Sentences with phrase «develop emotional difficulties»

Children who are placed in loyalty conflicts are more likely to develop emotional difficulties.

Since emotions are reflexes, my background served me well by enabling me to see the underlying reasons why many couples develop emotional difficulties.

Findings here suggest that the presence of siblings and living in a higher income household can protect against the development of such difficulties in this period whereas having poorer general health and multiple delays in early motor development are associated with a greater risk of developing emotional difficulties.

Not exact matches

The sooner you can coach your child through difficulties, disappointments, frustrations, and consequences, the sooner she will develop the emotional muscles needed to successfully deal with life.

She will also have increased chances to develop child obesity and emotional difficulties like depression and anxiety.

Murray, a trained mentor for the Incredible Years ® Teacher Classroom Management program, explained that a key caregiver strategy that all IY programs teach — and which is particularly relevant for ADHD - related difficulties — is «coaching» young children to develop persistence, as well as academic, social, and emotional skills.

Dr. Marino's goal is to develop an evidence base for a noninvasive therapy to treat these common social and emotional difficulties after brain injury so that adolescents are prepared for healthy personal and professional lives as adults.

Also suitable for developing emotional literacy in pupils with ASD / pragmatic language difficulties.

I work with clients to develop effective, collaborative treatment plans to succeed in overcoming difficulties, managing emotional challenges and achieve their life goals.

I would be honored to work with anyone who is experiencing difficulty in life and help them learn and develop different ways to cope and resolve their emotional pain.

Social isolation may mean they do not develop social skills and have difficulties establishing relationships; spasmodic school attendance or lack of time for homework can result in poor academic achievement and lost opportunities in future years; physical strain may lead to health problems in later life, while emotional stress may lead to mental health problems.

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One focus of my clinical work is helping parents develop effective and positive management techniques with children who have emotional, behavioral or attention difficulties.

When working with children, I also work closely with parents to help them understand the nature of their child's difficulties and develop strategies to support his or her normal development and healthy emotional functioning.»

Nicole's approach combines the use of Pia Mellody's Developmental Immaturity Model with Dialectical Behavioral Therapy and Cognitive Behavioral Therapy, helping clients to develop a deeper understanding of their emotional and behavioral difficulties, whilst offering them tools with which to find new, healthy coping strategies.

Children at this age may start to enjoy playing team games, although if they are still developing the emotional skills required to be a good winner and loser, may have difficulty losing cheerfully at some games.

But apart from all of that, which is the whole of Kids Matter focus, one thing in particular that schools can do is to look at the notion of teaching, specifically teaching social and emotional skills, and we know that that's a protective factor that children who have that reduce the likelihood of developing mental difficulties later.

In families where there is a high level of conflict and animosity between parents, children are at a greater risk of developing emotional, social and behavioural problems, as well as difficulties with concentration and educational achievement.

The Backpack Connection Series was developed by TACSEI support families and educators to work together in promoting children's social emotional skill development and responding to children who may be experiencing difficulties.

Thus the younger the child the more likely the child is to suffer residual and pervasive problems following traumatic experiences such as witnessing family violence or being abused or neglected.21 Exposure to such experiences can alter a developing child's brain in ways that can result in a range of inter-related psychological, emotional and social problems including: depression and anxiety; post traumatic stress disorder; problems with emotional regulation; substance misuse; relationship difficulties; and physical problems including cardiovascular disease, diabetes and stroke.22

Component 1: Creating a sense of community — Staff Survey Component 1: Creating a sense of community — Family Survey Component 2: Developing children's social and emotional skills — Staff Survey Component 2: Developing children's social and emotional skills — Family Survey Component 3: Working with parents and carers — Staff Survey Component 3: Working with parents and carers — Family Survey Component 4: Helping children who are experiencing mental health difficulties — Staff Survey Component 4: Helping children who are experiencing mental health difficulties — Family Survey

I have developed a comprehensive social skills group program for children with these disorders as well as related behavioral and emotional difficulties.

During a study to demonstrate the negative effects of sleep deprivation in children, Corkum found that, ``... We were able to demonstrate that they actually had difficulties with things like memory, paying attention, emotional regulation; they actually changed how they viewed pictures — they tended to see things in a less positive light... We're really concerned because this is a period when their brains are developing and skills are developing, and the impact that might have on the developing child could potentially be even more problematic as an adult.»

Because they are exposed to a wide range of psychosocial stressors, low - income children have been found to be at greater risk for developing emotional and behavioral difficulties than their middle - income peers.

The child's session focuses on the child processing and resolving trauma based difficulties as well as developing resources to improve and maintain emotional health through his or her life.

Analysis in section 4.4 showed that difficulties with emotional symptoms were particularly likely to have developed in the pre-school to early primary school period.

Emotional difficulties, in contrast, had a greater likelihood of developing between pre-school and entry to primary school.

For a further minority group, difficulties are shown to develop during this time particularly in relation to emotional symptoms and peer problems.

Also, children whose mother developed health problems during the observation period were at risk of social, emotional and behavioural difficulties and having multiple negative outcomes.

The ECN sought to achieve the following goals: (1) establish a comprehensive, sustainable SOC with a reliable infrastructure for young children ages 0 - 5 and their families; (2) reduce stigma and increase community awareness about early childhood mental health needs and the importance of responding to their needs early and effectively; (3) improve outcomes for young children 0 - 5 who have significant behavioral or relational symptoms related to trauma, parent / child interaction difficulties or impaired social emotional development; (4) provide statewide training and local coaching for providers, families, and community members regarding evidence - based practices for effectively treating early childhood mental health and social emotional needs; and (5) develop a seamless early childhood SOC using a public health model for replication in other areas of the state.

The goal of treatment is to assist you in identifying the root causes of your addiction, to develop the necessary skills to cope with emotional difficulties, and to facilitate personal growth.

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 attachment.

«Together we can develop an understanding of the emotional difficulties that are holding your child back.

Develop tools that help clients change old habitual patterns of experiential avoidance while developing an openness and capacity to approach emotional difficulty.

Research has demonstrated that children who experience familial sexual maltreatment are at risk for developing psychological difficulties characterized by emotional and behavioral dysregulation.

Children who grow up in families characterized by parental psychological difficulties are at increased risk for developing social - emotional behavior problems, even when these difficulties are in the subclinical range (Cummings et al. 2005; Papp et al. 2004; Weitzman et al. 2011, see for meta - analytic evidence Connell and Goodman 2002).

If the FEEL - KJ reveals weaknesses in emotion regulation, it seems useful to also administer the Difficulties in Emotion Regulation Scale (DERS)[45] as this instrument was developed to measure the underlying processes that result in problems with emotion regulation (e.g., «Lack of Emotional Awareness, «Limited Access to Emotion Regulation Strategies»).

Attachment theory developed by (BowlbyI980a) explained early childhood development and lays tremendous importance that a human infant has a biological need for protective attachment figure for survival and absence of such a figure can cause psychological difficulties in the child's emotional growth.

It reported that one in four Aboriginal children were at high risk of developing serious emotional or behavioural difficulties.

It reported that 1 in 4 Indigenous children are at high risk of developing clinically significant emotional or behavioural difficulties.