Sentences with phrase «emotional outcomes for children»

Research indicates that evidence - based home visiting programs should benefit the families who participate in them through improvements in maternal and child health, parenting attitudes and behaviors, better cognitive and social - emotional outcomes for children, and a lower incidence of child abuse and maltreatment.

Research indicates that evidence - based home visiting programs should benefit the families through improvements in maternal and child health, parenting attitudes and behaviors, better cognitive and social - emotional outcomes for children, and a lower incidence of child abuse and maltreatment.

These are all linked to poor social and emotional outcomes for children.

The research and professional standards presented in this brief identify elements of early education programs that contribute to strong academic and social - emotional outcomes for children.

Investing in breastfeeding promotion is likely to lead not only to improved physical health but also to improved intellectual and psycho - emotional outcomes for children.

There are also associations with better social and emotional outcomes for children as well.

The presence of a responsible father has a direct effect on behavioral and emotional outcomes for the child.

Not exact matches

Specifically, what home visiting program models show the greatest promise for improving pregnancy outcomes, reducing child abuse and neglect, and improving parents» life - course and children's social and emotional development?

A lack of involvement of fathers is associated with negative emotional, social, academic and behavioral outcomes for children.

With the goal of improved health outcomes for children through increased emotional engagement of fathers, our research is anticipated to lead to new evidence - based standards for intervention.

The program model is relationship - based and family - centered, promoting the idea that infants and their families are collaborators in developing an individualized program of support to maximize physical, mental, and emotional growth; health and other positive outcomes for infants and children from the well — baby to the special needs infant.

«New study holds hope for improving outcomes for children exposed to methamphetamine: Supportive home environment may reduce behavioral, emotional issues.»

With the current study only following children up to age 7.5 years, the researchers said longer term studies will be needed for a more complete understanding of the developmental, emotional and social outcomes for children with prenatal methamphetamine exposure.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

Research demonstrates that family mealtimes are a strong predictor of positive physical, social, emotional and academic outcomes for children and their families.

The authors of the study hold out hope that the positive finding on kindergarten retentions means that the TN - VPK had a positive effect on children's social / emotional development, which will lead to long term positive outcomes like those that were found in the famous Perry Preschool Project (in which, for example, participants were less likely than nonparticipants to have had encounters with the criminal justice system as adults).

In her testimony, Little referred to studies that demonstrate how quality afterschool programs improve academic, social, and emotional outcomes, especially for low - income children.

Over the past 30 years, Joan Cole Duffell has been an educator, writer, and leading advocate for positive outcomes for children, focusing on promoting children's social - emotional skills and the prevention of child abuse, bullying, and other forms of violence.

Three years ago, U.S. Secretary of Education Arne Duncan created a dedicated Office for Early Learning with the ambitious goal of «improving the health, social - emotional, and cognitive outcomes for children from birth through third grade.»

A 2007 study from The Collaborative for Academic, Social and Emotional Learning showed that after - school programs using evidence - based approaches to caring for children saw better outcomes for them.

A meta - study of after - school programs around the country concluded that afterschool improves social, emotional and academic outcomes.7 Closing the achievement gap in STEM is critical for the children and youth of Massachusetts,

March 4, 2014 Austin Superintendent Meria Carstarphen, was quoted as saying that, «You have to, yes, be accountable for academic outcomes, but we also have to be accountable to children and helping them develop [social and emotional] skills, and if we're not doing it, I believe it's educational malpractice,» she said.

Compounding this problem, children from low - income families, on average, begin kindergarten approximately a year behind their peers in preliteracy and language skills.106 This fluency gap widens as students continue in school and has a significant impact on economic success later in life.107 As a result, gains from high - quality preschool programs — including improved health, better social - emotional skills, and better cognitive outcomes — are particularly beneficial for children from low - income families.108

Lisa Guernsey explains why efforts to improve early - literacy outcomes must not focus narrowly on teaching reading but must also leave room for play that develops children's critical social — emotional and self - regulatory skills.

Our model is a whole school, whole child framework to create trauma - sensitive schools that will improve academic, behavioral, and social - emotional outcomes for students.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Once you have chosen the topic for your college paper (Pros of Abortion), you need to develop the thesis statement (Abortion is ethically right because fetus is not a child, women can decide what to do with their bodies, and negative emotional outcomes of having an abortion are much overemphasized).

