Sentences with phrase «difference on child behavior»

Not exact matches

On 14 regression analyses for the seven measures of well - being, only one statistically significant difference emerged: The children who frequently overnighted at age 3 years displayed more positive behavior at age 5 years than the rare or no overnights groups.

Even so, their findings revealed no reason why children should not spend overnights with their fathers, as there were virtually no differences between the overnighters and non-overnighters; on 14 regression analyses for the seven measures of well - being, only one statistically significant difference emerged: the children who frequently overnighted at age 3 years displayed more positive behavior at age 5 years than the rare or no overnights groups.

Some dental malocclusions have been found more commonly among pacifier users than nonusers, but the differences generally disappeared after pacifier cessation.284 In its policy statement on oral habits, the American Academy of Pediatric Dentistry states that nonnutritive sucking behaviors (ie, fingers or pacifiers) are considered normal for infants and young children and that, in general, sucking habits in children to the age of 3 years are unlikely to cause any long - term problems.285 There is an approximate 1.2 - to 2-fold increased risk of otitis media associated with pacifier use, particularly between 2 and 3 years of age.286, 287 The incidence of otitis media is generally lower in the first year of life, especially the first 6 months, when the risk of SIDS is the highest.288, — , 293 However, pacifier use, once established, may persist beyond 6 months, thus increasing the risk of otitis media.

For example, with support from Morningside Center, the group worked through the difference between a traditional view of discipline as «punishment» versus an approach that, in Maria's words, «lets children have a chance to reflect on their behavior, to encourage children to have more autonomy so they can learn to make good decisions on their own.»

Preventing Suspensions and Expulsions in Early Childhood Settings: A Program Leader's Guide to Supporting All Children's Needs offers «resources on supporting social - emotional development, reducing challenging behavior, recognizing the role of cultural differences and implicit biases, and more.»

Conventional ANCOVA analyses of intervention group versus control group differences on (a) protective parenting behaviors directly targeted by the intervention and (b) general child management skills, in a sample of families residing in an economically stressed rural area (n = 209), showed significant intervention effects on both measures for both mothers and fathers.

Finally, we explored the potential implications of the differences we observed in infant brain development for aspects of children's behavior by examining internalizing and externalizing symptomology on the CBCL.

For example, some have found significant differences between children with divorced and continuously married parents even after controlling for personality traits such as depression and antisocial behavior in parents.59 Others have found higher rates of problems among children with single parents, using statistical methods that adjust for unmeasured variables that, in principle, should include parents» personality traits as well as many genetic influences.60 And a few studies have found that the link between parental divorce and children's problems is similar for adopted and biological children — a finding that can not be explained by genetic transmission.61 Another study, based on a large sample of twins, found that growing up in a single - parent family predicted depression in adulthood even with genetic resemblance controlled statistically.62 Although some degree of selection still may be operating, the weight of the evidence strongly suggests that growing up without two biological parents in the home increases children's risk of a variety of cognitive, emotional, and social problems.

Christine Buchanan, Eleanor Maccoby, and Sanford Dornbusch found that adolescents had fewer emotional and behavior problems following divorce if their mothers remarried than if they cohabited with a partner.31 Similarly, two studies of African American families found that children were better off in certain respects if they lived with stepfathers than with their mother's cohabiting partners.32 In contrast, Susan Brown found no significant differences between children in married and cohabiting stepfamilies.33 Although these data suggest that children may be better off if single mothers marry their partners rather than cohabit, the small number of studies on this topic makes it difficult to draw firm conclusions.

Group differences in the Child Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or Behavior Checklist scores showed that parents in the intervention group reported higher scores than those in the UC group on the aggressive behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or behavior subscale (7.74 vs 6.80; adjusted β, 0.83 [95 % CI, 0.37 - 1.30]-RRB-, although neither group reached a subscale score of clinical significance (the cutoff for this age is 22 years)(Table 3).14 There were no group differences in reported sleep problems or problems with depression or anxiety.

Dr. John Gottman, who has behind him more than 40 years of solid, scientific research on relationships, families and parenting styles, says that if there is one thing parents could do for their child that would make a difference both now and in the future and help them be successful in life, it is this: To build the child's emotional intelligence, the ability to understand and manage their feelings in a positive way so that they can eventually regulate their own behavior.

At 24 months, externalising scores in the intervention and control groups were similar (mean 11.9 (SD 7.2) v 12.9 (7.4)-RRB-; however, on the parent behavior checklist subscale scores, intervention group parents were less likely to report harsh / abusive parenting (mean 38.9 (SD 7.7) v 40.5 (8.8); adjusted mean difference − 1.83, 95 % confidence interval − 3.12 to − 0.55) and unreasonable expectations of child development (40.9 (9.9) v 42.7 (9.6); − 2.18, − 3.74 to − 0.62).

Generally defined, temperament is the biological basis of personality.4 Research on the topic of temperamentally - based socially wary, reticent and inhibited behavior has reported differences in prevalence of this construct between East Asian (e.g., China, South Korea) and Western children and youth (e.g., Western Europe, Canada and the United States); the former group has demonstrated a higher prevalence of wary, inhibited behavior than the latter.5, 6,7,8,9 In Western cultures, which value independence and assertiveness, socially - inhibited and reticent behavior is viewed as reflecting shyness, fearfulness and social incompetence; in East Asian cultures, which are dominated historically by Confucian and Taoist philosophies, socially wary and inhibited behavior is viewed as reflecting compliance, obedience, being well - mannered, and thus, social maturity and accomplishment.10

Focus on the traumatic event: a) Help parent acknowledge what child has witnessed and remembered; b) Help parent and child understand each other's reality with regards to the trauma; c) Provide developmental guidance acknowledging response to trauma; d) Make linkages between past experiences and current thoughts, feelings, and behaviors; e) Help parent understand link between her own experiences and current feelings and parenting practices; f) Highlight the difference between past and present circumstances; g) Support parent and child in creating a joint narrative; h) Reinforce behaviors that help parent and child master the trauma and gain a new perspective.

