses showed a significant reduction in child problem behavior and improvement in foster carers» depression levels for intervention families at follow - up, compared with control.

Especially paternal PDT was related to child problem behavior.

Results revealed a significant increase in parental satisfaction, efficacy, and parenting knowledge and a reduction in child problem behavior for both the group and individual formats of the program.

A quantitative analysis of generalization outcomes found in behavioral parent training programs for reduction of child problem behavior.

Maternal depressive symptoms, father's involvement, and the trajectories of child problem behavior in a US national sample.

One study found no significant effects on measures of child problem behavior, risk / protective factors, and family factors.

If (complete) data on child behavior was available from one of the parents (child problem behavior) or from one of the two home visits (child prosocial behavior), this was taken as the best estimate of the missing scores per wave.

Children in both groups showed a decrease in child problem behavior over time, with a similar rate of change and similar variability in intercepts and slopes in both groups.

Based on previous findings showing that child problem behavior declines during the preschool years (Owens and Shaw 2003; Smith et al. 2004), we expected that children in both groups would show a decrease in problem behavior, but the rate of change was expected to be slower in the comparison group.

The time sequences of separation and child problem behavior were analyzed.

For this reason, child problem behavior was excluded from the subsequent analyses.

Although we did find a decrease in child problem behavior in the Home - Start group, the same process occurs in the comparison group, so this effect can not be attributed to Home - Start.

These authors asked both parents of 600 children (47 % boys, 53 % girls) 7 to 15 years of age (M = 10.9, SD = 1.8), who were recruited on the basis of a stratified random sampling procedure (for a detailed discussion, see Van Leeuwen et al., 2004), to independently complete a series of questionnaires, covering parenting behavior, child problem behavior, and child and parent personality.

A key limitation in the Tschann et al. study was that teacher report was used to measure both temperament and child problem behavior, leaving open the possibility of reporter bias.

Another possibility is that the degree of change in maternal behavior was not strong enough to lead to steeper decreases in child problem behavior in the Home - Start than in the comparison group.

Consistent with this idea, low levels of mothers» physical aggression (spanking) have been found to be related to child problem behavior, while for fathers only high levels of physical aggression predicted more child problem behavior (Mackenzie et al. 2013).

Moreover, in contrast to a previous report on the present sample (Asscher et al. 2008) which focused on short - term effects (by comparing pre - and posttest scores), in the present study we extend prior research by examining program effects on long term growth in maternal sense of competence, maternal parenting behavior, and child problem behavior over a period of 12 months.

However, the changes in maternal behavior were unconnected to the changes in child problem behavior (ultimate outcomes).

Home - Start, however, had no statistically significant effect on child problem behavior.

The interactions between effortful control and negative affectivity were included in order to examine the role of effortful control as a possible moderator of the relation between negative affectivity and child problem behavior.

Further, for each wave families in which both parents had missing data on one or both of the pertinent scales for parent - reported child problem behavior were excluded (n = 20), as well as families of which no observational data was available on child prosocial behavior (n = 5).

These changes in maternal sense of competence are in turn expected to predict changes in child problem behavior.

Since their review, three studies have examined the moderation of temperament on child problem behavior in normal weight, full - term children.

However, no statistically significant program effects were found for child problem behavior.