Sentences with phrase «difficulty with emotional regulation»

Cognitive Behavioral Therapy has proven to be extremely beneficial for children who suffer from anxiety, excessive worry and / or fears, or overall difficulty with emotional regulation.

CBT can be a tremendously effective form of treatment, especially for anxiety disorders, certain types of depression and difficulties with emotional regulation.

Not exact matches

In other cases, kids may be wrestling with special difficulties — like stressful life events, emotional regulation problems, attention deficits, autistic symptoms, or hyperactivity.

Struggles, difficulties, and deferred gratification are essential to the development of emotional regulation, intimacy, self — discipline, and feelings of connection with the world around them.

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.

For example, difficulties in emotional / behavioral regulation and social interaction are part and parcel with the unique challenges and perspectives some children bring into the classroom each day.

This study shows that infants and toddlers with self - regulation difficulties (ie, problems with self - soothing, sleep, emotional regulation, and attention) view more media at 2 years of age, independent of other important confounders.

Early diagnosis and intervention for children with FASD are thought to be key to preventing behavioural, mental health and learning difficulties.36 — 38 However, Fitzroy Valley community members have reported that a current lack of diagnostic and intervention support for children with FASD impacts their children's ability to reach their full potential.14 Children with FASD need access to interventions which support their development of emotional and behavioural regulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervenregulation skills.38 It is recognised that educators, alongside the family, play a crucial role in supporting children with FASD to improve life outcomes through contextually appropriate and evidence - based interventions.36 While there is limited evidence for strategies that can assist children affected by FASD, 2 particularly to improve self - regulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervenregulation and executive functioning skills, 8 17 32 39 the Alert Program for Self - Regulation has evidence to suggest it is a promising intervenRegulation has evidence to suggest it is a promising intervention.17 39

I am experienced in working with clients / relationships that are affected by difficulties with emotional intimacy, conflict resolution, trust, and emotional regulation.

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

«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.»

Specifically, negative emotional reactivity has been found to predict both internalizing problems (e.g., anxiety, depression) and externalizing problems (e.g., aggression, rule - breaking).1 Fearfulness predicts internalizing problems, and self - regulation difficulties predict externalizing problems.1 The large literature on parenting2 generally shows that high levels of warm and firm parenting are associated with positive child development.4

«After four nights of this... 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,» Corkum says.

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.»

Lowered activity in these areas have been associated with states of detachment (e.g., numbing), reduced emotional awareness, traits of alexithymia (difficulties in identifying and describing feelings), and reduced emotion regulation.

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.

In other cases, kids may be wrestling with special difficulties — like stressful life events, emotional regulation problems, attention deficits, autistic symptoms, or hyperactivity.

For example, difficulties in emotional / behavioral regulation and social interaction are part and parcel with the unique challenges and perspectives some children bring into the classroom each day.

within their families when biological parents, who are 1 out 4 likely to also have ADHD, have difficulty with their own emotional regulation and explosive interactions between parent and child escalate out of control and 2.

As the person continues to experience stress, the brain will continue to be impacted and may lead the person to experience difficulties with memory, attention, and emotional regulation.

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.

Different deficits affect these two groups, so that conduct problems without CU may be associated with difficulties in emotional self - regulation, whereas conduct problems with CU is more likely to be related to difficulties in the development of conscience [11].

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.

These observed differences in neurological activity, consistent with the dual systems model, contribute to increased emotional volatility and difficulty with emotion regulation that increases during adolescence, which ultimately manifests as increased risk for SUDs and comorbid psychopathology (e.g., [29 • •, 36]-RRB-.

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.

Parents can discuss their experiences of interacting with their infants (who may have difficulties with responsivity and regulation), their sense of competence, and their own emotional needs as they discover additional ways of reading and sensitively responding to their vulnerable babies.

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 Strategieregulation, 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 StrategieRegulation 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 Strategieregulation (e.g., «Lack of Emotional Awareness, «Limited Access to Emotion Regulation StrategieRegulation Strategies»).

The dysregulation of emotions may be studied at all different levels of emotion experience, cognition and regulation, such as emotional dynamics (Silk et al. 2003), emotion knowledge (e.g., not knowing that one may experience different emotions at the same time and believing that emotional experiences can not be modulated; e.g., Meerum - Terwogt and Olthof 1989), difficulties with the use of emotion regulation strategies (e.g., distraction, cognitive reinterpretation; Gross and Thompson 2007), and meta - emotion experiences (e.g., nonacceptance of emotional responses; Gratz and Roemer 2004).

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 dialectical behaviour therapy (DBT) group has been conducted for a number of years at a public outpatient clinic for adolescents suffering with emotional regulation difficulties and their families.