While the law permits the courts and the family «the widest discretion» (CA Fam Code § 3040) in identifying the best possible outcome for the child, it also requires that «the child's need for continuity and stability» be addressed and the «established patterns of care and emotional bonds» be preserved.

New study white paper issued January, 2016 demonstrates that Make Parenting A Pleasure ® is effective in improving outcomes for stressed families, assisting highly stressed families in improving Protective Factors that are associated with reducing the risk of child abuse and neglect, such as parental resilience, social connections, knowledge of parenting and child development and the social and emotional competence of children.

This risk analysis allows stakeholders to develop initiatives to address the upstream social determinants of downstream physical and emotional health outcomes for children experiencing adverse events.

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.

Secondary outcomes: other related behavioural and emotional problems (Children's Depression Inventory; State - Trait Anxiety Inventory for Children; Children's Attributions and Perceptions Scale).

Outcome measures Level of developmental vulnerability in Australian children for five developmental domains: physical well - being, social competence, emotional maturity, language and cognitive skills and communication skills and general knowledge.

Many different outcomes were examined (see online table C4 in the supplementary web appendices for details), with most assessed using validated tools (such as the Child Behaviour Checklist, the Infant Behaviour Questionnaire, the Parent — Infant Relationship Global Assessment, the Q - Sort Measure of the Security of Attachment and social and emotional well - being scores from the Ages and Stages Questionnaire).

On the basis of the emotional contagion hypothesis, we thought that effective parental coping among the COPE mothers would lead to better adjustment outcomes for their children.

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.

Critically ill children hospitalized in intensive care units (ICUs) are especially vulnerable to a multitude of short - and long - term, negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.3 In addition, the parents of these children are at risk for the development of PTSD, as well as other negative emotional outcomes (eg, depression and anxiety disorders).4 — 6

These children are especially vulnerable to a multitude of short - and long - term negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.

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 interventichildren 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 interventichildren 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 interventichildren'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 interventiChildren 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 interventichildren 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 interventichildren 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 intervention.17 39

In addition, the parents of these children are at risk for the development of PTSD, as well as other negative emotional outcomes (eg, depression and anxiety disorders).

The higher risk for maternal postpartum depression is also associated with reduced parenting skills, which may have negative consequences for the development of the child.28 — 30 Parents of obese children may lack effective parenting skills providing both a consistent structured frame and emotional support.31 In women with GDM, psychosocial vulnerability including low levels of social and family networks is associated with more adverse neonatal outcomes, especially increased birth weight.32 Thus, there is a tight interaction between maternal lifestyle, weight status, mental health, social support as well as between maternal and child's overall health.

Outcomes of children with emotional disturbance in residential treatment for educational purposes.

A confluence of research has identified executive functioning deficits as a common characteristic of individuals with FASD.9 15 — 27 Damage to neurological structures, including the prefrontal regions of the brain, is a significant hypothesised cause for these deficits.28 29 Executive functions are defined as a set of cognitive processes responsible for orchestrating purposeful, goal - directed behaviour.15 30 31 These processes are responsible for the ability to plan, organise, attend, problem solve and inhibit responses.31 It is also suggested that the ability to self - regulate emotional responses and behavioural actions is interrelated with the construct of executive functioning.17 28 32 Deficits in executive functioning and self - regulation can lead to learning and behavioural problems that impact a child's educational outcomes as they struggle to cope with the complex demands of school life.16 20

Proven outcomes of such relationships include self - regulation, communication skills, emotional balance, flexibility, and the development of insight, empathy, and morality — all qualities we hope for in our children, our neighbors, and ourselves.

Specifically, what home visiting program models show the greatest promise for improving pregnancy outcomes, reducing child abuse and neglect, and improving parents» life - course and children's social and emotional development?

For many of these children, the emotional and financial investments of their fathers are likely to yield a host of positive outcomes.

The most salient predictor of worst emotional and behavioral outcomes for children of divorce is parental conflict (Zill, Morrison, & Coiro, 1993; Zimiles & Lee, 1991).

«I work with parents to foster the best possible emotional and developmental outcomes for their children.

We will also explore gender differences in its outcomes, evaluate the likely psychosocial causes of such results, speculate on their impact on child emotional development, and share their many implications for families.

That 2014 evaluation determined that a number of health outcomes for children and parents changed at the population level, including a 37.5 per cent drop in the numbers of children experiencing clinically elevated levels of social, emotional and behavioural problems.