Sentences with phrase «child psychosocial problems»

The purpose of the present study was to evaluate the potential utility of using the information that PCPs are likely to have about negative events in their patients» lives as well as their perception of maternal distress, to help them identify child psychosocial problems.

We further hypothesized that maternal distress would also be related to child psychosocial problems.

For example, Arroyo, Segrin, and Curran (2016) found that maternal care mediated the relationship between mother - child psychosocial problems.

Area deprivation and child psychosocial problems: A national cross-sectional study among school - aged children

Not exact matches

Her particular areas of interest are the neurobehavioral and health consequences of sleep problems in children, pharmacologic treatment of pediatric sleep disorders, and cultural and psychosocial issues that affect sleep.

If your child does have a learning disability, it's important to seek help for him as soon as possible before the disability or disorder has the opportunity to stymie his academic advancement and create psychosocial problems.

While Duncan and Magnuson indicate that family income has a preponderant causal effect on both children's cognitive and economic development and on their academic achievements, they also suggest that economic improvement will not, in itself, necessarily resolve psychosocial development and behavioural problems.

Children who grow up in low income environments may be at greater risk of having psychosocial or behavioural problems.

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

In support of this model, multiple studies have shown the association between infant negative reactivity and later psychosocial outcomes such as problem behaviour and self - regulation to be moderated by parental behaviour, so that highly reactive children fare better than others when they experience optimal parenting but worse than others when they experience negative parenting.41 - 46 Further support is found in studies indicating that interventions targeting parental attitudes and / or behaviours are particularly effective for children with a history of negative reactive temperament.47, 49

In repeated RCTs with samples ranging from clinically referred middle - class preschoolers to low - income Head Start preschoolers at risk for psychosocial adjustment, significant improvements have repeatedly been found one to two years following the intervention in promoting children's prosocial adjustment and reducing children's problem behaviours.

The Developmental Medicine & Child Neurology review notes that the tentative definition of IGD in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM - 5) is a good starting point for diagnosing the condition, with the most stringent criteria including a build - up of tolerance (more time needs to be spent playing computer games), loss of control, giving up other interests, and excessive use despite clear - cut psychosocial and health - related problems.

Other psychosocial factors, including a nonsupportive school environment, marital crises or psychological problems arising between parents, and poor parent - child attachment can also transform a latent tendency into a full - blown disorder.

Current ADHD clinical practice guidelines recommend evaluating for other conditions that have similar symptoms to ADHD, such as disruptive behaviors, impulsivity, and issues with memory, organization and problem - solving, but few pediatricians routinely ask about psychosocial factors that could be effecting a child's health during ADHD assessment.

Paternal depression is associated negative child outcomes, including emotional and behavioral problems.14 Although paternal depression does not expose fetuses and infants to the same intrauterine / physiological risks as maternal depression, paternal genetic and psychosocial factors may act directly on the child and indirectly through their effect on maternal well - being.5, 15

Another study, Increasing Identification of Psychosocial Problems: 1979 - 1996, published in the journal Pediatrics in June 2000, found the number of children identified with psychosocial problems nearly tripled between 19Psychosocial Problems: 1979 - 1996, published in the journal Pediatrics in June 2000, found the number of children identified with psychosocial problems nearly tripled between 1979 aProblems: 1979 - 1996, published in the journal Pediatrics in June 2000, found the number of children identified with psychosocial problems nearly tripled between 19psychosocial problems nearly tripled between 1979 aproblems nearly tripled between 1979 and 1996.

Fostering a positive and supportive school context can help children avoid psychosocial problems associated with overweight.

Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Mothers were eligible to participate if they did not require the use of an interpreter, and reported one or more of the following risk factors for poor maternal or child outcomes in their responses to routine standardised psychosocial and domestic violence screening conducted by midwives for every mother booking in to the local hospital for confinement: maternal age under 19 years; current probable distress (assessed as an Edinburgh Depression Scale (EDS) 17 score of 10 or more)(as a lower cut - off score was used than the antenatal validated cut - off score for depression, the term «distress» is used rather than «depression»; use of this cut - off to indicate those distressed approximated the subgroups labelled in other trials as «psychologically vulnerable» or as having «low psychological resources» 14); lack of emotional and practical support; late antenatal care (after 20 weeks gestation); major stressors in the past 12 months; current substance misuse; current or history of mental health problem or disorder; history of abuse in mother's own childhood; and history of domestic violence.