2008, «The Emotional - Behavioral Characters and Behavior Problems in Institutionalized Care Children: Focusing on gender differences», The Korean Journal of Woman Psychology, vol.

For example, with support from Morningside Center, the group worked through the difference between a traditional view of discipline as «punishment» versus an approach that, in Maria's words, «lets children have a chance to reflect on their behavior, to encourage children to have more autonomy so they can learn to make good decisions on their own.»

«The Emotional - Behavioral Characters and Behavior Problems in Institutionalized Care Children: Focusing on gender differences» The Korean Journal of Woman Psychology 13, no. 1 (2008): 43 - 61.

TY - JOUR AU - 김보람 AU - Kyungsook Lee AU - 박진아 AU - 이지성 TI - The Emotional - Behavioral Characters and Behavior Problems in Institutionalized Care Children: Focusing on gender differences T2 - The Korean Journal of Woman Psychology PY - 2008 VL - 13 IS - 1 PB - The Korean Society For Woman Psychology SP - 43 - 61 SN - 1229 - 0726 AB - This study examined the institutional children's psychological features as comparing institutional care children with normal children focusing on gender diffChildren: Focusing on gender differences T2 - The Korean Journal of Woman Psychology PY - 2008 VL - 13 IS - 1 PB - The Korean Society For Woman Psychology SP - 43 - 61 SN - 1229 - 0726 AB - This study examined the institutional children's psychological features as comparing institutional care children with normal children focusing on gender diffchildren's psychological features as comparing institutional care children with normal children focusing on gender diffchildren with normal children focusing on gender diffchildren focusing on gender differences.

However, there were no significant differences on parents» ratings of externalizing and internalizing behavior, or on any other parent report of child outcomes.

Results showed that there was a significant group difference on reported child disruptive behaviors between the TP group compared with the WL group.

CPP children exhibited fewer behavior problems during observed sessions than controls, but there was no difference between the two groups on the ECBI.

Results indicated at 1 - year follow - up, as compared to control group parents, CPP parents used less corporal punishment and issued fewer commands with their children, while CPP children exhibited fewer behavior problems during observed play and clean - up sessions than controls, but no differences on the ECBI.

Significant differences were not found between the intervention and comparison group on children's behaviors by the end of the follow - up period for this study.

[30] When comparing such children to the children of opposite - sex parents there tends to be no difference «on measures of popularity, social adjustment, gender role behavior, gender identity, intelligence, self - concept, emotional problems, interest in marriage and parenting, locus of control, moral development, independence, ego functions, object relations, or self esteem.»

Peer reports of social behavior / reputation on the RCP demonstrated no differences in rate of nominations for siblings and comparison children on any of the four dimensions.

Cases missing data (n = 194, 21 %) were compared to cases with complete data on an array of demographic characteristics; no differences in child (e.g., treatment status, gender, birth weight, birth health status, early indicators of behavior), family (e.g., composition, conflict), or parent characteristics (e.g., race / ethnicity, education level, age) were found.

Studies which compare the stress scores between parents of children with ASD contrasted with parents of children with other disability, offer as explanation for the higher levels of stress in parents of children with ASD, differences in the behavior problems, aggression, obsessive - compulsive rituals, sleep problems, or the externalizing aspects which have major influence on the family.

Lastly, it was expected that the impact of familial and parental functioning on adaptive parenting change would be in the same direction and of a similar magnitude across both the SB group and CG, given the expectation that similar developmental processes would relate to adaptive parenting change across both groups and the lack of evidence supporting qualitative or quantitative differences in the link between family / parent functioning and parenting behaviors as a function of child illness status.

In each of our analyses we sought to examine the unique effects of parental behaviors on children's academic ability by controlling for individual differences in known correlates of academic ability such as early measures of verbal ability, general cognitive ability, and parental education.

We have shown that individual differences in children's EF (but not general cognitive ability) mediate the relations between each of two aspects of parental behavior (that is, «parental scaffolding» or the proclivity to modify instructions and support in response to children's behavior and «negative parent - child interaction» or the extent to which parents are critical, controlling and display negative affect on the other) and children's early academic ability.

Make sure your child understands why you've made this rule, encourage and support responsible behavior on his part, and work toward resolving your differences.

Research interests include examining the familial and peer systemic influences on child and adolescent aggression, individual differences influencing child and adolescent aggression, and interventions to reduce bullying behavior in peer groups.

Fourth, there are cultural and social differences between American and Korean children in the role of attachment on children's problem behaviors.

Because nearly all existing approaches focus on changing the behavior deficits of children with ADHD, an exciting future direction may be to investigate approaches aimed at helping the typically developing peer group to reduce stigma about ADHD behaviors and enhance acceptability of individual differences [72 •, 73].

While significant differences among groups on aggression did not emerge, all groups evidenced higher levels of acting out behaviors than would be expected in a nonclinic group of children.