Not exact matches
«Previous studies have linked intake of high fructose corn syrup sweetened beverages with asthma in school children, but there is little information about when
during early development exposure to fructose might influence later
health,» said Sheryl L. Rifas - Shiman, MPH, a study lead author and senior research associate at Harvard Medical School and Harvard Pilgrim Health Care Inst
health,» said Sheryl L. Rifas - Shiman, MPH, a study lead author and senior research associate at Harvard Medical School and Harvard Pilgrim
Health Care Inst
Health Care Institute.
Exposure to lead
during early development can alter the the gut microbiota, increasing the chances for obesity in adulthood, researchers from the University of Michigan School of Public
Health have found.
So, the new findings support the idea that genetic differences expressed
early during brain
development may have a lot to do with the
development of bipolar disorder symptoms — and other mental
health conditions that arise later in life, especially in the teen and young adult years.
«We know from animal models that there are critical periods
during early development when cells are rapidly dividing and forming the circuitry through which cells will communicate with each other to form various tissues of the body,» said Retha Newbold, a reproductive biologist at the National Institute of Environmental
Health Sciences in North Carolina.
We partner with research entities, universities, and laboratories
during the
early stages of product
development at True
Health.
Two daily servings (240 ml) of beans, cooked or canned, are recommended in order to maintain overall
health, specially
during pregnancy, since folate is crucial for cardiovascular
health, as well as for
early development, reducing the risk of birth defects.
But the authors write in their paper that «emerging epidemiologic evidence suggests that [arsenic] exposure in utero and
during early life may be associated with adverse
health effects» on immune system and brain
development.
To keep your French dog in good
health, it is important to feed them with energy that fuels their
development and growth
during the
early months of their life.
Children who experience poverty, particularly
during early life or for an extended period, are at risk of a host of adverse
health and developmental outcomes through their life course.1 Poverty has a profound effect on specific circumstances, such as birth weight, infant mortality, language
development, chronic illness, environmental exposure, nutrition, and injury.
One evaluation conducted in Queensland, Australia, reported moderate reductions in depressive symptoms for mothers in the intervention group at the six - week follow - up.89 A subsequent follow - up, however, suggested that these benefits were not long lasting, as the depression effects had diminished by one year.90 Similarly, Healthy Families San Diego identified reductions in depression symptoms among program mothers
during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant
Health and
Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among
Early Head Start families, maternal depressive symptoms remained stable for the program group
during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or
Early Start programs.
Family Voices: Piloting a New Qualitative Measure of Family Engagement for Head Start and
Early Head Start Staff and Families (PDF - 2,468 KB) Aikens, Bandel, Akers, Lyskawa, & Jerald (2014) U.S. Department of
Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation & Mathematica Policy Research Focuses on the
development of qualitative instruments designed to better understand family engagement in Head Start and
Early Head Start; draws on pilot data collected
during the 2012 - 2013 program year; and provides information about the performance of the piloted interview protocols, revisions made to instruments based on their performance, and the best methods for gathering qualitative information about family engagement experiences from families and staff in future studies.
We contend that childhood temperament shapes the manner in which individuals perceive their surroundings, which influences their social interactions in a reciprocal manner and eventual social and mental
health outcomes.17 This dynamic is particularly evident in
early adolescence
during which the emergence of the peer group as a more salient influence on
development coincides with sharp increases in psychopathology, 16 particularly SAD.6, 15,18 Temperament also shapes vital cognitive processes, such as attention and certain executive processes which provide the foundation from which children perceive and respond to social cues in the environment.
OBJECTIVES: To examine the prenatal and postnatal mechanisms by which maternal adverse childhood experiences (ACEs) predict the
early development of their offspring, specifically via biological (maternal
health risk in pregnancy, infant
health risk at birth) and psychosocial risk (maternal stress
during and after pregnancy, as well as hostile behavior in
early infancy).
It is also important to remember that
early childhood
development and life experiences contribute strongly to a person's mental
health and wellbeing
during childhood and later in life.
Early childhood
development and life experiences contribute strongly to a person's mental
health and wellbeing
during childhood and later in life.»
In the home visits, the nurses promoted 3 aspects of maternal functioning: (1) positive
health - related behaviors
during pregnancy and the
early years of the child's life, (2) competent care of their children, and (3) maternal personal
development (family planning, educational achievement, and participation in the workforce).
During home visits, the nurses promoted 3 aspects of maternal functioning: health - related behaviors during pregnancy and the early years of the child's life, the care parents provide to their children, and maternal life - course development (family planning, educational achievement, and participation in the work f
During home visits, the nurses promoted 3 aspects of maternal functioning:
health - related behaviors
during pregnancy and the early years of the child's life, the care parents provide to their children, and maternal life - course development (family planning, educational achievement, and participation in the work f
during pregnancy and the
early years of the child's life, the care parents provide to their children, and maternal life - course
development (family planning, educational achievement, and participation in the work force).
Does parental employment
during the first years of children's lives affect their cognitive,
health or socio - emotional
development during pre-school and
early school years?