Prior research from both ASPN and PROS confirms the comparability of patients, clinicians, and practices participating in primary care networks studies with those identified in national samples.34 - 37 A survey conducted as part of the Child Behavior Study38 showed no difference in demographic factors, practice characteristics, or attitudes toward psychosocial problems among participating pediatricians and a random sample of primary care pediatricians from the American Academy of Pediatrics.

The PSC is a 1 - page questionnaire of children's emotional and behavioral problems that reflects parents» impressions of their children's psychosocial functioning.

Results of these studies have consistently demonstrated that about 1 of every 8 children seen in primary care have significant levels of psychosocial problems.

Consistent with studies on the psychosocial adjustment of children with other chronic diseases (Lavigne & Faier - Routman, 1992), children with PRDs are at an increased risk for adjustment problems, particularly internalizing problems such as anxiety and depression, compared to healthy or normative controls (Billings, Moos, Miller, & Gottlieb, 1987; Daltroy et al., 1992; Daniels, Moos, Billings, & Miller, 1987; McAnarney, Pless, Satterwhite, & Friedman, 1974; Wallander, Varni, Babani, Banis, & Wilcox, 1989).

In 2010, more than 1 in 5 children were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expechildren were reported to be living in poverty.6, 10 Economic disadvantage is among the most potent risks for behavioral and emotional problems due to increased exposure to environmental, familial, and psychosocial risks.11 — 13 In families in which parents are in military service, parental deployment and return has been determined to be a risk factor for behavioral and emotional problems in children.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expechildren.14 Data from the 2003 National Survey of Children's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful expeChildren's Health demonstrated a strong linear relationship between increasing number of psychosocial risks and many poor health outcomes, including social - emotional health.15 The Adverse Childhood Experience Study surveyed 17000 adults about early traumatic and stressful experiences.

Family psychosocial screening can provide important information about potential protection or lack thereof for a child who may or may not yet show signs of behavioral or emotional problems.

The Physician Belief Scale and psychosocial problems in children: a report from the Pediatric Research in Office Settings and the Ambulatory Sentinel Practice Network.

Again, such needs would include consistent, responsible parenting and increased external controls for children and young people who were presenting with problem - solving, anger control and a range of other learning, psychosocial and behavioural problems.

Our findings are even more sobering because the prevalence of psychosocial problems among youth seems to be increasing.110, 111 The US Surgeon General reports that the unmet need for services is as high now as it was 20 years ago.112 Even youth who are insured often can not obtain treatment because few child and adolescent psychiatrists practice in poor and minority neighborhoods.113, 114

The objective of this study was to examine the level of agreement between child - and caregiver - reports of the child's psychosocial problems presenting to a Pediatric Emergency Department (PED) using a validated screening tool.

A method to improve the primary care pediatrician's ability to recognize and appropriately refer children with behavioral or psychosocial problems is to systematically screen all children with a standardized instrument designed for this purpose.16, 21 One such screening tool, developed by Jellinek and Murphy, 22 is the 35 - item Pediatric Symptom Checklist (PSC), designed specifically for use by the pediatrician to screen for mental health problems in children ages 4 to 16 years in the primary care setting.

Sheila M. Eyberg, Stephan R. Boggs, and James Algina, 8220; Parent - Child Interaction Therapy8212; a Psychosocial Model for the Treatment of Young Children with Conduct Problem Behavior and Their Families, 8221; Psychopharmacology Bulletin 31, no. 1 (1995): 83, 8211; 91.

Depression and attachment insecurity of the primary caregiver and more distal family adversity factors (such as incomplete schooling or vocational training of parents, high person - to - room ratio, early parenthood, and broken - home history of parents) were found to best predict inadequate parenting13, 14 and precede the development of a child's low compliance with parents, low effortful control, and behavior problems.13, 15, — , 17 These psychosocial familial characteristics might also constrain the transfer of program contents into everyday family life and the maintenance of modified behaviors after the conclusion of the programs.

Early detection and treatment of family psychosocial risk may potentially avert the emergence of problems in the child.

While Duncan and Magnuson indicate that family income has a preponderant causal effect on both children's cognitive and economic development and on their academic achievements, they also suggest that economic improvement will not, in itself, necessarily resolve psychosocial development and behavioural problems.

Membership in a single - parent family or stepfamily is associated with increased levels of significant behavioral, emotional, and academic problems in children.1, 2 The mechanisms underlying this connection are likely to involve, among other factors, financial adversity, increased stress directly related to family transitions, and increased exposure to additional psychosocial risks.3, 4 Compared with the extensive research base connecting family type (ie, membership in a 2 - parent biological family, stepfamily, or single - parent family) and children's psychological adjustment, little is known about the physical health consequences of membership in diverse family types.

In addition, because past studies have focused primarily on whether poverty affects young children's problem behaviour, research is also needed to investigate the links between low family income and other psychosocial outcomes in children.

Depression in young people is a problem with such pervasive features that one can find abnormalities in almost any domain (eg, cognitive, family) to justify any treatment.1 A great variety of psychosocial interventions have therefore been used with depressed children, including CBT, psychotherapy, and family therapy.

Since both tax and income - transfer (eg, child allowance) policies provide effective ways of changing family income, it is important to establish whether low family incomes per se are responsible for children's psychosocial problems.

Research with young children has found that low family income and poverty are associated with a variety of psychosocial outcomes.1 - 13 To date, more studies have concentrated on the effects of income on problem behaviour1 -3,5-13 than on positive behaviour.2,4 - 5, 8 However, there is some evidence that income is associated with both types of behaviour in young children.2,4 - 5

Children who grow up in low income environments may be at greater risk of having psychosocial or behavioural problems.

Thus, although improving the economic status of families promotes more positive outcomes for children's cognitive development and academic achievement, direct services and therapeutic interventions may be a comparatively more promising alternative for improving children's psychosocial development and reducing behaviour problems.

This tendency to manifest disorders of a psychosocial nature is consistent with Rousseau, Drapeau and Corin (1996) who found a positive association between learning difficulties, academic achievement and emotional problems in South East Asian and Central American refugee children in the US.

Psychosocial problems in refugee children exposed to war.

A range of childhood psychosocial risk factors have been associated with depression, including characteristics of the child (eg, behavioral and socioemotional problems, poor school performance), characteristics of the parents (eg, parent psychopathology, rejecting or intrusive behavior), and family circumstances (eg, the loss of a parent, physical or sexual violence, family discord).12 - 15 However, it has not been shown decisively whether these risks distinguish juvenile from adult - onset MDD.

Physicians underestimated substantially the prevalence of intrafamilial violence, maternal psychosocial distress, and associated behavior problems in children compared with use of a questionnaire for this purpose.23 The use of a clinic questionnaire identified significantly more mothers with potential risk factors for poor parenting compared with review of medical records.24 Shorter versions of this questionnaire for evaluating parental depressive disorders, 25 substance abuse, 26 and parental history of physical abuse as a child27 compared favorably to the original measures in terms of accuracy.

However, a higher proportion of children in SEARCH are at risk of developing psychosocial problems based on the SDQ than are non-Aboriginal children, highlighting the need for early detection, appropriate referral and culturally appropriate programs.

Erikson's (Erikson, 1965, 1968) theory on the stages of psychosocial development in children, adolescents, and adults and Herbert's flow chart (Herbert, 1987) focus on the vicissitudes of identity and the development of unhealthy mental and social problems.

SEEK Parent Questionnaire Safe Environment for Every Kid (2016) Provides information on a one - page mental health assessment for parents that screens for prevalent psychosocial problems that are risk factors for child maltreatment and / or jeopardize children's health, development, and safety.

Depression is common among adolescents, with a point prevalence between 3 % and 8 %.1 By age 18 years, as many as 25 % of adolescents have had at least 1 depressive episode.2 Depressive disorders in children and teens increase the risk of illness, interpersonal problems, and psychosocial difficulties that persist long after the episode, 3 and adolescents who experience depressive episodes have an increased risk of substance abuse and suicidal behavior.4 - 6 Adults with depression have increased health care costs, 7 and successful depression treatment may decrease these costs for adults8 and children.9