State Issues and Innovations in Creating Integrated
Early Learning and
Development Systems A Follow - Up to
Early Childhood 2010: Innovations for the Next Generation (PDF - 1.741 KB) U.S. Department of Education, U.S. Department of
Health and Human Services (2011) Presents six common, interrelated themes that emerged
during the State team discussions at
Early Childhood 2010, and provides descriptions of approaches, and links to program websites, policies, and other relevant documents.
The main purpose of Phase IV (seventh grade - ninth grade) is to investigate how
earlier functioning and experiences in concert with contextual and maturational factors in adolescenc, influence social relationships,
health, adjustment, and intellectual and academic
development during middle adolescence.
The articles in this issue include the latest research about brain functioning
during the first three years of life and the important role of
early social interactions for later school readiness and lifelong learning; how toxic stress caused by adverse childhood experiences (ACEs) is having an impact on the
health and
development of children; a summary of what has been learned about
early development during the past 15 years; and examples of how tribal communities using Federal funding opportunities and partnerships to build more coordinated, effective
early childhood systems.
«We believe that strengthening and integrating infant and
early childhood mental
health supports in child - and family - serving systems is fundamental to improving outcomes for all children, particularly those who face adverse experiences
during the
earliest stages of
development.
My professional expertise is actually in Attention Deficit Hyperactivity Disorder, with a secondary specialty in
early childhood mental
health (ages 0 - 5) which necessarily includes an expertise in the neuro -
development of the brain
during childhood.
Development during the prenatal period, infancy and childhood is known to influence lifelong health, 1 — 4 and the link between early - life health and adult outcomes is strong and economically meaningful.5 Promotion of optimal child development and well - being comprises early detection and treatment of whole families, and it can potentially prevent the development of behavioural and emotional problems in children and ad
Development during the prenatal period, infancy and childhood is known to influence lifelong
health, 1 — 4 and the link between
early - life
health and adult outcomes is strong and economically meaningful.5 Promotion of optimal child
development and well - being comprises early detection and treatment of whole families, and it can potentially prevent the development of behavioural and emotional problems in children and ad
development and well - being comprises
early detection and treatment of whole families, and it can potentially prevent the
development of behavioural and emotional problems in children and ad
development of behavioural and emotional problems in children and adolescents.6
The program builds on research showing that home visits by a nurse, social worker, or other professional
during pregnancy and in the
earliest years of life can significantly improve maternal and child
health, child
development, learning, and success.
The National Institute of Child
Health and Human
Development (NICHD) Study of
Early Child Care and Youth
Development released a report in March 2007, of its findings from research conducted
during Phase III of the four - phase study.
The first year of life is a period of rapid
development critical to infants»
health, emotional well - being and developmental trajectories.1, 2 The first signs of mental
health problems are often exhibited
during infancy; however, the symptoms may be overlooked by parents and healthcare providers because they can be less intrusive when a child is young.3 — 8
Early onset of emotional or behavioural problems increases the risk of numerous adverse outcomes that persist into adolescence and adulthood, such as delinquency, violence, substance abuse, mental
health problems, teen pregnancies, school dropout and long - term unemployment.1, 2, 4, 9 — 14
His primary research interests include the
development and prevention of child antisocial behavior and related problem behaviors, such as substance use and abuse, academic failure, and high risking sexual behavior; Coercion Theory; the
development of preventive interventions for incarcerated parents, their children, and the caregivers of their children;
early childhood education and intervention; youth mentoring; preventive interventions for physical
health problems; and the
development and prevention of adjustment problems
during adulthood, including substance abuse, intimate partner violence, and suicidality.
Parenting interventions that are delivered
during this developmental period are necessary in order to capture the groups of youth and families (i) currently experiencing problems, but who did not receive an intervention
during early childhood; (ii) those who received an intervention in
early childhood, but who continue to experience problems and (iii) those who are not currently experiencing problems, but are at risk for developing problems later in adulthood.7 In Steinberg's 2001 presidential address to the Society for Research on Adolescence, a concluding remark was made for the need to develop a systematic, large - scale, multifaceted and ongoing public
health campaign for parenting programmes for parents of adolescents.8 Despite the wealth of knowledge that has been generated over the past decade on the importance of parents in adolescent
development, a substantial research gap still exists in the parenting literature in regards to interventions that support parents of adolescents.
Assessments were completed
during the kindergarten year, and developmental
health was measured using the
Early Development Instrument (EDI), a kindergarten teacher - completed checklist for each child based on five scaled measures of development: physical well - being, social competence, emotional maturity, language and cognitive development, and communication and general knowledge (Janus and Of
Development Instrument (EDI), a kindergarten teacher - completed checklist for each child based on five scaled measures of
development: physical well - being, social competence, emotional maturity, language and cognitive development, and communication and general knowledge (Janus and Of
development: physical well - being, social competence, emotional maturity, language and cognitive
development, and communication and general knowledge (Janus and Of
development, and communication and general knowledge (Janus and Offord 2000).
Participants were 152 community - based
early adolescent individuals (72 female, 80 male; mean age 12.6 years, s.d. 0.4 years; range 11.4 — 13.7 years), from a larger sample of 2479 grade 6 students (from 97 separate schools, representative of Victorian school sector type and socioeconomic classification) as part of a broader adolescent
development study conducted at Orygen Youth
Health, The University of Melbourne, Melbourne, Australia, the aim of which was to investigate risk factors for psychopathology
during adolescence.